I deliver two types of delivery: Entirely distance learning (no face to face time) and blended learning (lengthy learning plans with approx. monthly one to one/face to face meetings.
My experience replicates much of what was summarised in this report referenced at the bottom of this blog. For example, my distance learning provision has a lower % of achievement than that of the blended learning models. This may be due to it being a new model of delivery for me, but I do believe that those face to face visits can, if nothing else offer continued momentum. For example, if a learner contacts me to say that he/she haven't had enough time to complete all the actiivities, I still tend to visit as that appointment can offer the 'tutoring' part of the delivery. You can delve into why they were unable to complete the actions and simply by showing a level of understanding, that there are other forces impacting on the individuals life, makes them feel that they are receiving the pastoral care and support and individualising the learning path.
It's not to say that this can't be applied in a non-face to face setting though. I have a distance learning learner, who through email, we were able to identify the life issues that were occuring at that time that impacted on progression and very quickly adapted the plan, resulting in turning around a learner of concern and high risk/withdrawal, to a quick progressing and positive learner.
I have this academic year reduced the face to face visits for Apprenticeship Delivery. Those that use to last 24 months and 24 visits, now have an 18 month plan and 10 visit schedule and those with a previous 18 month/18 visit schedule reduced to a 12 month/9 visit schedule. Too early to give quantitative measurements on the success but there has been no negative impact on recruitment or retention. To support this we have increased the use of technology and organise pre-arranged phone calls for those months where there is no face to face schedule. This I hope, will maintain the tutoring part of the role and ensure that important momentum continues through the learning plan.
I totally agree that online tuition is a pastoral activity and that if we consider it to be academic only then both learner and teacher will suffer. If we can support our learners in understanding how best to use the VLE to ensure effective tuition then this can support effectiveness. I have found uploading screencasts that learners can access ensures some 'personality' to the tuition that may be lost if I relied entirely on the forums or emails. With consideration, individual and supportive emails/forums can support a learner both in tutoring and tuition. Some of the learners I have worked with for the entire distance learning course, where our only communication was through the VLE and emails were very positive with good assessment results and positive learner feedback.
I appreciate that this is only scratching the service but I could consider and type about this all day as it is SO relevant to my work. Really useful report!
To summarise, I think it is really important to note that moving to online tutoring does not necessarily mean less individuality. Factors such as expression, motivation, support, encouragement, social needs can all be offered in an online environment. In fact I have found the use of more online and less face to face visits has resulted in an enhanced and improved VLE that accomodates the need and allows for multiple, individual learning paths.
References:
Linda Price, John T E Richardson and Anne Jelfs. (2007). Face-to-Face versus online tutoring support in distance education. Studies in Higher Education. 32 (1), 1-20.
Face to Face V's Online Tutoring Supporting
I deliver two types of delivery: Entirely distance learning (no face to face time) and blended learning (lengthy learning plans with approx. monthly one to one/face to face meetings.
My experience replicates much of what was summarised in this report referenced at the bottom of this blog. For example, my distance learning provision has a lower % of achievement than that of the blended learning models. This may be due to it being a new model of delivery for me, but I do believe that those face to face visits can, if nothing else offer continued momentum. For example, if a learner contacts me to say that he/she haven't had enough time to complete all the actiivities, I still tend to visit as that appointment can offer the 'tutoring' part of the delivery. You can delve into why they were unable to complete the actions and simply by showing a level of understanding, that there are other forces impacting on the individuals life, makes them feel that they are receiving the pastoral care and support and individualising the learning path.
It's not to say that this can't be applied in a non-face to face setting though. I have a distance learning learner, who through email, we were able to identify the life issues that were occuring at that time that impacted on progression and very quickly adapted the plan, resulting in turning around a learner of concern and high risk/withdrawal, to a quick progressing and positive learner.
I have this academic year reduced the face to face visits for Apprenticeship Delivery. Those that use to last 24 months and 24 visits, now have an 18 month plan and 10 visit schedule and those with a previous 18 month/18 visit schedule reduced to a 12 month/9 visit schedule. Too early to give quantitative measurements on the success but there has been no negative impact on recruitment or retention. To support this we have increased the use of technology and organise pre-arranged phone calls for those months where there is no face to face schedule. This I hope, will maintain the tutoring part of the role and ensure that important momentum continues through the learning plan.
I totally agree that online tuition is a pastoral activity and that if we consider it to be academic only then both learner and teacher will suffer. If we can support our learners in understanding how best to use the VLE to ensure effective tuition then this can support effectiveness. I have found uploading screencasts that learners can access ensures some 'personality' to the tuition that may be lost if I relied entirely on the forums or emails. With consideration, individual and supportive emails/forums can support a learner both in tutoring and tuition. Some of the learners I have worked with for the entire distance learning course, where our only communication was through the VLE and emails were very positive with good assessment results and positive learner feedback.
I appreciate that this is only scratching the service but I could consider and type about this all day as it is SO relevant to my work. Really useful report!
To summarise, I think it is really important to note that moving to online tutoring does not necessarily mean less individuality. Factors such as expression, motivation, support, encouragement, social needs can all be offered in an online environment. In fact I have found the use of more online and less face to face visits has resulted in an enhanced and improved VLE that accomodates the need and allows for multiple, individual learning paths.
References:
Linda Price, John T E Richardson and Anne Jelfs. (2007). Face-to-Face versus online tutoring support in distance education. Studies in Higher Education. 32 (1), 1-20.