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

1. Role of the Online Tutor – In-time responsiveness to students in a large-enrolment unit Tim Griffin School of Social Sciences and Psychology

2. 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

3. 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

4. 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

5. 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

6. 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

7. Asynchronous Discussions • Support through asynchronous discussion forums • Responding to learning needs • Linking students to learning resources • Discussion board contains forums for each assessment / activity

8. 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

9. 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

10. 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.