Does the evidence regarding online tuition in Price et al.'s paper fit your own experience of online communication in general and your own experience of online tuition on H800?
Well, first I agree with the comments already made that this work now appears dated. I do think that some students still resist 'pure' e-learning (Selwyn, 2011), still wanting f2f tuition.
Online communication is improving, because we can write more, and therefore any ambiguities are made clear, this can be tested by trying to revert to the original SMS communication of 136 characters - no surprise that they were often mis-read or misunderstood.
Do you agree with Price et al. that online tuition is a pastoral activity and not a purely academic activity?
No, I also disagree with this, although of course it can have aspects of both.
Do you find that the absence of what the authors call 'paralinguistic cues' in an online environment such as our VLE limits the effectiveness of online tuition?
Not necessarily the case, as others here have pointed out there is far more equality in an OU live session than in a 'classroom' situation. Continuing to practice, listen, observe and contribute all make this easier, and as the system is increasingly used, so it will be further refined.
References:
Selwyn, N. (2011) 'Digitally distanced learning: a study of international distance learners' (non)use of technology', Distance Education, vol. 32, no. 1, pp. 85-99
Keller, J.M. and Suzuki, K. (2004) 'Learner Motivation and E-Learning Design: A Multinationally Validated Process', Journal of Educational Media, vol. 29, no. 3, pp. 229-239.
Judd, T. and Kennedy, G. (2011) 'Measurement and evidence of computer-based task switching and multitasking by ‘Net Generation’ students', Computers & Education, vol. 56, no. 3, pp. 625-631.
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E-learning will cease to be a commonly used term in a year or two, except for historic reference: it is just 'learning'. This is how all students experience learning; what they get and do online, at school, college or through there own devices is part of the world that includes books.
Learning online offers another way in to a subject; it provides variety too. You can alter your pace. Learning about something in a multitude of ways, and scaling up the experience by seeking out or being shown more detailed or demanding examples is how we start at the periphery on a subject and work, or are nudged, towards the centre of things.