1. Synchronous online tuition: Differences between student and teacher expectations and experiences
Large amount of data and taking a snap shot
Lynda Cook, Diane Butler, Vikki Haley-Mirnar, Catherine Halliwell, Louise MacBrayne

2. INTRODUCTION
Tuition at the Open University in level 2 Life Sciences
OU’s method of distance learning is referred to as ‘supported open learning’
Flexible
All inclusive
Supportive
Social
OU tutorials have traditionally emphasised student centred learning and peer associated learning
In the last 5 years there has been a move from face to face to online tuition.
In moving tutorials online we hope to deliver a comparable learning experience
Flexible – meet the needs of part time distance learners
All inclusive - students are supplied with all the learning materials they need, these can be printed texts and/or online resources
Supportive – Associate Lecturers (tutors) provide academic expertise, guidance and feedback and run group tutorials
Social - students come together at synchronous tutorials (face to face or online) and through online conferencing via forums
Note – only SK277 has some face to face. Students/tutors did not mention f2f in the survey or interviews
Reasons to move online include geographical considerations, accessibility to students, access for global students, a more flexible students, cost considerations
Unpack the role of the tutor – tutorials are given based on module materials written by module teams (not necessarily tutors)
GTP/flexibility of tutors to consider?
To explain the different types of tutorials
2 pieces

3. Tuition at the Open University in level 2 Life Sciences
INTRODUCTION
Tuition at the Open University in level 2 Life Sciences
In our eSTEeM workshop (2017) ~50 OU academics were asked for their views of what makes a good tutorial. The answer….
Our responses to a workshop event requesting the ideal ingredients for supported open learning via an online tutorial.
Interaction
When we train out tutors we explore how the tools can be used to make it as interactive as possible eg.
Breakout rooms for student group work
Using microphones and chat for student discussions and answers
Posing questions in a variety of ways such as complete a table, drag and drop
Peer to peer learning and peer to peer support
Student led
Students have ownership of the content
Meeting the needs of the students individually and as a group

4. Tuition at the Open University in level 2 Life Sciences
INTRODUCTION
Tuition at the Open University in level 2 Life Sciences
We think interactivity and student centred learning are key ingredients of face to face tuition.
Proposal – online tuition through use of interactive tools would achieve the same student experience as face to face.
Interactive tools include some of the following:
Use of emoticons
True or false questions
Multiple choice questions
Use of a chat box
Students adding content onto the whiteboard
Drag and drop activities on whiteboard
Use of a microphone
Application sharing requiring student input
Break out rooms

5. INTRODUCTION
Tuition at the Open University in level 2 Life Sciences
Given our shared understanding of what a good tutorial ‘looks like’ what are tutorials like in practice?
What do our students think about tutorials?
Surveyed students on second year undergraduate Life & Health Sciences modules
Do we achieve our expectations for good tutorials?
Analysed the recordings of online tutorials
Do students share our understanding of what constitutes a good tutorial?
Interviewed students and tutors about their experiences of online tuition
Blue then black

6. Evaluation of recorded tutorials (n=74)
METHODS
Tuition at the Open University
Analysed four, second-year undergraduate Life and Health Science modules using:
Student surveys (n=31)
Evaluation of recorded tutorials (n=74)
Student and tutor interviews (n=3 students; n= 8 tutor)…ongoing
BOS survey – 31 respondents from 120 students invited. Across 4 modules
Used an evaluation questionnaire with quantitative answers with opportunity for open ended responses where needed. The form was piloted and we standardised its use between the five researchers.
Used semi-structured telephone interviews. The students were recruited from the cohort of 31 who took part in the survey. Unique number required.
We have additional information regarding the demographic and module outcome for the students surveyed (31 respondents)

7. Survey data

8. RESULTS
Survey of students on second-year undergraduate Life and Health Science modules
At least 66% of the students who responded attended at least one live tutorial per module
88% of the students surveyed watched at least one recording
56% watched more than 5 recorded tutorials
Students want to watch the recordings
Graph 1 – comparison of number of live vs recorded tutorials shows students more likely to watch recording than attend live event
Graph 2 – They found recordings very helpful, more often than not re-watched them, and found the time to watch the recordings Di

9. RESULTS
Survey of students on second-year undergraduate Life and Health Science modules
33% of students expressed a preference for watching a live tutorial compared to a recorded one
90% stated recordings of tutorials are helpful
56% watched more than 5 recorded tutorials
Students want to watch the recordings
Graph 1 – comparison of number of live vs recorded tutorials shows students more likely to watch recording than attend live event
Graph 2 – They found recordings very helpful, more often than not re-watched them, and found the time to watch the recordings

10. RESULTS
In your experiences on your recent module/s what type of teaching/learning activities were most frequently used

11. RESULTS
Please choose the aspects of online tutorials that you consider to be most valuable or useful for your learning.
CONTENT
25% of students report it is presentation led
Very rarely group work
Very
rarely students speaking
Common to use the voting tool

12. Opportunities to ask questions in the chat box (87% valued this)
RESULTS
Survey of students on second-year undergraduate Life and Health Science modules – headline findings
Students rated:
Listening to a tutor prepared presentation as important (68% valued this)
Opportunities to ask questions in the chat box (87% valued this)
Opportunities to answer questions in the chat box (71% valued this)
Participation in student group activities (3% valued this )
Discussing module content with other students (2% valued this)
Chatting to fellow students (2 % valued this)
Opportunities to obtain individual support (6% valued this)
Opportunities to communicate using the microphone (16% valued this)
This summary is a combination of 2 questions (students valuing and the use of tools)
58% of students value using the whiteboard

13. Analysis of recorded tutorials

14. Analysis of recorded online tutorials
RESULTS
Analysis of recorded online tutorials
If the story we’re telling here is that students mainly want to listen to a pre-prepared presentation, then this is most relevant graph. This one shows that often the tutors have adapted to what the students want. Given the time constraints I don’t we’ll have time to cover the other graphs.
Tutors aren’t using the tools
When tutors offer the tools, like the whiteboard, the students do not engage well

15. Analysis of recorded online tutorials
RESULTS
Analysis of recorded online tutorials

16. Students do not speak, even when offered the opportunity
RESULTS
Analysis of recorded online tutorials
After viewing/evaluating a large number of recorded OU Live tutorials of all types it has become apparent that in all contexts:
Students do not speak, even when offered the opportunity
Student communication is largely via the chat box
Students rarely interact with their peers during a tutorial
Suspected this – now have evidence

17. Interviews: student tutor

18. Students interview - quotes
RESULTS
Sometimes you miss things [in a live tutorial]. You can be writing notes or whatever, so it’s nice to go back and watch them again later
Students interview - quotes
I like it when it is a bit more interactive but sometimes you need just a presentation
I love lectury type ones because they are really helpful but there are times when you have a question and it would be nice to have those answered in more detail too
I feel more reticent to write things and less likely to interact as much as there are more voices, feel more insecure
Never felt it was a shared experience

19. Some students resent activity and want to work alone
RESULTS
Some students resent activity and want to work alone
Tutors interview - quotes
Interactivity is not possible with both small numbers of students attending and large numbers of students attending
It's a reflection of how much they are trying to cram in a very limited amount of time, they will just listen and let it roll over them whilst trying to do something else
Multiple choice type quizzing is still good for students to gain confidence and develop their own understanding
It is them [students] wanting to sit back
When the recording button goes on they don’t talk

20. Key findings (interim)

21. Yes No Students value the tutorial recordings
CONCLUSION
Student’s point of view
Are we achieving our aims for a good online tutorial?
Yes
Students value the tutorial recordings
Tutorials provide an alternative ‘voice’ to explain the key concepts in the module
Students are ‘content’ with the current (didactic) style of tutorial delivery. No
Students are generally passive recipients of tuition at both live and recorded events
Peer to peer interaction is limited to the chat box
Group work is either rare or non-existent
Recording may affect student behaviour in a tutorial
If the story we’re telling here is that students mainly want to listen to a pre-prepared presentation, then this is most relevant graph. This one shows that often the tutors have adapted to what the students want. Given the time constraints I don’t we’ll have time to cover the other graphs.
Tutors aren’t using the tools
When tutors offer the tools, like the whiteboard, the students do not engage well

22. Expects tutor to deliver student centred, active learning in tutorials
CONCLUSION
Tutor manager, tutor and student perceptions and experiences
STAFF TUTOR
Expects tutor to deliver student centred, active learning in tutorials
TUTOR
Tutors are generally taking a didactic approach to tutorials
A tutor-led approach is a pragmatic response to poor student engagement
STUDENT
Students are taking a passive approach to their learning
Will engage in ‘low risk’ activities such as use of the chat box or answering multiple choice questions
Students seem to not appreciate the value of active participation and the impact on their learning
Tutor manager
Evidence (to find) that active students enhance their learning
Tutors aren’t using the tools
When tutors offer the tools, like the whiteboard, the students do not engage well

23. CONCLUSION
Why is this so critical for online tuition and what should we do about it?
Conflict for tutors between delivering an interactive tutorial for students attending, or more lecture-style for students watching the recording. Using an online classroom, interactivity is the only tool by which tutors can gain and develop an understanding of their student’s needs (lack of any visual cues) Develop a common understanding of the purposes of online tuition in open and distance learning. Craft tuition strategies which meet a greater variety of student needs Empower tutors to deliver the tuition that meets the individual needs of their students Share with our students an understanding of the benefit of active participation in tutorials
Learning behaviours in an online classroom are more challenging to manage than in a face to face classroom
If tuition is seen as being purely didactic can the University justify the expense?

24. THANK YOU