PERCEPTION OF TUTORS ABOUT TUTORIALS IN OPEN AND DISTANCE LEARNING (A CASE STUDY OF ALLAMA IQBAL OPEN UNIVERSITY)

  • Muhammad Javed Ajmal Allama Iqbal Open University
  • Akhtar Ali Shah Allama Iqbal Open University

Abstract

Tutoring of learners is an old practice. Tutorials are to be effective if the tutors have some indispensable qualities. One of these is content knowledge of a tutor which is essential for tutoring. There are many other personal qualities and features of a tutor essential for tutoring. If a tutor is willing to be a sincere tutor and help his students then the students will seek solutions of their problems from him and discuss their problems with him. If the students feel that they can get benefit from tutors` contributions then they arrive for tutorials. Much of the quality of tutorials depends on the attitude of the tutors and their capabilities in using modern educational technology. Research suggests that the effective tutorials in open distance learning is based on preparation, excellent communication skills, and understanding of the tutors. This survey was conducted to find out the perception of tutors about tutorials in Open Distance Learning at Allama Iqbal Open University (AIOU). The objectives of the study were to find out the perceptions of the tutors about tutorials in ODL at AIOU and to give suggestions for improvement in the tutorial system. In view of the time constraints, the study was consisted of the tutors involved at the Peshawar and Rawalpindi Regions of the AIOU in B.Ed. Course 512 (Perspectives of Education) of semester spring 2012. The data was collected through a questionnaire developed on five point Likert Scale. The data was analyzed and the results were converted into frequency distribution, percentage and mean scores. The tutors perceived that tutor engages students in learning activities by using question answer approach in tutorials which is more active for teaching. Tutorials can help in student interaction with each other and they can learn and think in a critical way. Majority of the tutors agreed that tutorial can aid in the development of the necessary knowledge and abilities of the students. Tutorial is based on interactive approach, and its timing and duration is perfect. It was found out that in tutorials tutor remains punctual while the students are not punctual. It was found that all the necessary facilities were not available in the tutorials. Tutor’s training was found necessary. It was recommended that there is a need of comprehensive training for tutors to conduct the tutorials. The availability of tutors at the study centers may be made ensure as per schedules issued to the tutors and students so that to make interaction between students to learn from each other. Study centers may be established in the locations which would be accessible for the tutors and students and especially for female tutors and students of far flung areas. All the necessary facilities, including multimedia may be provided at the study centers. Monitory incentives for the tutors may be increased and the strength of students per tutor may be decreased so as the tutor may participate wholeheartedly and give meaningful feedback on assignments of every student.

Author Biographies

Muhammad Javed Ajmal, Allama Iqbal Open University
Associate Professor
Akhtar Ali Shah, Allama Iqbal Open University
M. Phil Scholar

References

Adey A. D., Gous, H.T., Heese, M., & Roux, A. L. (1992); Distance Education (Post Graduate Diploma in Tertiary Education). Pretoria. University of South Africa.

Aluko, F. R. (2008). Measuring success: The impact of an Advanced Certificate in Education

(Education Management) programme on the professional practice of graduates, Paper

presented at the NADEOSA Conference, Pretoria, South Africa, 8-9 August 2008.

Aluko, F. R., and J. Hendrikz, (2009). The impact of an innovative tutorial model on distance

education students’ performance: A pilot study, paper presented at the DEASA

conference Maseru, Lesotho, 18-20 September 2009.

Armstrong. F. & Hedge.N. (1996). Teaching and learning at a distance, University

Sheffield: United Kingdom.

Barab, S. A., Makinster, J. G. & Scheckler, R. (2001); Designing System Dualities:

Characterizing an Online Professional Development Community.

Bell, R, and Tight, M.(1993). Open Universities: A British Tradition, Buckingham: SRHE &

Open University Press.

Bender, D. W. Wood, B. J. and Vredevvoogd, J. D., (2004). Teaching time: Distance education

versus classroom instruction, American Journal of Distance Education, 8(2), 103-114.

Brookfield, Stephen, D. B., and Preskill, Stephem. (1999). Discussion as a way of teaching:

Tools and Techniques for University teachers, Buckingham, SPHE and Open

UniversityPress.

Biggs, J. (2003); Teaching for quality learning at university: What the student does. (2nd

edition), Berkshire: Open University Press.

Boud, D. (1988); Developing student autonomy in learning. London: Kogan Page. Brown, S. &

Glasner, A. (1999)(Eds.). Assessment matters in higher education: Choosing and using

diverse approaches. Buckingham: SRHE and Open University Pr

Calvert, S. L., (2005). Early Media Exposure: Implication for learning, Department of

Psychology, Georgetown University.

Choom Helm.Nichols, M. (2010).Students perceptions of support services and the influence of

targeted intervention on retention in distance education, Distance Education, V. 31, No. 1

CoL. ( TUTORING IN OPEN AND DISTANCE LEARNING:A HAND BOOK FOR TUTORS,

© THE COMMONWEALTH of LEARNING, 2003).

Collins Combuild, (1994). Essential English Dictionary, Harper Collins Publishers, 77-85,

Fulham Palace Road, Hammersmith, London, W6 8JB.

Curzon, l.B. (1990).Teaching in future Education: An outline of Principles and Practices.

London: Cassell Education Ltd.

Daweti, A. M. (2005). Tutoring in Open and Distance Learning Commonwealth of Learning,

Retrieved October 22, 2011,from http://despace.col.org/handle/123456789/162.

Douglas, M. B. (2010). Ime4: Mixed-effects modeling with R, Springer Company, UK.Evans,

T., (1997). Understanding learners in open and distance education, London: Kogan Page.

Gay, L, R. & Airasian, Peter, (2003). Educational research, Pearson Education, Inc. Upper Saddle River, New Jersey.

Gow, L. & Kember, D (1993). Conceptions of teaching and their relationship to student learning, British Journal of Education, Psychology, 63, 20-33.

Hixenbaugh, P., Thomas, L., (2006). Personal tutoring in Higher Education, Stokeen Trent, Trentham Books, (eds).

Holmberg, B., (1995). Theory and Practice of distance education, London Routledge.

Keegan, D. (1996). Foundation of Distance Education, 3rd ed., London: Routledge.

Kilfoil, W. R., (2005). Quality assurance and accreditation in open distance learning, Progressio, 27(172): 4-13.

Johson, D.W., Roger, T., Edythe, J. H., (1998). Cooperation in the Classroom, Interaction Book Company Edino, MN, ASBNO – 939603-04-7.

Lee, J., (2003). Current status of learner support in distance education: Emerging issues and future research agenda, Asia Pacific Education Review, 4 (2), 1181-188.

Likert, R. A., (1932). Technique for the Measurement of Attitudes, New York, Colombia University Press, and Retrieved form Reid (2003).

Lowe, S. D., (2005). Responding to learner needs in distance education: Providing academic and Relational support (PARS). In making distance education work: Understanding learning and learners at a distance, ed. S.J., Levin, 73-87. Okemos, Michigan, USA: Learners Association, net.

Makoe, M., Richordson, J. T. E., Price L. (2008). Conceptions of Learning in adult students embarking on Distance Education, Higher Education, 55.303-320, Springer, Science Business Media, B.V.

Moore, M. G., (1973). Toward a theory on independent learning and teaching, Journal of Higher Education, 44: 61- 79.

Moore, G. M., (1980). Independent study, in R. D. Boyd, J. W. Apps and Associates, Redefining the Discipline of Adult Education, San Francisco: Jossey Base, 16-31.

Moore, M. G., (1983). The individual adult learner, in M. Tight (ed.), Education for Adults: vol. 1, Adult Learning and Education, pp. 153 – 168, London

O’ Rourke, J. (2003). Tutoring in Open and Distance Learning: A Handbook for Tutors, Commonwealth of Learning. Retrieved July 14, 2011, from www.col.org/resource/publications/pages

Poonwassie, A. (2001). Facilitating adult education: A practitioner’s approach, in Poonwassie, D. and Poonwassie, A (eds) Fundamentals of Adult Education: Issues and Practices for Lifelong Learning, Toronto: Thompson Educational Publishing.

Price, L., Jehon, T. E., Richardson and Anne, J. (2007). Face-to-face versus online tutoring support in distance education, Studies in Higher Education, UK Open University Press. Qakisa-Makoo, M. (2005).Reaching out: Supporting back learners in distance education. Progressio, 27 (172): 44-61.

Rabi, Jawahir. (2006). Analysis of the simultaneous influence of home, school and pupil factors in numeracy Performances of fourth-grade children in Maurritus, CASTME Journal, 26(1), 8-34

Reid, N., (2003). Getting started in Pedagogical research in Physical Sciences, LTSN Physical Science Practical Guide, Published by LTSN Physical Science Centre, Department of Chemistry, University of Hull, Hull HU6 7RX.

Published
2018-12-07