Student and tutor perceptions of effective tutoring in distance education

2.50
Hdl Handle:
http://hdl.handle.net/10547/622631
Title:
Student and tutor perceptions of effective tutoring in distance education
Authors:
Jelfs, Anne; Richardson, John T.E. ( 0000-0002-6267-0603 ) ; Price, Linda ( 0000-0001-5291-0469 )
Abstract:
Questionnaire responses of 457 students and 602 tutors were used to investigate conceptions of a 'good tutor.' In each case, factor analysis identified scales that reflected key constructs; cluster analysis identified subgroups with different patterns of scale scores; and discriminant analysis determined the scales that contributed the most to differences among the clusters. Both sets of data yielded conceptions of tutoring that were described as task-oriented and student-oriented, respectively. The students' data yielded an additional, career-oriented conception. The tutors' data yielded two additional conceptions that were described as knowledge-oriented and impersonal, respectively. The distribution of the tutors' conceptions (but not that of the students' conceptions) varied across different faculties, suggesting that tutors from different disciplines have different beliefs about effective tutoring. The study suggests that both tutors and students would benefit from having a better appreciation of the importance of support in facilitating learning
Affiliation:
Open University
Citation:
Jelfs A, Richardson JTE, Price L (2009) 'Student and tutor perceptions of effective tutoring in distance education', Distance Education, 30 (3), pp.419-441.
Publisher:
Routledge
Journal:
Distance Education
Issue Date:
7-Oct-2009
URI:
http://hdl.handle.net/10547/622631
DOI:
10.1080/01587910903236551
Additional Links:
https://www.tandfonline.com/doi/abs/10.1080/01587910903236551
Type:
Article
Language:
en
ISSN:
0158-7919
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorJelfs, Anneen
dc.contributor.authorRichardson, John T.E.en
dc.contributor.authorPrice, Lindaen
dc.date.accessioned2018-04-18T11:05:54Z-
dc.date.available2018-04-18T11:05:54Z-
dc.date.issued2009-10-07-
dc.identifier.citationJelfs A, Richardson JTE, Price L (2009) 'Student and tutor perceptions of effective tutoring in distance education', Distance Education, 30 (3), pp.419-441.en
dc.identifier.issn0158-7919-
dc.identifier.doi10.1080/01587910903236551-
dc.identifier.urihttp://hdl.handle.net/10547/622631-
dc.description.abstractQuestionnaire responses of 457 students and 602 tutors were used to investigate conceptions of a 'good tutor.' In each case, factor analysis identified scales that reflected key constructs; cluster analysis identified subgroups with different patterns of scale scores; and discriminant analysis determined the scales that contributed the most to differences among the clusters. Both sets of data yielded conceptions of tutoring that were described as task-oriented and student-oriented, respectively. The students' data yielded an additional, career-oriented conception. The tutors' data yielded two additional conceptions that were described as knowledge-oriented and impersonal, respectively. The distribution of the tutors' conceptions (but not that of the students' conceptions) varied across different faculties, suggesting that tutors from different disciplines have different beliefs about effective tutoring. The study suggests that both tutors and students would benefit from having a better appreciation of the importance of support in facilitating learningen
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttps://www.tandfonline.com/doi/abs/10.1080/01587910903236551en
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF-
dc.subjectdistance educationen
dc.titleStudent and tutor perceptions of effective tutoring in distance educationen
dc.typeArticleen
dc.contributor.departmentOpen Universityen
dc.identifier.journalDistance Educationen
dc.date.updated2018-04-17T13:55:52Z-
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