The document discusses the Engaging Learners in Online Discussion (ELOD) professional development course for online tutors at Open Universities Australia. It provides an overview of ELOD, including its goals of adopting a social constructivist approach to develop tutoring skills through online interaction and reflection. The summary describes how ELOD is run over 4 weeks and 10 hours, using Moodle and asynchronous discussion forums. It also highlights feedback which found ELOD informative and effective at improving understanding of online tutoring.

2. Structure of Session
• Why do we need ELOD?
• About ELOD
• Impact of ELOD
• Questions

3. Growth in enrolments

4. Unit enrolments by Provider

5. Enrolments by unit type

6. Students by age

7. Students by age

8. Supporting the student experience @ OUA
Dilemma:
Given the dramatic rise in enrolments and the diverse nature
of OUA students, in what ways can we support students
so that they have a greater chance of success in their studies
and thereby improve retention?
Part of the answer:
Adopting a systematic approach to the professional development
of online tutors to provide students with ongoing support through
asynchronous discussion forums (ADFs).

9. Supporting the student experience

10. Benefits of ADFs
• Robust and easy to use.
• Cost-effective and time-efficient option.
• More flexible than synchronous tools.
• Enable capacity for reflection and higher order
cognitive processing.
• Benefits of text-based representation for thinking
and writing skills.
• Provide support and reduce isolation.

11. Potential negatives of ADFs
• Thorpe (2008 p.60) use of ADFs „has not produced easy wins
in terms of high level participation and quality contributions‟.
• Conole (2008 et al, pp.516-17) Students may prefer other
communication channels; Students can dominant groups;
Potential time lags between postings and responses;
Deep engagement may not occur.

12. Why do we need ELOD?
A critical factor in ensuring the successful use of asynchronous discussion
groups is the role played by tutors in motivating and engaging students
(Paasuke and Lynch, 2011).
McPherson and Nunes (2009, p.235) write that online learning initiatives often
tend to privilege a focus on “design” while “insufficient attention is given to the
delivery process”. As they note further:
“These efforts have little chance of succeeding without a tutoring team
that has the appropriate online tutoring skills necessary to explore and
maximize the designed environments … the tutoring team is at least as
important as the design team.”

13. About ELOD
• OUA has been offering online professional development courses
from 2008 onwards – Online Student Centred Discussion (OSCD).
• Engaging Learners in Online Discussion (ELOD) is a revised
approach, which began in 2011.
• ELOD is run from the OUA installation of Moodle.
• Available to all Coordinators and Tutors involved with OUA units.
• Currently four sessions per year (one per undergraduate
study period).

14. About ELOD
The ELOD initiative is informed by the literature which critiques the
limitations of a „transmission‟ approach to professional development
and advocates a „social constructivist‟ approach to the use of online
learning (Reynolds et. al.,2002, 9-10,22-27; Sloman, 2003, pp.40, 96).
This literature contends that knowledge and skills are best developed
when participants actively construct their understanding of issues
and engage in ongoing interaction with others that are part of a
community of learners.

15. About ELOD (continued)
• Convenient:
Sessions run for 4 weeks (2.5 hours per week for a total of 10 hours).
• Unique content:
Developed in consultation with experienced OUA Coordinators and Tutors.
Includes a series of “tips and tricks for online tutors” which participants can
easily incorporate within their practice.
• Reflective and collaborative learning:
Use of ADFs provides the opportunity for reflective learning. ELOD also
promotes collaboration and interaction between participants across a diverse
range of OUA Providers.
• Authentic learning:
ELOD offers participants the experience of being an online learner.
Many participants have stated that this gives them a greater insight into
what it is like for their students.

16. ELOD Moodle course page

17. Week 1

18. Week 1: Getting started as an OUA online tutor
• About OUA; Using asynchronous discussion forums
• Follow Unit Coordinator/Convenor guidelines
• Characteristics of OUA learners
• Introduce yourself, explain your role, and review
unit requirements
• Encourage netiquette; Use icebreakers

19. Characteristics of OUA learners

20. Use icebreakers

21. Week 2

22. Week 2: How to be an effective online tutor
• Specific roles of the online tutor
• Promote increased learner engagement
• Know your subject
• Be authentic
• Be patient and thorough
• Be responsive
• Provide study hints and strategies

23. Specific roles

24. Be patient and thorough
Chris Kandunias, School of Commerce, UniSA.
"It is really important to take the time and make the effort to respond
to the questions of students. Sometimes students will ask questions
which have been answered in a previous posting or are covered in
the course materials or textbook. One response would be to simply
refer students to read the relevant documents. However, in the long
run making the effort to provide the specific information to students
can help to motivate students and make them realise the value of
participating in the online discussion environment."

25. Week 3

26. Week 3: Challenges and strategies in online tutoring
• Use effective communication strategies
• Adopt time management strategies
• Encourage participation
• Move beyond a “response to queries” approach
• If a problem arises don‟t avoid it
• Be resilient

27. If a problem arises don‟t avoid it
Associate Professor, Brenton Fiedler
School of Commerce, UniSA.
"If a problem arises, don’t avoid it. If you make an error in a
posting, or you forget to keep a promise to students, provide
wrong advice or something else has gone wrong, the best
strategy is to talk to the students and explain the circumstances,
ask their forgiveness and then follow up promptly.
Communication and acknowledgement is critical, and it is
dangerous to avoid a problem if created. Confront it, admit it,
correct it and move on quickly."

28. Encourage participation
Dr. Hennessey Hayes,
School of Criminology, Griffith University
We know from experience that not all on-line learners are comfortable studying
in an on-line environment. So, there will be several students who "lurk" or follow
discussion board posts but never contribute themselves. While these students
are still getting something from their on-line tutorials, it is still helpful to
encourage these students to become more active in their tutorial discussions.
One way to do this is by reassuring all students that participating in on-line
discussions can benefit them directly by helping them to better engage with unit
material. Also, to encourage more active participation among students,
it's important to clearly communicate the value and relevance of on-line
discussions. When students can begin to recognise the value of on-line
discussion participation, they may be more likely to become actively engaged.

29. Week 4

30. Week 4: Integrating support services, the TSM and emerging technologies
• Be aware of OUA support mechanisms
• Promote the use of Smarthinking
• Be aware of the Tutorial support management model (TSM)
• Start learning to use synchronous facilitation tools
• Consider the implications of emerging technologies

31. Big Blue Button

32. Big Blue Button – user feedback
“In teaching basic mathematics on line we anticipate that it can be
used as a forum to enable students to request help with individual
questions/concepts.”
“I think it goes a long way to overcoming the isolation of online
learning
as it gives me the opportunity to have personal discussions with
students that are otherwise not possible. I think it's a fantastic tool.”
“I have used many webinar software - they are all basically the
same.
It is great to have use of an Open Source tool.”

33. Impact of ELOD
• From 2008 to 2010, the OSCD course had 155 participants.
• In 2011, the ELOD course had 230 participants.
Some participants opted to audit the course, but there 75 completions.
• In session 1 for 2012, there were 42 completions.
• The evaluation feedback has been very positive.
• Anecdotal comments received from participants by email:
“I also want to thank you for the fantastic work you have done to prepare this course and
to engage all the participants in the online discussions.”
“Was extremely informative actually, and the information gained per time spent was really
high. Has changed my paradigm somewhat on how I viewed what we do on-line and set
a framework for the future as well.”

34. Impact of ELOD

35. Future directions
• Review and improve ELOD content based on
participant/reviewers feedback.
• Consider giving synchronous communication tools
a stronger profile in the course.
• Promote continued enrolments in future sessions of ELOD.

36. References
Conole, G., de Laat, M., Dillon, T. and Darby, J. (2008) „Disruptive technologies‟,
„pedagogical innovation‟: What‟s new? Findings from an in-depth study of students‟
use and perception of technology, Computers and Education, 50 (2), 511–24.
Goold, A., Coldwell, J. & Craig, A. (2010). An examination of the role of the e-tutor.
Australasian Journal of Educational Technology, 26(5), 704-716.
http://www.ascilite.org.au/ajet/ajet26/goold.html
Lynch, G. & Paasuke, P. (2011). Key elements of the tutorial support management
model. Australasian Journal of Educational Technology, 27(1), 28-40.
http://www.ascilite.org.au/ajet/ajet27/lynch.html

37. References
McPherson, M. & Nunes, M. B. (2009). The role of tutors as a fundamental component
of online learning support. In U. Bernath, A. Szücs, A. Tait and M. Vidal (Eds.),
Distance and e-learning in transition: Learning innovation, technology and social
challenges,
(pp.235-246), London, Hoboken, NJ: ISTE/Wiley.
Reynolds, J., Caley, L., and Mason, R. (2002) How do people learn? Chartered Institute
of Personnel and Development. London.
Sloman, Martyn. (2003) Training in the age of the learner. Chartered Institute of
Personnel and Development, London.
Thorpe, M. (2008) Effective online interaction: mapping course design to bridge
from research to practice, Australasian Journal of Educational Technology, 24 (1), 57–72.
http://www.ascilite.org.au/ajet/ajet24/thorpe.pdf

38. Thankyou
Philip Paasuke Sachin Dua
Open Universities Australia Open Universities Australia
Email: philip.paasuke@open.edu.au Email: sachin.dua@open.edu.au