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ERIC Number: ED216658
Record Type: Non-Journal
Publication Date: 1982-Mar
Pages: 14
Abstractor: N/A
Reference Count: N/A
Distance Education: The Personal Response.
Sweet, Robert
Personal contacts students have with their tutors through the telephone tutoring system established at the Open Learning Institute, British Columbia, Canada, were investigated with completing and noncompleting students. Attention was directed to the frequency of contact with tutors and supportive behaviors tutors extend. For the 118 students, the average age was 33 years, and 24 percent were males. Completing and noncompleting groups were defined on the basis of completion of all assignments. No significant differences were found in the frequency with which tutors telephoned students in the two groups. Noncompleters rated tutors more highly than did completers on the item: "I feel my tutor wants me to phone if I have any questions." The frequency with which the two groups of students initiated contact with their tutors was 45 percent for the completer group and 32 percent for the noncompleting group, an insignificant difference. It is suggested that tutors were attuned to the greater need of students in the noncompleter group for guidance. In addition, the similar pattern of student-initiated calls for both groups and the positive ratings given tutors by completers and noncompleters provides a measure of assurance that tutors have been successful in creating a climate of supportiveness for all the students. It is concluded that in distance learning, a teletutoring system allows frequent discussion between tutors and students concerning their academic progress, and personal relationships that promote effective feedback can be fostered. (SW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A