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Students’ Use of Tutorial Support at
the OUHK
Students’ Use of Tutorial Support at
the OUHK
Weiyuan Zhang , Kirk Perris & Lesley Yeung
The Open University of Hong Kong
Weiyuan Zhang , Kirk Perris & Lesley Yeung
The Open University of Hong Kong
Project Team Project Team MembersMembers
Dr. Weiyuan ZhangDr. David Murphy
Mr. Kirk Perris Ms. Lesley YeungMs. Elaine Kwok
Funded by the PACRDThe Open University of Hong Kong
Rationale for tutorial Rationale for tutorial supportsupport
•Students want
support
•Nature of learning
•Reduction in
attrition
Tutorial Support (TS) at Tutorial Support (TS) at OUHKOUHK
•Face to face (f2f)
•Online
•Telephone
PurposePurposeInvestigate:• Students’ use of tutorial support
• Students’ perceptions of tutorial
support
• Learning strategies employed by
tutors
• Students’ learning styles
ParticipantsParticipants
•18 course co-ordinators
• 39 tutors
MethodsMethods
•Questionnaire survey
•Semi-structured
Interview
Sample: Questionnaire Sample: Questionnaire SurveySurvey
•Stratified sampling technique•Criteria of course selection–Four schools and LiPACE–Higher level courses –Use of online learning platform–Language medium of instruction–Availability of CCs and tutors
Sample of StudentsSample of Students
Selected students: 1135
Returned valid questionnaires:
449
Returned percentage: 39.6%
Gender
Female: 50.6%; Male: 49.4%.
Distribution of Distribution of coursescourses
English courses
Ret Qx’s
Chinese courses
Ret. Qx’s Tot.
Undergrad/foundation
GradUndergrad/foundation
Grad
A&SS
2 - 71 4 - 105 176
B&A 1* 1 78 - 2 78 156
E&L 1 1 12 - 1 12 24
S&T - 1* 48 - - - 48
LiPACE
2 - 22 2 - 23 45
Total: 6 3 231 6 3 218 449
* OLE was mandatory in course
Sample: Sample: InterviewInterview
Stratified sampling technique
42 students: 9.4% of sample
returned questionnaires
24 students: English medium
courses
16 students: Chinese medium
courses
ProceduresProceduresStep 1: Questionnaire survey
• Design, translation, validation, pilot study, first round of mailing, telephone reminders, second round of mailing, data input and analysis (SPSS version 11)
Procedures Procedures Cont’dCont’d
Step 2: Interview
•Interview guide, contact with
interviewees, telephone
interview, translation and
transcription, data input and
coding, data analysis (QSR
NUD*IST version 6)
TS: Attendance/UseTS: Attendance/Use Agree Neutral Disagree Mean SD
I attend F2F tutorials 85.6% 6.8% 7.5% 4.24 1.00
I attend day schools 74.5% 12.9% 12.6% 3.95 1.20
I attend surgeries 50.8% 35.7% 13.5% 3.49 1.08
I e-mail my tutor 44.4% 30.1% 25.5% 3.20 1.22
I use discussion boards 35.9% 34.5% 29.5% 3.03 1.18
I telephone my tutor 38.1% 31.5% 30.5% 2.99 1.15
I use Chat rooms 12.3% 40.5% 47.1% 2.41 1.03
TS: Attendance/UseTS: Attendance/Use
• Most popular: f2f support
• Followed by e-mail, discussion
board, telephone
• Least popular: chat room
TS: Usefulness for TS: Usefulness for learninglearning
Agree Neutral Disagree Mean SD
F2F tutorials are useful to my learning
87.6% 7.1% 5.3% 4.25 0.88
Day Schools are useful to my learning
76.2% 15.6% 8.2% 3.98 0.98
Surgeries are useful to my learning
59.3% 33.0% 7.8% 3.65 0.94
E-mailing tutors is useful to my learning
49.6% 34.0% 16.4% 3.40 1.05
Discussion boards are useful to my learning
44.1% 40.1% 15.8% 3.32 1.00
Telephoning tutors is useful to my learning
44.9% 34.7% 20.4% 3.26 1.05
Chat rooms are useful to my learning
18.2% 50.3% 31.5% 2.74 0.97
TS: Usefulness for TS: Usefulness for learninglearning
• Most useful: f2f support
• Followed by e-mail, discussion
board, telephone
• Least useful: chat room
Students’ Students’ Perceptions of TSPerceptions of TS
Agree Neutral Disagree Mean SD
Tutorial Support is necessary for me to do well in this course
84.2% 9.2% 6.6% 4.18 0.90
Tutorial Support is well organized to meet course objectives
63.5% 24.2% 12.3% 3.69 0.97
Tutorial Support meets my learning needs
60.4% 27.5% 12.0% 3.58 0.94
The OUHK provides sufficient means/facilities to access Tutorial Support
49.8% 29.4% 20.9% 3.33 1.00
There is sufficient Tutorial Support available to learn the course material
51.4% 19.9% 28.8% 3.25 1.07
I do not have enough time to adequately use the Tutorial Support available
46.7% 24.4% 28.9% 3.23 1.15
Students’ Students’ Perceptions of TSPerceptions of TS•Positive perceptions Positive perceptions
of TSof TS
•Desire more TSDesire more TS
•Constrained by timeConstrained by time
Students’ Perceptions of Students’ Perceptions of TechnologyTechnology
Agree Neutral Disagree Mean SD
I am comfortable using computers to complete/submit course assignments
78.6% 12.6% 8.8% 4.10 1.01
I am comfortable communicating via e-mail
72.0% 18.9% 9.1% 3.95 1.07
I am comfortable communicating via discussion boards
50.1% 33.5% 16.3% 3.49 1.11
I am comfortable having my discussion group comments viewed publicly on-line
48.7% 36.8% 14.5% 3.44 1.02
I am comfortable communicating via chat rooms
31.5% 39.5% 29.1% 3.03 1.18
Students’ Perceptions of TechStudents’ Perceptions of Technologynology
•Most comfortable using
computers for assignments &
•Followed by discussion
boards
•Least comfortable using chat
rooms
Use of Internet in Use of Internet in course workcourse work
Agree Neutral Disagree Mean SD
The Internet makes it easy to find course related information
72.8% 19.6% 7.6% 3.96 0.97
The Internet makes it easy to communicate with the tutor
65.2% 22.2% 12.6% 3.76 1.05
The Internet makes it easy to communicate with other students
63.5% 26.8% 9.6% 3.76 0.99
I am efficient in using the Internet 61.2% 24.5% 14.3% 3.67 1.09
I enjoy working online 59.2% 27.6% 13.2% 3.63 1.08
The Internet is accessible anytime and is reflective (you have time to think before typing)
59.2% 24.7% 16.1% 3.61 1.08
Use of Internet in Use of Internet in course workcourse work
Benefits of Internet:
About 60% of students enjoy working online
Satisfaction with Teaching Satisfaction with Teaching StrategiesStrategies
Agree Neutral Disagree Mean SD
I am satisfied with the learning strategies used by the tutor in F2F tutorials
62.8% 26.5% 10.8% 3.66 0.95
I am satisfied with the learning strategies used by the tutor in day schools
58.4% 33.2% 8.4% 3.62 0.88
I am satisfied with the learning strategies used by the tutor in surgeries
51.6% 42.2% 6.3% 3.51 0.79
I am satisfied with the learning strategies used by the tutor in e-mail
43.2% 41.8% 15.1% 3.31 0.96
I am satisfied with the learning strategies used by the tutor in discussion boards
40.7% 46.2% 13.1% 3.29 0.93
I am satisfied with the learning strategies used by the tutor in chat rooms
16.1% 60.3% 23.6% 2.80 0.92
Satisfaction with Teaching Satisfaction with Teaching StrategiesStrategies
More satisfied with f2f More satisfied with f2f
teaching strategiesteaching strategies
Less satisfied with online Less satisfied with online
teaching strategiesteaching strategies
Expectations/Needs of Expectations/Needs of f2f TSf2f TS
Agree Neutral Disagree Mean SD
I would benefit from more F2F Tutorial Support sessions
80.6% 15.5% 3.9% 4.07 0.82
I need to attend F2F tutorials to do well in this course
80.4% 13.8% 5.8% 4.09 0.87
I do not have difficulty accessing the tutor during F2F Tutorial Support
71.0% 22.0% 7.0% 3.78 0.85
F2F Tutorial Support is well structured and organized
63.6% 29.0% 7.5% 3.66 0.87
I feel there should be more time to ask questions
52.6% 35.4% 12.0% 3.50 0.87
I feel there should be more group work
41.1% 39.5% 19.4% 3.27 1.01
Expectations/Needs of Expectations/Needs of f2f TSf2f TS
•Want more f2f tutorialsWant more f2f tutorials
•f2f preference perhaps f2f preference perhaps
due to desire for due to desire for
physical connection physical connection
with University with University
Expectations/Needs of Expectations/Needs of online TSonline TS
Agree Neutral Disagree Mean SD
I expect a response online within one day
58.4% 33.1% 8.4% 3.67 0.92
I would benefit from more training to communicate online
49.9% 37.5% 12.6% 3.46 0.94
I would benefit from more interaction online
48.3% 42.9% 8.9% 3.51 0.93
The online Tutorial Support is well structured and organized
46.8% 41.6% 11.6% 3.41 0.89
The tutor is prompt in responding to my questions or insights
45.5% 43.0% 11.5% 3.39 0.88
The tutor employs strategies to encourage dialogue among students online
35.0% 46.9% 18.1% 3.17 0.88
I have difficulty typing in the language of instruction
17.5% 26.4% 56.2% 2.37 1.13
Expectations/Needs of Expectations/Needs of online TSonline TS
Students and tutors should Students and tutors should
understand each others’ understand each others’
expectations onlineexpectations online
- Students need more regular Students need more regular
contact onlinecontact online
- Students need trainingStudents need training
- InteractionInteraction
- Computer skillsComputer skills
Learning StylesLearning StylesInstrumentGrasha-Reichmann Student
Learning Style Scale- Measures students learning
styles in 6 categories (P&P test)
- Adapted to the OUHK context
- Approved by author
Learning StylesLearning StylesTypes with high scores• Collaborative• CompetitiveTypes with moderate scores• Independent• Avoidant• Dependent• Participant(Zhang & Perris, in press - see
RIDALink for announcement)
Interview GuideInterview GuideTopics:
•Use of conventional tutorial support
•Use of online tutorial support
•Learning strategies used by tutors
•Learning preferences
Conventional TS – Conventional TS – f2ff2f
Typical comments about f2f:Typical comments about f2f:
““have more tutorials”have more tutorials”
““it’s better to set up more it’s better to set up more
[tutorials]”[tutorials]”
““increase the frequency of the increase the frequency of the
tutorials”tutorials”
Conventional TS - Conventional TS - telephonetelephone
Typical comments about telephone:Typical comments about telephone:
““I liked to use the telephone in asking I liked to use the telephone in asking
questions but [there was not enough questions but [there was not enough
time]… I had to switch to email… time]… I had to switch to email…
ask in more detail”ask in more detail”
“… “… I found queries while doing the I found queries while doing the
TMA [one night] but… the scheduled TMA [one night] but… the scheduled
calling time was not [that night]. So calling time was not [that night]. So
I still couldn’t call right away…”I still couldn’t call right away…”
Conventional TSConventional TS
Summary:Summary:
•Students value f2f contact, Students value f2f contact,
mainly lecture, Q&Amainly lecture, Q&A
•Telephone is less favoured, Telephone is less favoured,
used mainly for quick used mainly for quick
response or feedbackresponse or feedback
Online TSOnline TS
A typical comment:A typical comment:
““I like [e-mailing] the [tutor] instead of I like [e-mailing] the [tutor] instead of
asking [questions] in the discussion asking [questions] in the discussion
boards... [there] we have to give out our boards... [there] we have to give out our
personal information such as name... I have personal information such as name... I have
to prepare beforehand to comment... I don’t to prepare beforehand to comment... I don’t
want to ask silly questions... [my want to ask silly questions... [my
contributions] are kept in there for a contributions] are kept in there for a
while... it is different from asking a tutor while... it is different from asking a tutor
[on e-mail].”[on e-mail].”
Online TSOnline TS
Summary:Summary:
•Students have preference for Students have preference for
email as a direct link to email as a direct link to
tutor/studenttutor/student
•Students have preference for Students have preference for
DBs as a link to read what others DBs as a link to read what others
are engaged in and have are engaged in and have
discussionsdiscussions
Learning Learning StrategiesStrategies
Typical comments:Typical comments:
“…“…lecturing... connects things together… lecturing... connects things together…
however discussion… easily get off topic”however discussion… easily get off topic”
““Q&A stimulated thought”Q&A stimulated thought”
““the group would bring up the main the group would bring up the main
points… otherwise if based on lecturing, points… otherwise if based on lecturing,
we wouldn’t get much insight… so I we wouldn’t get much insight… so I
think the interaction is very important” think the interaction is very important”
Learning Learning StrategiesStrategies
Summary:Summary:
•Students mainly preferred Students mainly preferred
lecturing – time constraints, lecturing – time constraints,
main pointsmain points
•Students also valued Q&A Students also valued Q&A
after lecturing and discussion after lecturing and discussion
to interact with othersto interact with others
Learning Learning PreferencesPreferences
Typical comments:Typical comments:
““I like interacting with others… I I like interacting with others… I
don’t think a computer is like a don’t think a computer is like a
human being”human being”
““[tutorials] pressured me to learn [tutorials] pressured me to learn
as I had to prepare… otherwise I as I had to prepare… otherwise I
got lazy and [procrastinated].”got lazy and [procrastinated].”
Learning Learning PreferencesPreferences
Summary:Summary:
•Students prefer f2f interactionStudents prefer f2f interaction
•Students use tutorials as Students use tutorials as
motivationmotivation
•Internet is secondary –Internet is secondary –
inexperienceinexperience
• impersonal, timelag, literacy impersonal, timelag, literacy
issues issues
Other CommentsOther Comments
““Some [of the notes] were Some [of the notes] were
outdated… the tutor did give outdated… the tutor did give
us information that was up us information that was up
to date”to date”
““[I] didn’t know how to type [I] didn’t know how to type
Chinese… No one [used e-Chinese… No one [used e-
mail] at that time…”mail] at that time…”
Other CommentsOther Comments““I live in Yuen Long and work in I live in Yuen Long and work in
Tinshuiwai… I want the [tutorial] to Tinshuiwai… I want the [tutorial] to
be closer… [they are held] in be closer… [they are held] in
Kwuntong… Taikooshing… it is Kwuntong… Taikooshing… it is
[difficult] to get there after work…[difficult] to get there after work…
“…“…getting a sense of belonging with getting a sense of belonging with
the university… the tutorial makes the university… the tutorial makes
me feel that I have a relation [to] the me feel that I have a relation [to] the
university”university”
Internet Access and Internet Access and InterestInterest
Why use the Internet in OUHK courses?
• An alternative to studying f2f
• Interaction
• Flexibility
• Update course materials
• Others???
Online integrationOnline integration
What can be done to improve online use?
Online integrationOnline integration
•Training: online
communication and
typing
•Content: update course
materials, hyperlinks
•Archive: online FAQs
• Promotion: endorsement by tutors
Contribution VS Participation
- Taylor (2002) defined participation on several levels: the workers, the lurkers and the shirkers- workers/lurkers had positive learning outcomes
Online integrationOnline integration
Principal Activities Principal Activities of TSof TS
• Tutoring
• Guidance, advice and
counselling
• Study Centres
(Tait, in press - see RIDALink
for announcement)