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Face-to-face versus online tutoring support in distance education

Price, Linda; Richardson, John T. E. and Jelfs, Anne (2007). Face-to-face versus online tutoring support in distance education. Studies in Higher Education, 32(1) pp. 1–20.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/03075070601004366
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Abstract

The experiences of students taking the same course by distance learning were compared when tutorial
support was provided conventionally (using limited face-to-face sessions with some contact by
telephone and email) or online (using a combination of computer-mediated conferencing and email).
Study 1 was a quantitative survey using an adapted version of the Course Experience Questionnaire and the Revised Approaches to Studying Inventory. Study 2 was another quantitative survey using the Academic Engagement Form. Study 3 was an interview-based examination of the students’ conceptions of tutoring and tuition. In all three studies, the students receiving online tuition reported poorer experiences than those receiving face-to-face tuition. Study 3 showed that tutoring was seen not only as an academic activity but also as a highly valued pastoral activity. To make online tuition successful both tutors and students need training in how to communicate online in the absence of paralinguistic cues.

Item Type: Journal Article
ISSN: 0307-5079
Keywords: online tuition; CEQ; RASI; conceptions of tutoring
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 7823
Depositing User: Linda Price
Date Deposited: 24 May 2007
Last Modified: 02 Dec 2010 19:59
URI: http://oro.open.ac.uk/id/eprint/7823
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