 Online Learning Update Ray Schroeder, editor, COLRS - Online@Illinois SpringfieldOnline Learning Update - a blog published daily since 2001 by Ray Schroeder, Professor Emeritus, University of Illinois at Springfield |
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Tuesday, June 29, 2004
Tutoring Large Numbers: An Unmet Challenge - Helen Lentell and Jennifer O’Rourke, IRRODL
.... As Lentell has noted, tutoring has never been at the forefront of mainstream writing on distance education, at least not until fairly recently (Lentell, 2003). However, whilst tutoring might not be central to the writing about ODL in the north, the practice is somewhat different. Tutoring tends to be the less visible element of ODL, but it is no less essential than good materials and effective administration. Distance education cannot exist without tutors who provide feedback and guidance to students. This point is well demonstrated by, for example, the array of institutional handbooks on tutoring produced by distance education universities. In practice, established distance education providers typically invest considerably in tutoring and other forms of learner support (Rumble, 1997). Moreover, and certainly among learner support professionals, there is an implicit “preferred” model. This model assumes a relatively low student-to-tutor ratio, with the tutor offering proactive individual guidance and feedback. Such a model, however, is not easily transferable to a situation where the reasons for adopting distance education are limited numbers of teachers and limited access to educational provision.
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