Role of the online tutor in time responsiveness to students in a large enrolment unit
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Role of the Online Tutor – In-time responsiveness to students in a large-enrolment unit. Tim Griffin School of Social Sciences and Psychology. Presentation Overview. Overview of the unit and what has been blended and why

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Role of the online tutor in time responsiveness to students in a large enrolment unit

Role of the Online Tutor – In-time responsiveness to students in a large-enrolment unit

Tim Griffin

School of Social Sciences and Psychology


Presentation Overview

  • Overview of the unit and what has been blended and why

  • Integration of the Online Tutor with assessments & learning activities

  • What the Online Tutor does

  • Principles that guide practice

  • Concluding remarks


Unit overview
Unit Overview

  • The Individual in Society

    • Large-enrolment (1,000+ students)

    • First-year (Spring Session)

    • Core unit for Social Sciences courses plus popular elective

    • Delivered across two campuses


Unit Design

Delivery Mode

Compulsory

Assessments

Supporting

Assessments

Resources

XXXXXX

Lectures

Exam

Tutorials

Literature Report

Learning Journal

Online quizzes

Workbook / Reader

4 x 2 hr tutorials

Alternating strandsEfficiency, Quality & Consistency

ONLINE TUTOR

Discussion Forums


The online tutor
The Online Tutor

  • Distributed support for student learning

    • Flexible hours ‘just-in-time’ support

    • Able to meet student demand (peak activity)

    • Moderation of online discussions & resources

    • (Supporting students are risk of failing)

    • Other negotiated duties to support unit coordinator


Online tutor nuts bolts
Online Tutor Nuts & Bolts

  • Online tutor

    • 1 casual employee

    • Equivalent of 5 f2f tutorial hours

    • Equates to 11 hours per week

    • Hours are distributed across the week

    • Hours are distributed across the semester

    • Experienced f2f & online tutor

    • Values flexible working hours & working from home


Asynchronous discussions
Asynchronous Discussions

  • Support through asynchronous discussion forums

    • Responding to learning needs

    • Linking students to learning resources

  • Discussion board contains forums for each assessment / activity


Principles of practice
Principles of Practice

  • Developed over several iterations:

    • Respecting students

      • Valuing students as learners & individuals & respecting their circumstances, backgrounds & starting points

    • Responsiveness to students’ learning needs

      • Targeted, timely & individualised support

      • Assisting students with similar issues

    • Being encouraging & positive

      • Promoting use of discussions, recognising progress & contributions

    • Promoting independence

      • Assisting students to find their own answers / solutions


Concluding remarks
Concluding Remarks

  • The Online Tutor is:

    • ‘Wrapped around’ assessments

    • Guided by Principles of Effective Practice

  • ‘Take home message’

    • Providing effective online support for student learning in a large-enrolment, first year unit delivered across two campuses, can be achieved with a modest allocation of teaching hours using asynchronous discussion forums

    • Note on cost efficiency


References
References

  • Griffin, T., & Rankine, L. (2010) Affordances for academics: Using Learning Management Systems to effectively manage large-enrolment units in higher education. International Journal on E-Learning.9(4), 505-528.

  • Griffin, T., & Thomson, R. (2008). Evolution of blended learning in a large enrolment subject: What was blended and why? In Hello, where are you in the landscape of educational technology? Proceedings ASCILITE Melbourne, November, 2008.

  • Griffin, T., Gilchrist, A., & Thomson, R. (2009). The online tutor: Good practice in a large-enrolment, blended learning unit. Paper presented at: Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). Same Places, Different Spaces. December 6-9, Auckland.

  • Littlejohn, A., & Pegler, C. (2007). Preparing for blended e-learning. Oxon: Routledge.

  • Macdonald, J. (2006). Blended Learning and Online Tutoring: A Good Practice Guide. Hampshire, UK: Gower Publishing.


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