Tutoring Large Numbers: An Unmet Challenge

Autor/inn/en	Lentell, Helen; O'Rourke, Jennifer
Titel	Tutoring Large Numbers: An Unmet Challenge
Quelle	In: International Review of Research in Open and Distance Learning, 5 (2004) 1, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Feedback (Response); Distance Education; College Faculty; Educational Opportunities; Educational Resources; College Instruction; Research Needs; Teacher Student Relationship; Models; Educational Technology; Computer Assisted Instruction; Electronic Learning; Instructional Design; Computer Mediated Communication; Foreign Countries; Educational Development; Program Effectiveness; Program Implementation; Developing Nations; Educational Policy; Teacher Student Ratio; Class Size; Access to Education; Open Universities; Africa; United Kingdom + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Fakultät; Bildungsangebot; Bildungschance; Bildungsmittel; Hochschullehre; Forschungsbedarf; Teacher student relationships; Lehrer-Schüler-Beziehung; Analogiemodell; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Computerkonferenz; Ausland; Bildungsentwicklung; Developing country; Developing countries; Entwicklungsland; Politics of education; Bildungspolitik; Lehrer-Schüler-Relation; Klassengröße; Education; Access; Bildung; Zugang; Bildungszugang; Offene Universität; Afrika; Großbritannien
Abstract	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. This paper presents a research agenda, rather than research findings on learner-support in situations where tutor-student ratios are high. The authors argue that there is a need to rethink some underlying assumptions about tutoring that are implicit in many established models of ODL that assume relatively small tutor-to-student ratios. Because it is unrealistic to assume that there will be small student-to-tutor ratios in many contexts, especially in the developing world, the authors suggest the need to research viable alternative learner support models that will provide ongoing support and feedback to large groups of learners. If ODL cannot meet the needs of large cohorts of learners, then it is in danger of becoming yet another exported Western approach that consumes large amounts of resource at the initiation stage, yet fails to be sustainable in the long-run. (ERIC).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10