The document discusses tutorials in distance education. It defines tutorials as an important component of distance learning that supports students' learning needs. It describes different tutorial styles, such as telephone tutorials, face-to-face tutorials, synchronous and asynchronous online tutorials. It also discusses the role of tutorials in various open universities around the world and critical factors for effective tutorials, such as tutor preparation, conduct, and activities. Finally, it analyzes research on student expectations of tutorials and infrastructure needs to support high-quality tutorial programs.

1. 15-1
Critical Review on Tutorials
• Submitted to:
Dr. Nasreen Akhtar
• Submitted by:
Umer Farooq (Ph.D Education)
(2018-2021)
Department of Education
The Islamia University of Bahawalpur.

2. 15-2
Tutorials
Tutorials Define:
• According to Nonyongo and Ngengebule (1993) it is an important component of a
distance system of learning which is capable to satisfy the need of particular student
during learning process.
• The tutorials as a system of support in self-learning learning materials, in making of
assignments and in the preparation of lectures (Chiu, 2004)

3. 15-3
Tutorials
Tutorials Define:
• It is an important requisite that leads towards the effective learning experiences
(Ramsden, 2003)
• System of students support having three main components too boost up their
learning process
• Components that make the whole system
• Setting and configuration of the support system and its components.
• and the interaction between the system and the students

4. 15-4
Tutorials in D.E
• Factors which correlate positively with course completion rates include the use of
course assignments, early submission of the first assignment, short turn-around time
for giving students feedback, pacing progress, supplementary audio-tapes or
telephone tutorials, favourable working conditions in the student’s context, the
quality of learning materials and reminders from tutors to complete work (Mowes,
2005)

5. 15-5
Tutorials Need and Significance
• The results of this study have provided evidence that distance education students
indeed value the provision of student support services. Specifically, students in this
study placed the greatest importance on student support services related to getting
started with their studies, for example orientation sessions about available student
support services and contact and communication with tutors and fellow students by
means of vacation schools, face-to-face tutorials on Weekend at regional centres
and support through study groups (Mowes, 2005)

6. 15-6
Tutorials in D.E
• System of tutorial and counselling support is developed within the passage of time
and according to learner’s requirements. Because a considerable number of students
come from those parts of the population that are greatly disadvantaged
economically and scholastically (Nonyongo, 1993), it should be obvious that more
intensive support by tutors in study centres must be provided

7. 15-7
Tutorials in Global Perspective
UKOU
• United Kingdom is considered the hub of education and learning of all fields.
Therefore, to meet the international standards the open university utilizes a
range of means for distance learning that include printed material, disc-
based software, DVDs, TV programs based on the courses and broadcasts
by the BBC, other audio and video materials.
• The students may meet them for the face-to face tutorials and may be
contacted on telephone or through internet i.e. Skype, Email etc.(Moore &
Kearsley, 2011)

8. 15-8
Tutorials in Global Perspective
UKOU
• Open University utilizes a range of means for distance learning that include
printed material, disc-based software, DVDs, TV programs based on the
courses and broadcasts by the BBC, other audio and video materials.
• Open University offers several short courses of ten credits having no
assigned tutor however online conferencing service known as Internet
Forum is offered for advice and assistance through conferencing
Moderators (Ashfaq et al., 2016).

9. 15-9
Indira Gandhi National Open University
• Indira Gandhi National Open University utilizes a range of latest technology
and media in spreading the education. This reflects in the devised vision of
the university having a focus on its objectives which states that Indira
Gandhi National Open University is the National.
• By using innovative technologies and methodologies, ensuring convergence
of existing systems for large-scale human resource development, promoting
integrated national development and global understanding

10. 15-10
Tutorials at AIOU:
• The availability of tutors at the study centers may be made ensure as per
schedule issued to the tutor and students so that to make interaction
between students to learn from each other. Study centers may be
established in the locations which would be accessible for the tutors and
students and especially for female tutors and students of far flung areas
• Tutorial is based on interactive approach, and its timing and duration is
perfect. It was found that in tutorials tutor remains punctual while the
students are not punctual. It was found that all the necessary facilities were
not available in the tutorials. Tutor’s training was found necessary.

11. 15-11
Tutorials in Virtual University:
• The Virtual University uses a combination of video lectures, reading
material, audio/video tutorials and on-line interaction (e-class rooms) for
imparting knowledge. However, it follows a very formal assessment and
evaluation system in the same fashion as used in any conventional higher
education institution.
• It uses multiple media for delivery of instruction; and involves two-way
communication and occasional face-to-face meeting for tutorials and
learner–learner interaction. Uses the computer as a self−contained teaching
machine to present discrete lessons to achieve specific but limited
educational objectives

12. 15-12
Tutorials Styles
• Telephone-tutoring:
• Students are provided with telephone numbers and contact details of their
respective marker tutors and face-to-face tutors for the purpose of contacting them
to receive academic guidance. Students mainly contact CES staff at headquarters
and at regional centers, marker-tutors and face-to-face tutors, to present their
problems and to seek information and clarification on study materials, assignments,
fees, library and prescribed books, and tutorial classes.

13. 15-13
Tutorials Styles
• Face-to-face tutorials
• Face-to-face tutorials are organized locally, at regional centers, with staff appointed
and supported by head office of that institute. The current practice is that there
should be more than five students registered for a given course of study to justify
the offering of face-to-face tutorials and to make it economically viable for CES.
These are conducted twice a month on Saturdays in the larger centers, while they
are held less frequently but for longer periods in smaller centers and where students
are more scattered

14. 15-14
Synchronous vs asynchronous tutorials:
• A satellite-based tutorial could be posted on an Internet site as an asynchronous
tutorial—thus allowing all students to take advantage of a learning/teaching style
that suits their inclinations. Moreover, online discussion groups could allow
students who prefer asynchronous tutorials to interact with other students and with
their tutor through the Internet, thus enabling them to enjoy both worlds. (Beyth-
Marom, Saporta, & Caspi, 2005)

15. 15-15
Critical Measures to be Considered for
Tutorials Effectiveness
• 4.1 TUTORIAL - PREPARATION
• Make sure that you have read the appropriate parts of the study material/ content
and you are ready to respond to the queries.
• If the tutorial has certain activities, be sure that you have worked through these
activities yourself before the conduct of the tutorial.
• Anticipate any difficulties that the learners may have.
• Think out any question that the student may ask during the tutorial.

16. 15-16
Critical Measures to be Considered
for Tutorials Effectiveness
• 4.2 TUTORIAL – CONDUCT
• In case a question is asked and you cannot answer, admit it and do not provide a
wrong answer.
• In such a situation (as visualized in No.5) involve the students in responding to such
a question or shift it over to next tutorial for correct and verified response. There is
no harm in making a promise for answer in the next tutorial.
• Try to help the student in locating the answers of difficult questions from a library
or from some qualified student. It is better to refer than to provide wrong answer.
• On the request for extension in time for submission of next assignment, try to
accommodate then under rules and motivate them in the development of regular
work habits.

17. 15-17
Critical Measures to be Considered
for Tutorials Effectiveness
• 4.3 TUTORIAL ACTIVITIES - PREPARATION
• You may write to the students before the first tutorial, asking them which topics
they would like to discuss and what problems they had met.
• You may draft an agenda and circulate it before the tutorial indicating the work, the
students must do before hand.
• Students may be contacted, if possible, just before the tutorial to remind them to
come. This helps to create a feeling of purpose.
• You may arrange the chairs, before the tutorial, in such a way that interaction is
expected.
• Accommodation is important. A comfortable room may be used for tutorial, if
available.(Bokhari & Ahmad, 2013)

18. Critical Measures to be Considered
for Tutorials Effectiveness
15-10
• 4.4 TUTORIALACTIVITIES: ENDING THE TUTORIAL:
• Students may be asked for ideas for the next tutorial.
• Reference may be made to the next assignment.
• Letters may be written to those who could not attend the first tutorial.

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• FUNCTIONS OF THE TUTORIAL:
• You will appreciate that followings are the functions of the face to face
• sessions:-
• To establish a personal link
• To offer individual help
• To allow the learners to interact
• To give psychological boost
• To provide practical experience
• To provide opportunity for written work
• To help students to work confidently when on their own.
• To encourage students to work independently
• To form self-help groups

20. 15-20
Activities for the TUTORIAL:
• Discussion on problems conducting some exercise
• Analysis of case studies
• Presentation of seminar papers by the students followed by group discussions
• Demonstrations
• Practices like the use of computer or use of kits etc.
• Your role as a tutor is facultative and you are there to help your tutorial group to
understand the course by assisting each student to interpret study material. The
tutorial is thus supportive of the study package and has a remedial nature when
students find the content difficult.

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Tutor’s Role
• TUTORS ROLE - answering queries,
• IS REMEDIAL - clarifying points,
• TEACHING N O T - diagnosing misconceptions
• L E C T U R I N G - providing alterative explanations

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Tutor’s Role
• Assisting students to relate material to their individual
situations and helping in the application of the concepts.
• Overall assistance during course of learning with respect to
different aspects as required or needed by the Distance
Learner.

23. 15-23
Research Analysis
• The expectation that tutorials should be concerned
primarily with assignment and examination questions is
not uncommon among distance education students. For
example, Stevenson, Sander and Naylor (1996) reported
that a high proportion of the UKOU students.

24. 15-24
Research Analysis
• Infrastructure
• well organized
• Smooth and Regular Execution
• Punctuality
• Meeting the latest demands of learners
• Coping with new digital trends
• Tutors Trainings
• Filling the Gaps

25. 15-25
Research Analysis
• Infrastructure
• well organized
• Smooth and Regular Execution
• Punctuality
• Meeting the latest demands of learners
• Coping with new digital trends
• Tutors Trainings
• Filling the Gaps

26. 15-26
References:
• Bokhari, M. U., & Ahmad, S. (2013). Design for interactive e-learning based upon multi-agent
system: I-MBLS.
• Chiu, C.-H. (2004). A framework for a computer system to support distributed cooperative
learning. AACE Journal, 12(1), 9-26.
• Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports students’ learning.
Learning and teaching in higher education(1), 3-31.
• Holmberg, B. (2005). Theory and practice of distance education: Routledge.
• Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning:
Cengage Learning.
• Mowes, D. L. (2005). An evaluation of student support services in open and distance learning at
the University of Namibia. Stellenbosch: University of Stellenbosch.
• Nonyongo, E., & Ngengebule, T. (1993). The SACHED Distance Education Students’ Support
Programme. Open Learning, 8(2), 40-45.
• Ramsden, P. (2003). Learning to teach in higher education: Routledge.
• Richards, G. (2015). A Guide to Virtual Universities for Policy-Makers: Commonwealth of Learning
(COL).

27. 15-27
THANKS