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. A...

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Autores principales:	Helen Lentell, Jennifer O'Rourke
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2004
Materias:	Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/671ded913c5b4672a34bee41c2ec4a51
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spelling	oai:doaj.org-article:671ded913c5b4672a34bee41c2ec4a512021-12-02T18:03:19ZTutoring Large Numbers: An Unmet Challenge10.19173/irrodl.v5i1.1711492-3831https://doaj.org/article/671ded913c5b4672a34bee41c2ec4a512004-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/171https://doaj.org/toc/1492-3831 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. Helen LentellJennifer O'RourkeAthabasca University PressarticleSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 5, Iss 1 (2004)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691
spellingShingle	Special aspects of education LC8-6691 Helen Lentell Jennifer O'Rourke Tutoring Large Numbers: An Unmet Challenge
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.
format	article
author	Helen Lentell Jennifer O'Rourke
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
publishDate	2004
url	https://doaj.org/article/671ded913c5b4672a34bee41c2ec4a51
work_keys_str_mv	AT helenlentell tutoringlargenumbersanunmetchallenge AT jenniferorourke tutoringlargenumbersanunmetchallenge
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Tutoring Large Numbers: An Unmet Challenge

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