I don’t need peer support: effective tutoring in blended learning environments for part-time,adult learners

ABSTRACT

Given the rise of social media engagement within society, there are challenges for tutors in blended and online contexts to provide opportunities for social constructivist learning experiences within their institutional learning environments. This article proposes a module approach to teaching, learning and assessment for learners undertaking part-time, vocationally related degrees. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice with data gathered from three principal sources. Interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; students’ perceptions of their learning experiences were assessed using an attitude survey; and an analysis of the content and communications in the virtual learning environment provided insight into tutors’ online practice. Analysis of modules suggested limited online peer-to-peer interaction, with tutors noting the difficulties of promoting engagement. The article argues for a constructivist approach in this context with a need for tutors to promote a simple module structure, focused around assessment, that creates space for learning. This structure appeared appropriate for these learners, enabling them to manage the influence of daily events, together with pressures and time constraints of work. The findings could aid tutors in designing and delivering courses for similar groups of learners.     

Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

Blended learning has risen in popularity in the last two decades as it has been shown to be an effective approach for accommodating an increasingly diverse student population in higher education and enriching the learning environment by incorporating online teaching resources. Blending significant elements of the learning environment such as face‐to‐face, online and self‐paced learning leads to better student experiences and outcomes and more efficient teaching and course management practices if combined appropriately. Hence, an appropriate systematic and dynamic approach of blended learning design is crucial for a positive outcome, starting with planning for integrating blended elements into a course and creating blended activities and implementing them. Evaluating their effectiveness and knowing in which environments they work better and improving the blended activities designed from both the student’s and instructor’s perspective are critical for the next delivery of the course. This article aims to increase awareness of higher education educators about how traditional face‐to‐face learning can be transformed into blended courses so as to develop student engagement with both in‐class and online approaches, whilst being time effective for the instructor.     

Discontinuities in university student experiences of learning through discussions

This article reports on research into the student experience of learning through discussions in a third‐year undergraduate engineering subject. Information engineering students studying e‐commerce were required to engage in face‐to‐face and online discussions as a key aspect of their learning experience. This study investigates the quality of the experience of learning through those discussions using quantitative methodologies from Student Learning Research. Analyses of student ratings on the closed‐ended questionnaires identify qualitatively different approaches to learning through discussions, both in face‐to‐face contexts and online. Relationships are found among the variation in the quality of these approaches and how students perceive issues such as workload, what they thought they were learning through discussions and performance. Implications arising from these results identify different suggestions for teaching students to discuss successfully in different contexts.     

Learning through discussions

Students studying a third‐year e‐commerce subject experienced face‐to‐face and online discussions as an important part of their learning experience. The quality of the students' experiences of learning through those discussions is investigated in this study. This study uses qualitative approaches to investigate the variation in the students' understanding of what they were learning through discussions, and how they went about engaging in them. Quantitative analyses are used to investigate how the students' experience related to their performance. Key outcomes of the study include that the quality of the students' experience of learning through discussions is positively related to their performance and that face‐to‐face and online discussions have qualitatively different benefits for learning.     

Responding to student expectations: a partnership approach to course evaluation

This paper presents a study that used newly developed instruments to investigate student expectations at two points in a semester‐based course. Course convenors were able to make some changes in response to the feedback, explain to students how the feedback had informed the course processes, and work with tutors on delivery enhancements. The administration of these instruments, a partnership approach involving students, tutors and lecturers, contributed to the creation of a responsive teaching and learning environment. In addition to enabling real‐time changes to be made, evaluation of the total teaching and learning experience ensured that improvements were made to subsequent offerings of the same course. Also, insights from one course were evaluated in terms of applicability to other courses offered within the same academic discipline. The study finds that establishing student expectations provides a framework for developing a responsive and iterative approach to achieving excellence in teaching and learning.     

Tutoring online tutors: Using digital badges to encourage the development of online tutoring skills

Online tutors play a critical role in e‐learning and need to have an appropriate set of skills in addition to subject matter expertise. This paper explores how digital badges can be used to encourage the development of online tutoring skills. Based on previous research, we defined three digital badges, which are examples of essential tutoring skills. These skills were self‐assessed during two weeks by online tutors in K‐12 mathematics, who also wrote a self‐reflection based on their experience. The digital badges motivated tutors to reflect on online tutoring practices. The tutors described that they gained a more detailed understanding of the tutoring process when continuously analyzing ongoing conversations. However, it was a challenge for the tutors to balance the private activity, reflection on tutoring skills, and the social activity, communication with the K‐12 students. It is essential to take into account when tutors will have time to reflect, for example, by scheduling time for reflection or enabling opportunities for reflection that is flexible in time. A challenge for further research is to better understand the potential benefits of different types of badges.     

Blended problem‐based learning for teacher education: lessons learnt

This paper explores case study research of the group process for teachers as learners in an Online Learning Module delivered in a blended problem‐based learning (PBL) environment. Blended learning, as the name suggests, consists of a blend of at least two pedagogical approaches: within the context of this research, blended learning is the integration of the PBL face‐to‐face learning in a classroom with an e‐learning environment. The 10‐week module was part of an accredited Postgraduate Diploma in Third Level Learning and Teaching for academic staff (lecturers, librarians, learning technology support staff) from a range of higher education institutions in the Republic of Ireland. This Postgraduate Diploma attracts academic staff keen to experience and implement a variety of pedagogical approaches within their own teaching. Over the four years of the module’s existence, there have been a wide variety of subject disciplines in higher education represented. This paper shares experiences and lessons learnt from the case study, and provides a set of recommendations for other teachers pursuing this form of blended PBL with students.     

Creating opportunities for students in large cohorts to reflect in and on practice: Lessons learnt from a formative evaluation of students' experiences of a technology‐enhanced blended learning design

This paper examines BA Social Work students' experiences of developing their reflective skills to work with diverse communities using a technology‐enhanced blended learning design. In response to growing student numbers, new teaching and learning resources were developed to provide opportunities for students to engage in reflection‐in‐action at critical learning stages with the support of tutors and peers. It is suggested that access to online lectures, communications tools, a workbook (to record learning development) and online video case studies can encourage students to reflect‐on‐action, allowing them opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their professional practice when working with diverse communities. To cater for an increase in student numbers, a rationale for the learning design is outlined, and the paper then explores the lessons learnt from the students' technology‐enhanced learning experiences.     

Autoethnography of tutoring in the Russian university: from theoretical knowledge to practical implementation

Unlike traditional teachers, tutors now are much less able to confine their practice to the classroom setting. Herein, we address the challenges of actual tutoring practice at one Master’s degree program comprising offline and online learning activities along with student work placements. Building on the autoethnography and narrative analysis we highlight core themes structuring tutoring experience. We examined the challenges we met. We offer suggestions for tutors supporting students in a blended learning environment, and we argue acknowledgment of different roles and strategies applied by tutors across learning contexts make them more productive and less vulnerable towards conflicting messages of other actors involved in instructional communication.     

The effect of learning style on preference for web‐based courses and learning outcomes

As the number of courses offered online increases rapidly, it is important for teachers and institutions to identify specific learner characteristics of successful online students. This paper reports on a study that compared an online group of freshmen computer science majors with an equivalent on‐campus group to find if their individual learning styles play a role in the selection of course delivery mode (online or face to face) and in their academic achievement. No significant statistical differences were detected in learning styles and learning performance between the two groups. Implications for teaching practice and design of learning activities that resulted from this study are discussed.     

Near‐peer teaching in anatomy: An approach for deeper learning

Peer teaching has been recognized as a valuable and effective approach for learning and has been incorporated into medical, dental, and healthcare courses using a variety of approaches. The success of peer teaching is thought to be related to the ability of peer tutors and tutees to communicate more effectively, thereby improving the learning environment. Near‐peer teaching involves more experienced students acting as tutors who are ideally placed to pass on their knowledge and experience. The advantage of using near‐peer teachers is the opportunity for the teacher to reinforce and expand their own learning and develop essential teaching skills. This study describes the design and implementation of a program for fourth year medical students to teach anatomy to first‐ and second‐year medical students and evaluates the perceptions of the near‐peer teachers on the usefulness of the program, particularly in relation to their own learning. Feedback from participants suggests that the program fulfills its aims of providing an effective environment for developing deeper learning in anatomy through teaching. Participants recognize that the program also equips them with more advanced teaching skills that will be required as they move nearer toward taking on supervisory and teaching duties. The program has also provided the school with an additional valuable and appropriate resource for teaching anatomy to first‐ and second‐year students, who themselves view the inclusion of near‐peer teachers as a positive element in their learning. Anat Sci Educ 2:227–233, 2009. © 2009 American Association of Anatomists.     

Student and tutor perceptions of learning and teaching on a first‐year study skills module in a university computing department

The level of student preparedness for university‐level study has been widely debated. Effective study skills modules have been linked to supporting students’ academic development during the transition phase. However, few studies have evaluated the learning experience on study skills modules from both a student and staff perspective. We surveyed 121 first‐year students and seven tutors on a study skills module on an undergraduate computing programme. The aspects in which the students’ and tutors’ views diverge provide insights into the perceptions of academic tasks and associated competencies for higher education and the delivery of study skills in practice for computing students.     

New technology,new pedagogy? Employing video podcasts in learning and teaching about exotic ecosystems

This paper examines the experiences of undergraduate university students in response to the employment of video podcasts to support learning and teaching about exotic ecosystems. Six, 15–20‐minute podcasts were made accessible to students through a virtual learning environment, either online or to download to mobile technology. The students were free to watch the podcasts whenever and wherever they chose to. The perceived and actual effectiveness of the technology was assessed by written questionnaire, focus groups and summative assessment results. Students agreed that the podcasts were effective in supporting learning and teaching on the course, largely by offering a flexible and visual learning experience. The podcasts were also perceived as a useful resource for revision and assessment, providing visual images that stimulated factual recall and highlighted knowledge gaps. There were no significant differences, however, in examination essay grades comparing cohorts prior to and post adoption of podcasts. The key to improving the student learning experience appears to lie not in adopting new pedagogy, but in reflexively developing the existing pedagogic strategies employed by both teachers and learners. Of primary importance is uniting the individual learning experience of podcasts with group exploration and critical discussion in a collaborative learning framework.     

英语网络学历教育优秀辅导教师专业能力探究

研究旨在从师生双方的认知角度探究优秀英语网络学历教育辅导教师的专业能力构成。问卷调查、访谈和统计分析发现,师生的认知具有广泛的一致性,但对部分能力构成的侧重有所差异;学生的年龄和学习阶段也影响其对教师专业能力的倾向。研究并为提升英语网络教学效果及促进英语网络辅导教师队伍的专业化发展提出建议。     

Learning Experience and Learning Effectiveness in Undergraduate Statistics: Modeling Performance in Traditional and Flexible Learning Environments*

This project investigates the relationship between student performance, past mathematics experience, and perceptions of statistics education for two groups of university students studying statistics in different learning environments. One group received the traditional form of teaching with lectures, whereas the other group studied in a more flexible learning mode where lectures were replaced with a computer‐managed learning tool and optional small‐group workshops facilitated by written lecture notes. The results on student learning experience show that, for both groups, student enjoyment of the course is positively related to their learning attitudes and to their perceived value of statistics education, and is negatively related to anxiety with regard to their performance in the course. There is some evidence that the group studying in the technology‐supported flexible learning environment experienced more assessment anxiety and consequently less enjoyment of the subject. There is also evidence that assessment anxiety has a negative effect on student performance that is exacerbated by a lack of prior mathematics experience. Hence, the flexible learning approach in statistics education, with minimal face‐to‐face teaching, may be especially inappropriate for these students.     

Media Naturalness and Online Learning: Findings Supporting Both the Significant- and No-Significant-Difference Perspectives

Is the use of an online course delivery format, when compared with the more traditional face‐to‐face format, good or bad in the context of university education? Those who subscribe to the no‐significant‐difference perspective argue that online delivery is good, because it allows students with time and geographic distance constraints to obtain the education that they need, with no significant negative impact on the quality of the learning experience. Others argue that online delivery is bad, advocating a version of the competing significant‐difference perspective, because the electronic communication media used for online delivery are not rich or natural enough to enable effective learning. This study contrasted students perceptions and grades in two different sections of the same course: one delivered entirely online and the other delivered face to face. Data were collected and analyzed at two points in time, namely, at the middle and end of a long semester. The study found support for both the no‐significant‐ and significant‐difference perspectives. At the middle of the semester, students in the online condition perceived communication ambiguity as significantly higher, and also obtained significantly lower grades, than students in the face‐to‐face condition. At the end of the semester, no significant differences were found.     

Course Management Systems and Blended Learning: An Innovative Learning Approach

This article utilizes Rogers ’ innovation‐decision process model (2003) and Beckman and Berry's innovation process model (2007) to create an innovative learning map that illustrates three learning methods (i.e., face‐to‐face learning, online learning, and blended learning) in two types of innovation (i.e., incremental innovation and radical innovation) that exhibits the behavior and dynamics on a two‐dimensional area of learning changes (i.e., change in learning model and change in technological infrastructure). The behavior and dynamics of face‐to‐face, online, and blended learning are depicted in the innovative learning map. Blended learning is identified as a radical innovative learning method in the innovative learning map. A course management system (CMS) is an information and communication technology (ICT) tool that can be used to facilitate and balance communication channel within a blended learning environment. Two propositions are proposed in this article: (1) CMS facilitates communication channel, enhances learning practice for learners and instructors, and is an enabler for blended learning; and (2) adopting CMS is suitable for blended learning practice. A case study to a college System Analysis and Design (SA&D) course reflects that the adoption of CMS in a blended learning environment is acceptable.     

What campus-based students think about the quality and benefits of e-learning

There is a trend in Irish universities to utilise the benefits of the e‐learning as a mechanism to improve learning performance of campus‐based students. Whilst traditional methods, such as face‐to‐face lectures, tutorials, and mentoring, remain dominant in the educational sector, universities are investing heavily in learning technologies, to facilitate improvements with respect to the quality of learning. The technology to support reuse and sharing of educational resources, or learning objects, is becoming more stable, with interoperability standards maturing. However, debate has raged about what constitutes effective use of learning technology. This research expands upon a study carried out in 2003 examining students’ perceptions of e‐learning in a large undergraduate accounting class environment. As a result, improvements were made to the instructional design of the course, to enable students to engage interactively with content. The subsequent study, reported in this paper, adopted a broad range of techniques to understand students’ learning experience in depth. The findings of this research provide an insight into how these students really work and learn using technologies, if at all. It is hoped that our findings will improve the experience for both students and lecturers who engage in teaching and learning through this medium.     

Being in the users' shoes: Anticipating experience while designing online courses

While user‐centred design and user experience are given much attention in the e‐learning design field, no research has been found on how users are actually represented in the discussions during the design of online courses. In this paper we identify how and when end‐users' experience—be they students or tutors—emerges in designers' discussions during their meetings in well‐established open universities. More precisely, we observed 15 design meetings of two design teams during the development of specific online courses. Designers' discourse was analysed on the basis of six dimensions regarding relevant actors, contents and strategies (purposes) of user experience anticipation. Results show the emergence of a solution‐oriented anticipatory discourse in form of scenarios regarding how learners and tutors will react to the course and the proposed activities. Moreover, this discourse is related to an emergent type of users‐based expertise, translated as the capacity of some designers to empathise with the end‐users more than other designers do. The participation of designers with this type of expertise in e‐learning design teams emerges as relevant for the decisions related to the course activities, interface or overall experience. Further research is invited towards this direction. Further discussion on this article can be found in “Being in the users' shoes: Is there maybe another way?” (DOI: 10.1111/bjet.12104 ).     

Digital learning and teaching: Evaluation of developments for students in higher education

Whilst there has been a great deal of activity in the exploration of learning situations, especially with the development of computer-aided learning, the introduction of holistic views of learning situations can be useful. In particular, one current approach is that of supported web-based learning systems to complement traditional teaching. This paper focuses on recent work at Liverpool John Moores University (JMU) for one undergraduate module, which with one other has served to provide a rationale for a web-based teaching, learning and support environment for academic staff and students. The approach has enabled researchers at JMU to explore module/programme support development possibilities on the web from academic, quality and commercial perspectives as well as the cybernetic and evolutionary nature of learning. It has also enabled an exploration of student attitudes and perceptions to the technology, insights into the learning strategies adopted by students and their relation to student learning styles. The emphases in studying this system are appropriateness in terms of pedagogy, quality of content, presentation and technology fit. The innovation has appeal with students, it has flexibility as a delivery platform and there are cost benefits and external commercial possibilities. The development process for academics has been mapped and cost benefits of the web site gauged, in order to develop the strategy of a quality-based web-supported teaching and learning environment, coupled with a suitable support mechanism and evaluation model, for staff and students at JMU.