1. Role of the Online Tutor – In-time responsiveness to students in a large-enrolment unit Tim Griffin School of Social Sciences and Psychology

2. Overview of the unit and what has been blended and why Integration of the Online Tutor with assessments & learning activities What the Online Tutor does Principles that guide practice Concluding remarks Presentation Overview

3. Unit Overview The Individual in Society –Large-enrolment (1,000+ students) –First-year (Spring Session) –Core unit for Social Sciences courses plus popular elective –Delivered across two campuses

4. Lectures Tutorials Delivery ModeCompulsory Assessments Supporting Assessments Resources XXXXXXXXXXXX Exam Literature Report Learning Journal Online quizzes Workbook / Reader 4 x 2 hr tutorials Alternating strands Efficiency, Quality & Consistency Discussion Forums ONLINE TUTOR Unit Design

5. The Online Tutor Distributed support for student learning –Flexible hours ‘just-in-time’ support –Able to meet student demand (peak activity) –Moderation of online discussions & resources –(Supporting students are risk of failing) –Other negotiated duties to support unit coordinator

6. Online Tutor Nuts & Bolts Online tutor –1 casual employee –Equivalent of 5 f2f tutorial hours –Equates to 11 hours per week –Hours are distributed across the week –Hours are distributed across the semester –Experienced f2f & online tutor –Values flexible working hours & working from home

7. Asynchronous Discussions Support through asynchronous discussion forums –Responding to learning needs –Linking students to learning resources Discussion board contains forums for each assessment / activity

8. Principles of Practice Developed over several iterations: –Respecting students Valuing students as learners & individuals & respecting their circumstances, backgrounds & starting points –Responsiveness to students’ learning needs Targeted, timely & individualised support Assisting students with similar issues – Being encouraging & positive Promoting use of discussions, recognising progress & contributions –Promoting independence Assisting students to find their own answers / solutions

9. Concluding Remarks The Online Tutor is: –‘Wrapped around’ assessments –Guided by Principles of Effective Practice ‘Take home message’ –Providing effective online support for student learning in a large-enrolment, first year unit delivered across two campuses, can be achieved with a modest allocation of teaching hours using asynchronous discussion forums –Note on cost efficiency

10. References Griffin, T., & Rankine, L. (2010) Affordances for academics: Using Learning Management Systems to effectively manage large-enrolment units in higher education. International Journal on E-Learning. 9(4), 505-528. Griffin, T., & Thomson, R. (2008). Evolution of blended learning in a large enrolment subject: What was blended and why? In Hello, where are you in the landscape of educational technology? Proceedings ASCILITE Melbourne, November, 2008. Griffin, T., Gilchrist, A., & Thomson, R. (2009). The online tutor: Good practice in a large-enrolment, blended learning unit. Paper presented at: Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). Same Places, Different Spaces. December 6-9, Auckland. Littlejohn, A., & Pegler, C. (2007). Preparing for blended e-learning. Oxon: Routledge. Macdonald, J. (2006). Blended Learning and Online Tutoring: A Good Practice Guide. Hampshire, UK: Gower Publishing.