Tutoring in Distance Education
Introduction
The nature of distance education, especially the feature of it which shows that its
teaching and learning activities are done at a distance, may presuppose that tutorial
tasks are out of the picture. It presupposes too that if tutoring is done at all, it can
only be done by proxy. To practitioners and theorists who have had a lot of insight into
the field, tutoring in distance education has come to stay and be accepted as an
intrinsic part of the teaching and learning process. Such theorists would also note though
that in the early days of the system of instruction, when it was popularly known as
correspondence education, tutorial activities of the face to face type were not part Of
the original agenda. It was a later phenomenon. The use of the tutor has however grown so
much, that very few distance education institutions, especially at the university level,
if any, do not create a room for some kind of tutoring.
This paper therefore attempts to explain the issues involved in tutoring in distance
education. We start by highlighting what distance education is and who the distance
learners are. We also examine the processes in distance education which reflect further
expectations we have of the tutor in the field. Finally we examine the various functions
of the tutor in distance education as well as the issues involved in tutoring in distance
education. But let us first examine the terms 'tutor' and 'tutorial'.
A Note on the terms 'Tutor' and 'Tutorial'
The Concise Oxford Dictionary describes a tutor as a private teacher especially one
having general knowledge of education. A tutorial is thus seen as a period of individual
instruction given by a college tutor. It is sometimes safer to identify tutors by their
functions rather than by their tides. This is because lecturers and other related
professionals perform tutorial roles.
It would be observed that in higher institutions, tutorials are basically different
from lectures They only provide opportunities for lectures to be further simplified and
more thoroughly understood. It is not uncommon to have the term tutor used in distance
education to mean different people with slightly related activities. In the correspondence
system of old, the term 'correspondence tutor' was used to refer to that member of the
institution providing distance or correspondence education, who related on a regular basis
with the learner by correspondence. He/she marked assignments, graded the learner, advised
and virtually saw the learner through the process of learning. Originally, he wrote the
course and guided its tutorial process. With an increase in the number of clients to be
served, the tutor became distinct from the course writer. While there may be a
correspondence tutor, the emergence of the face-to-to-face support system for the learner
has brought about a type of tutor in distance education who 'teaches' the learners during
face to face meetings. He may of course perform the correspondence tutor's role but the
face to face component of his task is emphasised.
In this paper, our attention is focused more on this course tutor who meets with the
learner for face to face sessions. A further clarification of the roles of this tutor will
be made in the subsequent sections of this paper.
Some Features of the Distance Education System
While we do not have to go into the definitions of distance education at this
meeting, w can at least abstract a number of elements from such definitions. This is with
a view to providing some useful background to the discourse. Basically:
- Distance education is a non-traditional approach to teaching and leraning as it veers
away, most of the time from the traditional eye-ball to eye-ball practice common in
traditional classroom situations
- It presupposes the existence of some distance mostly physical, but also social, between
the teacher and the learner
- In bridging this distance, a mediated form of instruction, possibly though the use of
written materials, audio or cassette tapes, computers and other electronic or mechanical
devices, takes place
- A wide range of experts and professionals, as in industrial situations, are involved in
both the preparation of the study materials and in the planning and implementation of the
programme
- An organisation exists to consciously plan and direct the programmes, and take
responsibility for their success or failure
- The use of face to face lectures and other forms of support is observable in many
distance education systems
- Large numbers of students, such as may be difficult to cope with in conventional
programmes and can be taught at the same time in distance education.
There are yet other issues we need to note. For example, some of the lecturers who
leach courses at the University of Botswana here still teach such or related courses on
our Certificate in Adult Education programme. Experience has shown that in most developing
nations, the use (f the print media is adopted. as we do at the moment. Thus we use course
texts. With the course text or course material sent to ]earners, the distance between the
learner and our course tutors is bridged. Our course texts are broken down into twelve to
fifteen units with each unit having clearly stated objectives, pre-test questions, and the
content broken down into sub-headings. We provide a summary. a post-test a list of
assignments to work on, possible field work to do, and a list of references for further
reading. When our learners interact with the issues raised in the course text they are
said to be engaged in a kind of didactic conversation with the course writer. Our course
writers. aware of the learners' inability to meet with them, have used a series of
strategies to engage them in didactic conversations, so that they can be easily read and
understand from afar. In short, out course writers are expected to:
- Structure the content as a frame-less programmed instruction (i.e. write the material in
a didactic manner, define concepts and elicit responses)
- Liberally punctuate the material with a variety of instructional devices, thus making
the material interactive
- Adopt a logical approach, problem centred approach or performance-related approach
- Be guided by the nature of his subject area in adopting an approach
- Achieve cohesion in the unit;
While we do not have to go into the definitions of distance education at this meeting,
we can at least abstract a number of elements from such definitions. This is with a view
to providing some useful background to the discourse. Basically:
- distance education is a non-traditional approach to teaching and learning as it veers
away, most of the time from the traditional eye-ball to eye-ball practice common in
traditional classroom situations
- it presupposes the existence of some distance mostly physical, but also social, between
the teacher the learner
- in bridging this distance, a mediated form of instruction, possibly through the use of
written materials, audio or cassette tapes, computers and other electronic or mechanical
devices, takes place
- a wide range of experts and professionals, as in industrial situations, are involved in
both the preparation of the study material and in the planning and implementation of the
programmes
- an organisation exists to consciously plan and direct the programmes, and take
responsibility of their success of failure
- the use of face to face lectures and other forms of support is observable in many
distance education systems.
- Large numerous of students, such as may be difficult to cope with in conventional
programmes can be taught at the same time in distance education.
There are yet other issues we need to note. For example, some of the lecturers who
teach courses at the University of Botswana here still teach such or related courses on
our Certificate in Adult Education programme. Experience has shown that in most developing
nations, the use of the print media is adopted, as we do at the moment. Thus we use course
texts. With course tutors is bridged. Our course texts are broken down into twelve to
fifteen units with each unit having clearly stated objectives, pre-test questions, and the
content broken down into sub-headings. We provide a summary, a post-test, a list of
assignments to work on, possible field work to do, and a list of references for further
reading. When our learners interact with the issues raised in t course text, they are said
to be engaged in a kind of didactic conversation with the course writer. Our course
writers, aware of the learners’ inability to meet with them, have used a series of
strategies to engage them in didactic conversations, so that they can easily read and
understand from afar. In short, our course writers are expected to:
- Structure the content as a frame less programmed instruction (i.e. write the material in
a didactic manner, define concepts and elicit responses)
- Liberally punctuate the material with a variety of instructional devices, thus making
the material interactive
- Adopt a logical approach, problem centred approach or performance-related approach
- Be guided by the nature of his subject area in adopting an approach
- Achieve cohesion in the unit
- Carefully manage the density of information
- Be particular about the relevance of the information
- Choose a conversation style
- Use appropriate language
- Keep learners active
While the above actually helps the learner to strive towards success in the programme,
there is also room for the institutional provider of distance education to allow a further
bridging of the gap between the institution and the learner. Thus, allowance is made for
additional face to face meetings with the learners. These face to face meetings, which
form a low percentage of actual teaching and learning time, are field in study
centres located usually within the learners' area of abode. In the Certificate in Adult
Education programme, we meet the learners four times in Gaborone, although some additional
meetings, called study weekends, are held in Maun, Francistown and Gaborone. When the
number of students increase on the programme, the study centres will obviously be
increased. Since the course writer/tutor cannot be present in these study centres at one
and the same time, course tutors are identified and employed to meet with the learners for
an identified number of contact hours. Why are these tutors needed? What do they do? How
do they tutor in distance education? This is the subject of the next section of this
paper.
Tutoring Learners at a Distance
In an examination of the distance education system and its sub-systems. Erdos ( 1967)
identifies the following: educational programme evaluation, finance, management teaching
materials and student service as part of the student service, she identifies teaching
examining, counselling, admission and the relay of information. Part of the teaching, here
comes form of tutoring.
Tutoring learners at a distance can take a variety of forms. These forms explain in a
way the nature of the mediation that takes place. Most of the forms of mediation that are
possible in an actual distance education teaching situation can take place in tutorials or
small group teaching. They come in form of
- tutorial letters sent to the learner
- telephone conversations with learners
- e-mail interactions with learners
- face to face teaching,
- audio or video tape teaching
- audio and video conferencing
- comments marked on assignments which are returned to learners
- articles in Unit Newsletters.
The goal of tutorials is usually tied to addressing a number of problems which learners
face in their involvement in distance education programmes. In a study carried out by
Kranjc(1988) on the troubles expressed by distance education students, the following are
listed:
- certain parts of the subject matter are not understood the explanations are missing in
course units the rhythm set by the education model 's too fast there ]:'s not enough time
for preparation for examinations
- the written material is insufficient
- the possibility of attending short face-to-face seminars does not exist
- to distinguish between the essential and the less essential in course is difficult
- loneliness and social isolation exist
- there is too much to learn in the unit.
Kranjc (1988) had then been working on the subject of social isolation of distance
education students. In the CAE programme that we run, -the learners have complained about
some inadequacies of the support system. Apart from their complaint on the unavailability
of the further reading materials. they have also shown their preference for more face 'to
face sessions. Also, some have hinted at the tendency for the materials to be
oversimplified while others would want more explanations given about some concepts and
ideas in the text. As a result of the complaints, additional face to face sessions In form
of study weekends are being organised for the current set of learners.
The above may not be the only problems distance education students go
through. It is thus imperative that an intermediary be used to mid-wife the learning
process as far as the organisation of additional interactive experiences around the
learning material is concerned. The course tutor as distinct from the course writer thus
fits in within the role here.
In an examination of the emergence of the Regional tutorial Services of the British
Open University, Keegan (1981) notes that it was as result of the need to reduce the
drop-out problem. In paragraph 51 of the Report of the Planning committee as cited by
Keegan (1981) three major roles, among others, were identified for the tutorial section.
These were:
- to provide the link between the central office and the regions
- to show the importance of profitable access to those who had not reached a stage of
benefiting from the university offerings.
- to reduce the drop-out rate
Beaver, also of the Tutorial Section of the Open University, as cited by Keegan (1981)
had noted
that the needs of adult education students are not only related to the subject at hand.
There are also needs of a psychological kind which are however not strictly subject based.
Thus, while the tutor in distance education may perform the role of a subject-specialist,
there may be additional counselling roles for him/her if the learner is to fully continue
to participate effectively in the distance education programme.
The major role of the tutor in distance education is to ensure that the material
prepared for the learner is understood such that the learner can accomplish the objectives
set out in the course and in the programme as a whole. In achieving this, the tutor meets
face to face with the learners, keeps records concerning them, keeps up to date with
developments in the curriculum, marks the learners’ assignments, corrects errors,
provides some counselling service and plays other advisory roles. Baath (1980) while
emphasising the role of the correspondence tutor of old, raises a very important issue
which applies to tutors who handle face-to-face meetings for learners in distance
education. He observes that while the tutor can have pedagogical roles such as correcting
students errors and assessing their papers, or that of helping them to relate their prior
experiences to new learning, that of establishing a good personal relationship with the
learners is also key.
The Namibian Extension Unit (1983) in its Tutors’ Guide had given a long list of
"How to Approach the job of tutoring" and "How to conduct the units".
For tutoring, they note that tutors need to:
- organise their time;
- read the course materials b fore going, to class
- start and finish each unit in time
- praise the learners when they do something correct
- make a habit of summarising after each unit
- when they use the chalkboard, write as clearly as possible
- review with the class at the end of the tutorial their views about it
- be part of the tutorial meeting aimed at reviewing problems and issues arising from the
general tutorial task.
On the latter (i.e. on how to conduct the units), they note among others that:
- each unit is to be introduced to the students
- the previous unit has to be revised
- students should be encouraged to help one another
- students should be encouraged to do their Homework.
While the role of the tutor as an intermediary places emphasis on the
tutor’s ability to understand the course text, and guide the
learners through the issues raised the tutor’s own teaching ability as well
as the ability to lead a group discussion effectively are highly
needed. In this respect, the tutor is expected to:
- respond effectively and early to many questions the learners ask
- initiate dialogue among members of the class to promote interaction and make up
for lost time in terms of isolation
- identify ways by which various activities outlined in the text can be carried out or
evaluated.
- bring other media into use apart from print
- explain concepts learners still find difficult
- effectively use group methods in class
- guide learners through the identification of references given and highlight other
salient points such books or authors may have emphasised.
- provide feedback by helping learners to know the corrections of responses given.
- return early any marked assignments
- be a good model
- be able to change the tempo of discourse
- divide class into groups to discuss some of the questions in the units and guide the
process of discourse.
In the CAE programme, there need not be a detailed unit by unit examination of the
material. A thematic discussion can be adopted. as this allows a more detailed treatment
of some issues which cut across some units and modules to be exhaustively treated. Also, a
problem centred approach, which is related to the theme-centred one can also be adopted.
What the detailed unit by unit approach does is to replicate the classroom teaching, which
obviously, most learners appear to prefer. Having introduced a unit. where lime permits, a
summary of the module. on a unit to unit basis can still be done later.
Depending on their perception of the class and their needs, course tutors in the CAE
programme can adopt the following approach:
- give general introduction to the course and the course text with a view to
achieving some parity between the tutor and the learner, in their perceptions of
the course, and course material
- choose from a series of delivery methods - from lecturing to teaching; they may adopt
the group discussion method, become a group leader or guide; use role play
or drama or any other technique that may be best suited to highlighting a major point
- as the tutors continues in the task, they are reminded at all times of the objectives of
the course as well as those of the units; consideration is given to the body of knowledge
to be re-delivered; focus is given to complex or ambiguous areas in the course text
including areas where a writer may have omitted explaining appropriately some salient
issues
- depending on the level of the course and learners, learners may in fact suggest how they
want the tutoring/discussion to be carried out. This is however tricky as learners may
specifically ask the tutors to teach their course afresh. If a tutor falls for
this, he automatically chances the assigned role. Tutors must maintain the tutorial manner
of the class
- in addition to organised visits, tutors may promote various activities, use additional
resources persons, but there must never be a loss of the focus of the course writer.
Tutors must be reminded that they are first and foremost mid-wives in this process
- allow the learners to raise all the questions that bugle their mind and react to
such
- where learners fail to do the above, help them to do this by raising questions for them
to answer but ensuring that such questions reflect the objectives of the course as well as
those of the units.
- where tutors has the facility, they can continue to provide the guidance over the
telephone or by mail.
Perhaps one issue we need to consider about the nature of the function expected of the
course tutors in distance education is that they are coming in as a kind of human bridge
between a course writers and their materials on the one hand, and on the other, as experts
in their field. In carrying out the functions, tutors need to note the following:
- they are meeting, possibility for the first time, a set of learners not earlier related
with.
- the course material to be used has been written by someone else
- just as the learner needs to understand the material, the tutor also has to
- tutors have to understand the structure of the text being studied
- tutors have a dual role still; a) read the material and understand the writer's intent
b) prepare own strategies to ensure the midwifing of the teaching/learning process
effectively
- tutors must guide against creating a totally new material .
Still on the issue of methods , Knowles’ andragogical submissions. as summarised
by Jarvis (1988) and further paraphrased below, may form a basis for some of the things we
do as tutors in the CAE programme. We need to:
- expose learners to new possibilities for self fulfilment
- help them to clarify their own aspirations
- help them to diagnose their needs on the job in relation to the topics being tutored
- help learners identify life-problems resulting from their learning needs
- ensure that physical conditions conducive to adult learning are provided
- accept and treat learners as persons
- seek to build relationships of trust and co-operation between learners, and between
tutors and learners
- become a co-learner in the spirit of mutual enquiry
- involve learners in a mutual process of formulating learning objectives
- help learners to organise themselves to undertake their tasks
- help learners to exploit their own experiences on learning resources
- gear presentation of own resources to the levels of learner’ experiences
- help learners integrate new learning to their own experience
- involve learners in devising criteria and methods to measure progress
- help learners develop and apply self evaluation procedures
(Adapted from Jarvis, 1988:174)
Some of the issues raised here are already taken up in the way the course materials are
produced. Others are issues to be taken up by the Distance Education Unit itself .
However, a knowledge of the issues should prompt course tutors to make a good job of the
assignment.
There are a number of methods in small group meetings ( see Figure 1) which tutors
should find useful. Some of these will be examined in greater detail during this workshop.
Figure 3: Small Group methods: overview
| Method |
Description |
| Brainstorming |
A technique for generating many ideas uncritically with
comment and evaluating only considered later. |
| Buzz Groups |
A short period during a lesson in which several small groups
intensively discuss a give issue, often followed by plenary. |
| Case Study |
An in-depth analysis of real or a simulated problems for
students to identify principles or suggested solutions. |
| Controlled Discussions |
A discussion in which students may raise questions or comment
but the tutor controls the general direction. |
| Fishbowl |
A discussion group in an inner cycle surrounded by a silent
‘observations’ group often followed by plenary session or role reversal. |
| Free Group Discussions |
A group discussion in which topics and direction are largely
controlled by members of a problem. |
| Problem-centred Group |
A group with a specific open ended task which is discussed,
with findings reported at plenary session or summarised on a poster |
| Projects |
A practical group exercise or scholarly activity involving
investigation of a problem |
| Pyramid (Also called Snowball) |
An ‘idea’ generating technique whereby groups of
two briefly discuss a problem, then form groups of four for further discussion prior to
reporting back |
| Questions |
Tutor displays questions (on BB or OHP), gives time to think
and then elicits answers for discussion and elaboration by group. Can be used as quiz with
teams. |
| Role Play |
A technique in which participants act out different roles in
particular situations and later discuss their feelings and aspects of the problem. |
| Seminar |
Group discussion of a paper presented by a student |
| Simulation and Games |
An exercise involving essential characteristics of a specific
real situation where participants re-enact specific roles. |
| Step-by-step discussions |
A discussion organised around a carefully prepared sequence
of issues and questions to draw out the required information from students. |
| Syndicate |
Several sub-groups forming part of a larger group each
working on a problem for a set time and reporting later to the whole group |
| Tutorial |
A meeting with a small group, often based on a pre-set topic
or previous lecture |
| Workshop |
A ‘hands-on’ participating experience invo0lving
several methods and directed at developing skills or attitudes. |
Source: Knott M. and Mutunga P. (1995) ‘Methods of Teaching and Learning’.
Matiru, B.; Mwangi. A. and Schlette, R. (eds.) Teach Your Best Witzenhausen, Institute for
Socio-cultural studies. P.201.
The media applicable in tutoring at a distance are closely related to the ones
used in conventional teaching. Some of these include the print media such as books.
pamphlets, study, guides, handouts. journals and newspapers. Examples of the audio and
audio visual media are the radio tapes, television. video films. slides and
transparencies. There are also the display media such as the chalkboard and charts. The
various types of projectors such as the slide and overhead projectors are also used. Also
used are computers. electronic mail and the CD-ROM. These are mostly electronic.
Summary
Tutoring in distance education is a form of support which is cared principally towards
bridging the gap that exists between the learner and the tutor. The tutor in a way' acts
as a midwife between the course writer (even where the course writer plays the
tutor’s role) and the didactic material the learner is using. There are however other
forms of tutorial support which are not for teaching purposes. but which are nonetheless
geared towards meeting some other needs of the learner, such as those of counselling and
library support. Where a support service structure for a Distance Education outfit is
already fully developed tutoring, in the academic sense of the word becomes only a part of
what is expected. This paper has concentrated on the academic part of tutoring as the
structure of this workshop already allows for opportunities to listen to issues of library
and guidance and counselling support.
In tutoring therefore, the main goal is the further explanation of the issues raised in
the text. This is done through the use of small group methods and techniques which enable
the tutor to fully involve the learner in a deeper understanding, of specific aspects of
the text. We could in fact call it going into depth on a few areas in the presentation
with the aim of having a better understanding of the whole material. Beyond this, there is
a sense in which the application of knowledge gained is further seen, more interaction is
ensured as the textual interactions are simulated and not totally real. While the tutor
can bring in many illustrations to assist in the process, attempts must be made not to
stray from the core material already developed. The six levels of learning in the
cognitive domain, namely knowledge, comprehension. application, synthesis. analysis and
evaluation should form a major thrust of issues. While these may have been done in the
text, the face to face meetings should address them again.
In this teaching of a tutorial type, objectives already identified in the text,
assignments and activities work to be carried out. references to be further examined, must
all be covered. Tutors have a greater responsibility than the learners to be familiar with
these. If they for instance have not examined the further reading, items, how do they
expect to relate well to these when learners raise questions?
The media and methods adaptable in tutorials are mostly the same used in conventional
classroom situations, except that in relating to small groups some peculiarities emerge.
Figure 1 in this paper gives an indication of the methods to be used, although the
presentation on methods and techniques should help a great deal in a better understanding
of what is expected.
Tutors’ years of teaching experience in a wide range of techniques and methods of
a introducing new concepts, encouraging, learner participation and interaction, promoting
dialogue, identifying errors and helping to correct same. raising questions and answering
them; guiding learners through the conduct of needed visits and practical work; the tutor
s skills in human relations and others all come to the fore. In the process, tutors do not
create new material, but work towards ensuring the playing of the intermediaries’
role. And in such, they should hope that a greater understanding of the material. and the
application of the issues to the learners' work or other situations. are emphasised.
References
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