The experiences of students taking the same course by distance learning were compared when tutorial support was provided conventionally or online. Study 1 was a quantitative survey using an adapted version of the course experience questionnaire and the revised approaches to study inventory. Study 2 was another quantitative survey using the academic engagement form. Study 3 was an interview-based examination of the students conceptions of tutoring and tuition. In all three studies,, the students receiving online tutoring reported poorer experiences than those receiving face-to-face tutoring. Study 3 shows that tutoring was seen not only as an academic activity but also as a highly valued pastoral activity.
Price, L., Richardson, J. T., & Jelfs, A. (2007). Face?to?face versus online tutoring support in distance education. Studies in Higher Education, 32(1), 1-20.
|Links to Article||https://scholar.google.com/scholar?hl=en&as_sdt=0%2C50&q=%29.+Face%E2%80%90to%E2%80%90face+versus+online+tutoring+support+in+distance+education.+Studies+in+Higher+Education&btnG=
|Publication Type||Journal Article|
|In Publication||Studies in Higher Education|
|Type of Research||Mixed methods|
|Research Design||Survey research (qualitative or quantitative)|
|Intervention/Areas of Study||Tutoring or academic support|
|Level of Analysis||Student-level|
|Specific Populations Examined|
|Specific Institutional Characteristics of Interest|
|Specific Course or Program Characteristics|
|Outcome Variables of Interest|
|Student Sample Size||0-99|