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Competencies of Academic Counsellors
 

Competencies of Academic Counsellors

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2k60205: A presentation of my paper published in Open Learning. This was awarded Silver medal by IGNOU for best reserch in 2006

2k60205: A presentation of my paper published in Open Learning. This was awarded Silver medal by IGNOU for best reserch in 2006

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    Competencies of Academic Counsellors Competencies of Academic Counsellors Presentation Transcript

    • Open Learning | Vol. 20, No. 2 | June 2005 | pp. 147-159 Roles and competencies of academic counsellors in distance education Sanjaya Mishra Indira Gandhi National Open University, India
    • Structure
      • Introduction
      • Review of literature
      • Methodology
      • Results
      • Discussion
      • Conclusion
    • Introduction
      • Learner support
      • The study
        • Identifies roles and competencies of academic counsellors in distance education
      • Significance
        • Tool to develop appropriate training materials and strategies
    • Review of literature
      • Academic counsellors are link between
      • the learners and the university
      • They perform a variety of roles : tutors ,
      • advisors , and assessors, etc.
      • Review grouped into three parts: cognitive ,
      • affective and systemic
    • Review of literature (Fig)
    • Academic counsellors role at IGNOU
      • Personal point of contact for the distance learner
      • Provide tuition in person and at a distance
      • Evaluate assignments and provide feedback
      • Help distance learners by:
        • Initiating them to self learning
        • Confirming positive learning
        • Identifying negative learning and provide remedial measures
        • Providing non-print interventions
    • Methodology
      • Questionnaire based
        • Roles and competencies identified
        • Content validity of the questionnaire ascertained
        • Distributed to a randomly selected group of academic counsellors in a Regional Centre using sample size determination tale of Krejcie and Morgan (1970)
      • Response rate was 30.3 per cent
      • Response bias test for gender revealed no difference in the male and female responses in accordance with the population and the distributes sample
      • Descriptive and inferential statistics used for analysis
    • Methodology (cont’d…)
      • Limitations
        • Context specific
        • Non-tech environment
        • Still the results are useful as a generic tool for organizing training for academic counsellors
      Test of homogeneity: 0.102 74 21 53 Used/ Returned 245 65 180 Sample 677 188 496 Population Total Female Male
    • Results Recived Needed
    • Results (cont’d…) 4 373 98.6 Tutor 6 331 97.3 Supervisor 5 333 90.5 Mentor 7 318 83.8 Demonstrator 1 432 98.6 Counsellor 3 379 94.6 Coach 2 386 98.6 Assessor Rank Weighted score Percentage Roles Roles of academic counsellors
    • Results (cont’d…) 70 Skills to assess the learning outcomes/ assignment responses 5 71 Knowledge of evaluation methods and principles 4 72 Knowledge about how distance education works 3 73 Willingness to learn new approaches to teaching and learning 2 74 Knowledge of subject/ discipline 1 Frequency Competencies Rank Five top competencies
    • Results (cont’d…) * Significant at 95% confidence level with p value 2.02 ** Significant at 95% confidence level with p value 3.92 7.335** 1 Training in DE .746 2 Experience as academic coounsellor .419 7 Teaching experience 2.272* 8 Age groups .424 1 Gender F value df Variables ANOVA for self-rating of competencies and independent variables
    • Discussion
      • IGNOU Experience
      • Only 27 % received some sort of training
      • Only 2 competencies are satisfactory
      • 89.2 % agree on need for training
      • Mid-value on other competencies
      • Top 4 roles (counsellor, assessor,coach, and tutor) cover 26 compet encies
    • Discussion (cont’d…)
      • Level of competencies differed amongst age groups, though the F value is little over significance
      • 81.2% recognize the need for training, which is contrary to what others believe…
      • Face to face training is still
      • going on though others have
      • moved ahead
      • using new modes…
    • Discussion (cont’d…)
      • Knowledge requirements
      • Basic concepts and processes of distance education
      • Multimedia approaches in distance education
      • Institutional procedures and systems
      • Needs of adult learners
      • Further education opportunities/jobs in a discipline
      • Skill development
      • Balance of the demand of the discipline and the needs of the learner
      • Presentation techniques
      • Interpersonal skills
      • Listening skills
      • Questioning skills
      • Practitioner learning
      • Willingness to learn new approaches to teaching and learning
      • Openness to new ideas
      List of generic competencies for academic counsellors
    • Conclusion
      • The 12 generic competencies can be used to develop training materials and programmes
      • Evidence-based certification can be a possible way to train huge number of counsellors using technology
      • Further research in this area required