Wk12, A3

Notes from Price et al, (2007)

• I sometimes find it a little difficult to get around statistical analysis because I think it can overlook some of the human subtleties inherent in teaching and learning, but I understood it in the context of this article. There is certainly a convincing pattern in the data, and it is not contrived as it is removed from the context. The authors are careful to disclaim methodological anomalies.

• The questions in the survey seem to be designed to extract affective responses in a simplified way. These are a mechanism for capturing the learner experience and use the Lawless & Richardson’s (2002) version of the ‘Course Experience Questionnaire’ (CEQ). So I got the impression that this was quite a good mechanism for capturing statistical data on the learner experience.

• The value of pastoral care is significant as it reflects the learner’s notion of wehat their learning experience will be. They expect things of their tutors and therefore the learning experience. The data reveals that students perceive this to be less effective online. To an extent this mirrors my own experience. I am far more reliant on self-motivation, self- and peer-assessment/feedback through reflection. Perhaps I am subconsciously building mechanisms to support my own learning because I have certain beliefs and expectations about how I learn online, and what my relationships with other people will be also.

• Student beliefs about teaching seem to reamin the same regardless of delivery mode. As the article suggests, perhaps it is down to tutors not fully understanding how to deliver on these expectations when online. The authors suggest that one factor in this is the trend to deliver technical support training rather that pedagogy. I think that it is about a clash between expectations, and understanding what is practically possible online. The article’s conclusion suggests online successful communication is the underpinning factor that will enable learners to see online learning as successful as face-to-face.

–

Price, L., Richardson, J.T.E. and Jelfs, A. (2007) ‘Face-to-face versus online tutoring support in distance education’, Studies in higher education, Vol. 32, No. 1. pp.1–20 Available from: http://dx.doi.org/10.1080/03075070601004366 (accessed 7 May 2009)