• "Am I still doing a good job?" : conceptions of tutoring in distance education

      Jelfs, Anne; Macdonald, Janet; Price, Linda; Richardson, John T.E.; Cannell, Pete; Rust, C; Open University (Oxford Centre for Staff and Learning Development, 2007-01-01)
    • Approaches to studying and perceptions of academic quality in electronically delivered courses

      Richardson, John T.E.; Price, Linda (Wiley-Blackwell, 2003-06-27)
      The Course Experience Questionnaire (CEQ) and a short form of the Approaches to Studying Inventory (ASI) were administered to students who were taking electronically delivered courses in computer science. The constituent structure of the CEQ was preserved in this distinctive context, and a second?order factor analysis confirmed its role as an index of perceived academic quality. The students' scores on the individual scales of the CEQ and the ASI shared nearly two?thirds of their variance. In short, approaches to studying in electronically delivered courses are strongly associated with students' perceptions of the academic quality of those courses.
    • Conceptions of learning in adult students embarking on distance education

      Makoe, Mpine; Richardson, John T.E.; Price, Linda; Open University (Springer Verlag (Germany), 2007-02-18)
      A 60-item questionnaire on conceptions of learning was mailed to students taking preparatory courses by distance learning with The Open University in the United Kingdom. Complete data were provided by 372 respondents. Their scores on six factor-based scales showed satisfactory internal consistency, cluster analysis identified five groups of students with distinct patterns of scores, and discriminant analysis identified the scales that served to distinguish among the clusters. Three groups had conceptions of learning based on critical thinking, personal development, and personal change, but the other groups had conceptions that were defined in largely negative terms. Adult learners embarking on distance education seem to hold distinctive conceptions of learning, which suggests that conceptions of learning are culturally and contextually dependent.
    • Distance education over the Internet

      Thomas, Pete; Price, Linda; Petre, Marian; Poniatowska, Barbara; Price, Blain; Emms, Judy (1996-07-01)
    • Distance education via the Internet: the student experience

      Carswell, Linda; Thomas, Pete; Petre, Marian; Poniatowska, Barbara; Price, Blain; Emms, Judy; Open University (Wiley-Blackwell, 2000-01-01)
    • Face-to-face versus online tutoring support in distance education

      Price, Linda; Richardson, John T.E.; Jelfs, Anne; Open University (Routledge, 2007-02-14)
      The experiences of students taking the same course by distance learning were compared when tutorial support was provided conventionally (using limited face-to-face sessions with some contact by telephone and email) or online (using a combination of computer-mediated conferencing and email). Study 1 was a quantitative survey using an adapted version of the Course Experience Questionnaire and the Revised Approaches to Studying Inventory. Study 2 was another quantitative survey using the Academic Engagement Form. Study 3 was an interview-based examination of the students? conceptions of tutoring and tuition. In all three studies, the students receiving online tuition reported poorer experiences than those receiving face-to-face tuition. Study 3 showed that tutoring was seen not only as an academic activity but also as a highly valued pastoral activity. To make online tuition successful both tutors and students need training in how to communicate online in the absence of paralinguistic cues.
    • A holistic approach to supporting distance learning using the Internet: transformation, not translation

      Thomas, Pete; Carswell, Linda; Price, Blain; Petre, Marian; Open University (Wiley-Blackwell, 1998-01-01)
    • Innovations in large-scale supported distance teaching: transformation for the Internet, not just translation

      Petre, Marian; Carswell, Linda; Price, Blain; Thomas, Pete; Eisenstadt, Marc; Vincent, Tom; Open University (Kogan Page, 1998-01-01)
    • Perceptions of tuition in correspondence and on-line contexts in distance education

      Price, Linda; Jelfs, Anne; Richardson, John T.E.; Open University (2004-01-01)
    • Student and tutor perceptions of effective tutoring in distance education

      Jelfs, Anne; Richardson, John T.E.; Price, Linda; Open University (Routledge, 2009-10-07)
      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
    • Understanding the 'electronic' student: analysis of functional requirements for distributed education

      Carswell, Linda; Thomas, Pete; Petre, Marian; Price, Blain; Richards, Mike; Open University (Sloan Consortium, 1999-01-01)
      This paper describes how the Open University, as a large distance education institution, has used the Internet to transform the learning environment for distance students. We review the process involved in understanding the requirements of distance education students and how they can be supported via the Internet.