Schedule: 2009-09-10 (15:00 - 15:45)
Parallel Session 3 (Room A-36)

Title: Tutors’ experiences of innovation in a distance learning environment: extending flexibility to tutors’ roles
Authors: Anna Comas-Quinn
Abstract: This paper reports on an evaluation study of tutors’ experiences of tutoring a distance learning intermediate Spanish course following the introduction of extensive changes to the mode of tuition and delivery of the course, including: the use of a virtual learning environment (VLE) and some of the tools it offers (such as forums and blogs); a blended tuition approach combining face to face with synchronous and asynchronous computer mediated communication; and online submission of assignments. The aim of the evaluation study was to assess tutors’ reactions to the changes, and to gather feedback on their opinions of the pedagogical effectiveness of the new features of the course.

Examining tutors’ experiences of tutoring a particular course is an essential part of evaluating its success and quality. Although in distance learning institutions tutors may appear somehow peripheral to the institution (because of their part-time commitment), they are central to the student experience. Freeman claims that “tutor performance is known to have considerable impact on learner progress” (Freeman, 1997:111). It is therefore essential to listen to tutors’ opinions of a course - what works and what does not, not just for students but for the tutors themselves, since tutors can have significant influence on students’ perceptions of the various aspects of the course. It is also very important to ensure that the tutor is well supported and understands not only how to use the new technologies but also why they should be using them and encouraging their students to use them (Kirkwood and Price, 2005:260). Costly resources can be wasted if innovations are introduced “without the adequate training of teachers to present and support the learning” (Hampel and Stickler, 2005:312).

Technological innovations such as VLEs or synchronous audiographic conferencing, and the increased opportunities for interaction and communication that they afford, are very important for language learning, particularly in distance education. Equally beneficial to students are blended learning and blended tuition, since they purport to offer increased flexibility through a range of options that might suit different students at different stages in their learning journey. What this paper aims to highlight is that increased flexibility and opportunities for students can translate into less flexibility and increased workloads for tutors, and that for technological innovations to be successful they need to be gradually introduced and tutors adequately trained and rewarded to support them effectively.

References:

Freeman, R (1997) Managing Open Systems, London, Kogan Page.

Hampel, R. and Stickler, U. (2005) New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, vol. 18, issue 4, p. 311-326.

Kirkwood, A. and Price, L. (2005) ‘Learners and learning in the twenty-first century: what do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses?’, Studies in Higher Education, Vol. 30, No. 3, pp. 257-274.
Keywords: tutors, innovation, VLE, blended learning, training

Main topic: Research in new language learning environments

Biodata: Anna Comas-Quinn is a Lecturer in Spanish at The Open University. She has taught languages in HE, online and face-to-face, and trained tutors in the use of synchronous audiographic conferencing tools. Her research interests include online learning, mobile learning and reuse and sharing of content.
Type of presentation Paper presentation

Paper category Research & Development

Target educational sector Higher education

Language of delivery English

EU-funded project No

Schedule:	2009-09-10 (15:00 - 15:45) Parallel Session 3 (Room A-36)
Title:	Tutors’ experiences of innovation in a distance learning environment: extending flexibility to tutors’ roles
Authors:	Anna Comas-Quinn
Abstract:	This paper reports on an evaluation study of tutors’ experiences of tutoring a distance learning intermediate Spanish course following the introduction of extensive changes to the mode of tuition and delivery of the course, including: the use of a virtual learning environment (VLE) and some of the tools it offers (such as forums and blogs); a blended tuition approach combining face to face with synchronous and asynchronous computer mediated communication; and online submission of assignments. The aim of the evaluation study was to assess tutors’ reactions to the changes, and to gather feedback on their opinions of the pedagogical effectiveness of the new features of the course. Examining tutors’ experiences of tutoring a particular course is an essential part of evaluating its success and quality. Although in distance learning institutions tutors may appear somehow peripheral to the institution (because of their part-time commitment), they are central to the student experience. Freeman claims that “tutor performance is known to have considerable impact on learner progress” (Freeman, 1997:111). It is therefore essential to listen to tutors’ opinions of a course - what works and what does not, not just for students but for the tutors themselves, since tutors can have significant influence on students’ perceptions of the various aspects of the course. It is also very important to ensure that the tutor is well supported and understands not only how to use the new technologies but also why they should be using them and encouraging their students to use them (Kirkwood and Price, 2005:260). Costly resources can be wasted if innovations are introduced “without the adequate training of teachers to present and support the learning” (Hampel and Stickler, 2005:312). Technological innovations such as VLEs or synchronous audiographic conferencing, and the increased opportunities for interaction and communication that they afford, are very important for language learning, particularly in distance education. Equally beneficial to students are blended learning and blended tuition, since they purport to offer increased flexibility through a range of options that might suit different students at different stages in their learning journey. What this paper aims to highlight is that increased flexibility and opportunities for students can translate into less flexibility and increased workloads for tutors, and that for technological innovations to be successful they need to be gradually introduced and tutors adequately trained and rewarded to support them effectively. References: Freeman, R (1997) Managing Open Systems, London, Kogan Page. Hampel, R. and Stickler, U. (2005) New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, vol. 18, issue 4, p. 311-326. Kirkwood, A. and Price, L. (2005) ‘Learners and learning in the twenty-first century: what do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses?’, Studies in Higher Education, Vol. 30, No. 3, pp. 257-274.
Keywords:	tutors, innovation, VLE, blended learning, training
Main topic:	Research in new language learning environments
Biodata:	Anna Comas-Quinn is a Lecturer in Spanish at The Open University. She has taught languages in HE, online and face-to-face, and trained tutors in the use of synchronous audiographic conferencing tools. Her research interests include online learning, mobile learning and reuse and sharing of content.
Type of presentation	Paper presentation
Paper category	Research & Development
Target educational sector	Higher education
Language of delivery	English
EU-funded project	No