A transactional distance perspective on the management of tutorial support in distance learning Myrina Coetzee Registrar: Academic, Enrolments and Administration Lydia Mbati Institute for Open Distance Learning

Presentation outline Introduction The research problem The research question Theoretical framework The methodology Findings Conclusion

Introduction ODL focuses on removing barriers in order to increase the access to learning, flexibility of learning provision, student-centeredness, supporting students and constructing learning programmes with the expectation that students can succeed (Unisa, 2015).

Unisa regional services Independent and group- based study facilities discussion classes Materials collection Library facilities Computer facilities Literacy development Counsellors and e-tutors Face-to-face tutorials of high risk modules for students who need them (Unisa, 2015).

The research problem While research suggests a positive link between face to face tutorials and academic performance, the overall poor attendance, after the students have signed up for tutorials, is of great concern to Pretoria Regional Service Centre – Unisa.

The question What factors contribute to increased student attendance of face to face tutorials?

Theoretical grounding Moore’s (1993) transactional distance theory serves as the theoretical grounding for this research. Dialogue and interaction between learners and teachers Structure of the instructional programmes Autonomy, (independence) or the degree of self-directedness of the learner

Research methodology The Case A single case study One specific mathematics module in which attendance had been consistently higher than other modules. Bound by definition and context as a unique case. Bound by a time period of the first semester of 2015.

The prepositions Attendance of face-to-face tutorial sessions is greatly influenced by the tutors role in facilitating interaction amongst students and the tutor – (Dialogue) The structure of the face-to-face tutorial sessions have a determining role in student attendance Student autonomy (independence) plays a significant role in attendance of face to face tutorial sessions

The population The population for the study was all students who were registered as Unisa students and that signed up at the Pretoria Regional Service centre for this particular face-to-face Mathematics tutorial class MAT1581: Mathematics I (Engineering), during the first semester of 2015

The sampling Purposively drawn and consisted of: Students who have the highest and lowest attendance rates Sample size was determined by data saturation. In addition, the tutor of the selected case formed part of the sample.

The key findings The tutor Tutor Characteristics A good understanding of subject knowledge Charisma Dialogue “The students feel welcome and comfortable [in the] informal setting” (ambience ) “I get students’ oral feedback on my tutoring in a positive way” (open communication) Passion

Flexible Structure Learner Autonomy “I let them [students] participate actively in the sessions” “Meeting diverse student needs”

Findings from students with high attendance: Learner Autonomy Tutor characteristics Flexible Structure Dialogue “ I do my work at home and experience some problems in my program then we communicate on Whatsapp to the group and help one another”. “The tutor encourages us to interact in the class”. “He brings different methods of solving different mathematical problems. He gives more options of getting to the answer”. “He brings different methods of solving different mathematical problems. He gives more options of getting to the answer”. Experience, charisma, subject knowledge Experience, charisma, subject knowledge

Findings from students with low attendance: Structure (scheduling) “I could not attend tutorial classes I am working from Monday to Friday and on Saturday” “but the evenings are risky and are not safe”. “Basically the problem I had is that the timetable was uploaded on Friday and it was too late ”.

Findings from the focus group interview: Learner Autonomy Dialogue Flexible Structure Tutor characteristics “Time is always an issue but I make time for it, I am working and sometimes I got long hours, but I decide to come to school so I do make time to attend, I prioritize”. “..and where I am not sure or where I don’t understand I can ask. And also he does interact” “.gives us the opportunity to come to the board so that you can go back and put more effort on those weaknesses and embrace your strengths” Passion

Conclusion Based on the findings of this study, attendance of face to face tutorials can be improved by: Assigning tutors who have relevant experience and positive attitudes towards tutoring Encouraging dialogue and communication in tutorial sessions Allowing a high level of learner autonomy Flexible Structuring and scheduling the tutorials to accommodate student diversity and needs.

Thank you !