Tutoring in Open and Distance Learning
| dc.contributor.author | Daweti, A M | |
| dc.date.accessioned | 2015-01-07T09:53:30Z | |
| dc.date.available | 2015-01-07T09:53:30Z | |
| dc.date.issued | 2005 | |
| dc.description.abstract | As the learning environment in distance education is intended to be highly supportive and learner-centred, regular tutor-led contact sessions are an important learner support strategy that may be an incentive for student enrolment in a programme. In general, institutions use the tutoring services of qualified professional or support staff employed on a part-time contract basis, rather than full-time academic staff. This approach ensures that lecturers have a manageable workload, and that learner support services are cost-effective. Tutoring in open and distance learning (ODL) is designed to: • Bring an interpersonal element to the learning process. • Foster collaborative learning and support in small groups. • Enrich print-based learning through a variety of practical and interactive exercises. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11599/120 | |
| dc.language.iso | en | en_US |
| dc.publisher | Commonwealth of Learning, Vancouver | en_US |
| dc.relation.ispartofseries | Knowledge Series | |
| dc.rights.uri | http://creativecommons.org/licenses/by-sa/4.0 | en_US |
| dc.subject | Teacher Education | en_US |
| dc.subject.other | Open and Distance Learning (ODL) | en_US |
| dc.title | Tutoring in Open and Distance Learning | en_US |
| dc.type | Booklet | en_US |