Tutoring Large Numbers: An unmet challenge

Open and distance learning (ODL) is increasingly being regarded as a viable policy option for developing countries with limited educational resources for buildings, books and trained teachers, seeking to increase accessibility for large numbers of learners in education and training opportunities. Ad...

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Main Authors: Helen Lentell, Jennifer O’Rourke
Format: Article
Language:English
Published: Athabasca University Press 2004-04-01
Series:International Review of Research in Open and Distance Learning
Subjects:
Online Access:http://www.irrodl.org/index.php/irrodl/article/view/171/253
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spelling doaj-a979809f7fb744669e0aa2343fcdf38c2020-11-24T23:35:00ZengAthabasca University PressInternational Review of Research in Open and Distance Learning1492-38312004-04-0151Tutoring Large Numbers: An unmet challengeHelen LentellJennifer O’RourkeOpen and distance learning (ODL) is increasingly being regarded as a viable policy option for developing countries with limited educational resources for buildings, books and trained teachers, seeking to increase accessibility for large numbers of learners in education and training opportunities. Advocates of ODL as an appropriate solution to development issues tend to emphasise the hardware and software (curricula, materials and media of instruction and delivery, and especially ICTs) rather than the learning support needed (See, for example, World Bank, 2002).In one sense this should not be surprising. As Lentell has noted, tutoring has never been at the forefront of mainstream writing on distance education, at least not until fairly recently (Lentell, 2003). However, whilst tutoring might not be central to the writing about ODL in the north, the practice is somewhat different. Tutoring tends to be the less visible element of ODL, but it is no less essential than good materials and effective administration. Distance education cannot exist without tutors who provide feedback and guidance to students. This point is well demonstrated by, for example, the array of institutional handbooks on tutoring produced by distance education universities. In practice, established distance education providers typically invest considerably in tutoring and other forms of learner support (Rumble, 1997). Moreover, and certainly among learner support professionals, there is an implicit “preferred” model. This model assumes a relatively low student-to-tutor ratio, with the tutor offering proactive individual guidance and feedback. Such a model, however, is not easily transferable to a situation where the reasons for adopting distance education are limited numbers of teachers and limited access to educational provision.http://www.irrodl.org/index.php/irrodl/article/view/171/253open learningdistance learningdistance educationteachersin-servicemodeldevelopmentdistance education and development
collection DOAJ
language English
format Article
sources DOAJ
author Helen Lentell
Jennifer O’Rourke
spellingShingle Helen Lentell
Jennifer O’Rourke
Tutoring Large Numbers: An unmet challenge
International Review of Research in Open and Distance Learning
open learning
distance learning
distance education
teachers
in-service
model
development
distance education and development
author_facet Helen Lentell
Jennifer O’Rourke
author_sort Helen Lentell
title Tutoring Large Numbers: An unmet challenge
title_short Tutoring Large Numbers: An unmet challenge
title_full Tutoring Large Numbers: An unmet challenge
title_fullStr Tutoring Large Numbers: An unmet challenge
title_full_unstemmed Tutoring Large Numbers: An unmet challenge
title_sort tutoring large numbers: an unmet challenge
publisher Athabasca University Press
series International Review of Research in Open and Distance Learning
issn 1492-3831
publishDate 2004-04-01
description Open and distance learning (ODL) is increasingly being regarded as a viable policy option for developing countries with limited educational resources for buildings, books and trained teachers, seeking to increase accessibility for large numbers of learners in education and training opportunities. Advocates of ODL as an appropriate solution to development issues tend to emphasise the hardware and software (curricula, materials and media of instruction and delivery, and especially ICTs) rather than the learning support needed (See, for example, World Bank, 2002).In one sense this should not be surprising. As Lentell has noted, tutoring has never been at the forefront of mainstream writing on distance education, at least not until fairly recently (Lentell, 2003). However, whilst tutoring might not be central to the writing about ODL in the north, the practice is somewhat different. Tutoring tends to be the less visible element of ODL, but it is no less essential than good materials and effective administration. Distance education cannot exist without tutors who provide feedback and guidance to students. This point is well demonstrated by, for example, the array of institutional handbooks on tutoring produced by distance education universities. In practice, established distance education providers typically invest considerably in tutoring and other forms of learner support (Rumble, 1997). Moreover, and certainly among learner support professionals, there is an implicit “preferred” model. This model assumes a relatively low student-to-tutor ratio, with the tutor offering proactive individual guidance and feedback. Such a model, however, is not easily transferable to a situation where the reasons for adopting distance education are limited numbers of teachers and limited access to educational provision.
topic open learning
distance learning
distance education
teachers
in-service
model
development
distance education and development
url http://www.irrodl.org/index.php/irrodl/article/view/171/253
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