Price et al 2007

Price et el (Richardson and Jelfs) looks specifically at the role of online tuition, coming to the conclusion through the research used, that students who received online tuition found it to be of a poorer quality than face to face. However it should be noted, as it does in conclusion, that this is probably to do with unrealistic expectations from students of what the tuition would be, and also because there is a lack of training, for both students and teachers in communication online – with the focus being more on how to use the technology.

The research

Study 1(2002) using the CEQ and Revised approaches to study Inventory (Entwhistle,2000) – International Development undergraduates, multidisciplinary course.99 students answered(64%); 66 f2f;33 online tutoring – 41 males 58 females

Study 2(2003)used Academic Engagement Form (Foster 1999) – 209 students answered (44%) – 174 f2f;34 online; 98 males;111 females

Study 3 – interview based – 19 students; 6 females;2 males

It should be noted that participation in tutorials was not compulsory and that most tuition is student driven (by their needs). Also that the students were asked to think about their tuition as a whole throughout their course. (have already mentioned how this may mean that people focus on the overall perception. Also it’s not clear whether those who chose online tuition covered all of their modules online or just some of them.)

General findings

Study 1 – identical results f2f and online except for the good tutoring scores.

Study 2- findings similar to study 1, with online tutoring being perceived as lesser quality

Study – questioned the distinction between tuition and tutoring in student conceptions.

Students who experienced online tutoring generally did not feel that the experience was the same as Face to face. The paper does mention potential reasons for this – poor technical ability of tutor, or unreliability. The fact that any practical problems are exacerbated in an online environment also probably doesn’t help (and we have seen that for ourselves in the tutor group) and that expectations of the online environment are the same as face to face – which may be unrealistic. The paper concludes that more work is needed in training students and teachers about online communication and that institutions also may need to do some work around expectations of tutoring and the expectations on tutors in multidisciplinary courses.

Tuition and tutoring

Tuition being course related, and tutoring being more individual needs related. The students interviewed also talked about the tutor:

• Explaining material they have not understood
• Enabling students to see things as they do
• Helping to see the bigger picture
• Helping to create a meaningful experience/collaboration
• Enabling them to speak like a professional

There was an element of group bonding and convenience for the student.

Student conceptions of tutoring :

• Pastoral care
• Tutor enthusiasm
• Providing leadership
• Constructive feedback
• Learner autonomy
• Initiate and be a part of group work

Price, L., Richardson, J.T.E. and Jelfs, A. (2007) ‘Face-to-face versus online tutoring support in distance education’, Studies in Higher Education, vol.32, pp.1–20; also available online at http://libezproxy.open.ac.uk/ login?url=http://dx.doi.org/ 10.1080/ 03075070601004366