Synchronous online tuition: Differences between student and teacher expectations and experiences Large amount of data and taking a snap shot Lynda Cook, Diane Butler, Vikki Haley-Mirnar, Catherine Halliwell, Louise MacBrayne

INTRODUCTION Tuition at the Open University in level 2 Life Sciences OU’s method of distance learning is referred to as ‘supported open learning’ Flexible All inclusive Supportive Social OU tutorials have traditionally emphasised student centred learning and peer associated learning In the last 5 years there has been a move from face to face to online tuition. In moving tutorials online we hope to deliver a comparable learning experience Flexible – meet the needs of part time distance learners All inclusive - students are supplied with all the learning materials they need, these can be printed texts and/or online resources Supportive – Associate Lecturers (tutors) provide academic expertise, guidance and feedback and run group tutorials Social - students come together at synchronous tutorials (face to face or online) and through online conferencing via forums Note – only SK277 has some face to face. Students/tutors did not mention f2f in the survey or interviews Reasons to move online include geographical considerations, accessibility to students, access for global students, a more flexible students, cost considerations Unpack the role of the tutor – tutorials are given based on module materials written by module teams (not necessarily tutors) GTP/flexibility of tutors to consider? To explain the different types of tutorials 2 pieces

Tuition at the Open University in level 2 Life Sciences INTRODUCTION Tuition at the Open University in level 2 Life Sciences In our eSTEeM workshop (2017) ~50 OU academics were asked for their views of what makes a good tutorial. The answer…. Our responses to a workshop event requesting the ideal ingredients for supported open learning via an online tutorial. Interaction When we train out tutors we explore how the tools can be used to make it as interactive as possible eg. Breakout rooms for student group work Using microphones and chat for student discussions and answers Posing questions in a variety of ways such as complete a table, drag and drop Peer to peer learning and peer to peer support Student led Students have ownership of the content Meeting the needs of the students individually and as a group

Tuition at the Open University in level 2 Life Sciences INTRODUCTION Tuition at the Open University in level 2 Life Sciences We think interactivity and student centred learning are key ingredients of face to face tuition. Proposal – online tuition through use of interactive tools would achieve the same student experience as face to face. Interactive tools include some of the following: Use of emoticons True or false questions Multiple choice questions Use of a chat box Students adding content onto the whiteboard Drag and drop activities on whiteboard Use of a microphone Application sharing requiring student input Break out rooms

INTRODUCTION Tuition at the Open University in level 2 Life Sciences Given our shared understanding of what a good tutorial ‘looks like’ what are tutorials like in practice? What do our students think about tutorials? Surveyed students on second year undergraduate Life & Health Sciences modules Do we achieve our expectations for good tutorials? Analysed the recordings of online tutorials Do students share our understanding of what constitutes a good tutorial? Interviewed students and tutors about their experiences of online tuition Blue then black

Evaluation of recorded tutorials (n=74) METHODS Tuition at the Open University Analysed four, second-year undergraduate Life and Health Science modules using: Student surveys (n=31) Evaluation of recorded tutorials (n=74) Student and tutor interviews (n=3 students; n= 8 tutor)…ongoing BOS survey – 31 respondents from 120 students invited. Across 4 modules Used an evaluation questionnaire with quantitative answers with opportunity for open ended responses where needed. The form was piloted and we standardised its use between the five researchers. Used semi-structured telephone interviews. The students were recruited from the cohort of 31 who took part in the survey. Unique number required. We have additional information regarding the demographic and module outcome for the students surveyed (31 respondents)

Survey data

RESULTS Survey of students on second-year undergraduate Life and Health Science modules At least 66% of the students who responded attended at least one live tutorial per module 88% of the students surveyed watched at least one recording 56% watched more than 5 recorded tutorials Students want to watch the recordings Graph 1 – comparison of number of live vs recorded tutorials shows students more likely to watch recording than attend live event Graph 2 – They found recordings very helpful, more often than not re-watched them, and found the time to watch the recordings Di

RESULTS Survey of students on second-year undergraduate Life and Health Science modules 33% of students expressed a preference for watching a live tutorial compared to a recorded one 90% stated recordings of tutorials are helpful 56% watched more than 5 recorded tutorials Students want to watch the recordings Graph 1 – comparison of number of live vs recorded tutorials shows students more likely to watch recording than attend live event Graph 2 – They found recordings very helpful, more often than not re-watched them, and found the time to watch the recordings

RESULTS In your experiences on your recent module/s what type of teaching/learning activities were most frequently used

RESULTS Please choose the aspects of online tutorials that you consider to be most valuable or useful for your learning. CONTENT 25% of students report it is presentation led Very rarely group work Very rarely students speaking Common to use the voting tool

Opportunities to ask questions in the chat box (87% valued this) RESULTS Survey of students on second-year undergraduate Life and Health Science modules – headline findings Students rated: Listening to a tutor prepared presentation as important (68% valued this) Opportunities to ask questions in the chat box (87% valued this) Opportunities to answer questions in the chat box (71% valued this) Participation in student group activities (3% valued this ) Discussing module content with other students (2% valued this) Chatting to fellow students (2 % valued this) Opportunities to obtain individual support (6% valued this) Opportunities to communicate using the microphone (16% valued this) This summary is a combination of 2 questions (students valuing and the use of tools) 58% of students value using the whiteboard

Analysis of recorded tutorials

Analysis of recorded online tutorials RESULTS Analysis of recorded online tutorials If the story we’re telling here is that students mainly want to listen to a pre-prepared presentation, then this is most relevant graph. This one shows that often the tutors have adapted to what the students want. Given the time constraints I don’t we’ll have time to cover the other graphs. Tutors aren’t using the tools When tutors offer the tools, like the whiteboard, the students do not engage well

Analysis of recorded online tutorials RESULTS Analysis of recorded online tutorials

Students do not speak, even when offered the opportunity RESULTS Analysis of recorded online tutorials After viewing/evaluating a large number of recorded OU Live tutorials of all types it has become apparent that in all contexts: Students do not speak, even when offered the opportunity Student communication is largely via the chat box Students rarely interact with their peers during a tutorial Suspected this – now have evidence

Interviews: student tutor

Students interview - quotes RESULTS Sometimes you miss things [in a live tutorial]. You can be writing notes or whatever, so it’s nice to go back and watch them again later Students interview - quotes I like it when it is a bit more interactive but sometimes you need just a presentation I love lectury type ones because they are really helpful but there are times when you have a question and it would be nice to have those answered in more detail too I feel more reticent to write things and less likely to interact as much as there are more voices, feel more insecure Never felt it was a shared experience

Some students resent activity and want to work alone RESULTS Some students resent activity and want to work alone Tutors interview - quotes Interactivity is not possible with both small numbers of students attending and large numbers of students attending It's a reflection of how much they are trying to cram in a very limited amount of time, they will just listen and let it roll over them whilst trying to do something else Multiple choice type quizzing is still good for students to gain confidence and develop their own understanding It is them [students] wanting to sit back When the recording button goes on they don’t talk

Key findings (interim)

Yes No Students value the tutorial recordings CONCLUSION Student’s point of view Are we achieving our aims for a good online tutorial? Yes Students value the tutorial recordings Tutorials provide an alternative ‘voice’ to explain the key concepts in the module Students are ‘content’ with the current (didactic) style of tutorial delivery. No Students are generally passive recipients of tuition at both live and recorded events Peer to peer interaction is limited to the chat box Group work is either rare or non-existent Recording may affect student behaviour in a tutorial If the story we’re telling here is that students mainly want to listen to a pre-prepared presentation, then this is most relevant graph. This one shows that often the tutors have adapted to what the students want. Given the time constraints I don’t we’ll have time to cover the other graphs. Tutors aren’t using the tools When tutors offer the tools, like the whiteboard, the students do not engage well

Expects tutor to deliver student centred, active learning in tutorials CONCLUSION Tutor manager, tutor and student perceptions and experiences STAFF TUTOR Expects tutor to deliver student centred, active learning in tutorials TUTOR Tutors are generally taking a didactic approach to tutorials A tutor-led approach is a pragmatic response to poor student engagement STUDENT Students are taking a passive approach to their learning Will engage in ‘low risk’ activities such as use of the chat box or answering multiple choice questions Students seem to not appreciate the value of active participation and the impact on their learning Tutor manager Evidence (to find) that active students enhance their learning Tutors aren’t using the tools When tutors offer the tools, like the whiteboard, the students do not engage well

CONCLUSION Why is this so critical for online tuition and what should we do about it? Conflict for tutors between delivering an interactive tutorial for students attending, or more lecture-style for students watching the recording. Using an online classroom, interactivity is the only tool by which tutors can gain and develop an understanding of their student’s needs (lack of any visual cues) Develop a common understanding of the purposes of online tuition in open and distance learning. Craft tuition strategies which meet a greater variety of student needs Empower tutors to deliver the tuition that meets the individual needs of their students Share with our students an understanding of the benefit of active participation in tutorials Learning behaviours in an online classroom are more challenging to manage than in a face to face classroom If tuition is seen as being purely didactic can the University justify the expense?

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