The effective blended tutor

supporting adult learners studying part-time, vocationally relevant degrees at a distance

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

There is limited research into the personal qualities that adult learners value in their tutors within blended learning contexts. This paper takes steps to address this gap. Of significance, the paper explores tutor practices contributing to their effectiveness by considering learner perspectives. An Andragogical Model is proposed for effective blended learning to meet the needs of adult learners studying part-time, vocationally relevant degrees at a distance. The research is based at a ‘post 1992’ university in the north of England at a time when there was financial constraint and increased marketisation of Higher Education, with other providers, such as Further Education colleges, encouraged to deliver degrees. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice with data gathered from three principal sources. Interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; students’ perceptions of their learning experiences were assessed using an attitude survey; an analysis of the content and communications in the virtual learning environment provided insight into tutors’ online practice. All the tutors investigated as part of the research were located in the School of Education. The paper argues that the predominant approaches to teaching, learning and assessment adopted by tutors were congruent with some of the Andragogical Model’s six core principles (Knowles et al., 2015) due to the vocational nature of the courses investigated. The Andragogical Model provided an analytical lens and drove the development of the proposed Model for this context, which contains the same six core principles. This analysis was valuable as it provided a number of factors to operationalise the Model, which can support practice for tutors and HE institutions in similar contexts. Further, this analysis highlighted a number of tutor skills, qualities and competences that appeared influential in meeting the needs of adult learners in this context.
Original languageEnglish
Title of host publication INTED 2016 Proceedings
EditorsL. Gómez Chova, A. López Martínez, I. Candel Torres
PublisherIATED Academy
Pages1589-1598
Number of pages10
ISBN (Electronic)9788460856177
Publication statusPublished - 9 Mar 2016
Event10th International Technology, Education and Development Conference - Valencia, Spain
Duration: 7 Mar 20169 Mar 2016
Conference number: 10
https://iated.org/inted2016_website/mailingOCT.html (Link to Conference Website)

Conference

Conference10th International Technology, Education and Development Conference
Abbreviated titleINTED 2016
CountrySpain
CityValencia
Period7/03/169/03/16
Internet address

Fingerprint

tutor
Blended Learning
time
further education
learning
education
communications
learning environment
university
Teaching
interview
school

Cite this

Youde, A. (2016). The effective blended tutor: supporting adult learners studying part-time, vocationally relevant degrees at a distance. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), INTED 2016 Proceedings (pp. 1589-1598). IATED Academy.
Youde, Andrew. / The effective blended tutor : supporting adult learners studying part-time, vocationally relevant degrees at a distance. INTED 2016 Proceedings. editor / L. Gómez Chova ; A. López Martínez ; I. Candel Torres. IATED Academy, 2016. pp. 1589-1598
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title = "The effective blended tutor: supporting adult learners studying part-time, vocationally relevant degrees at a distance",
abstract = "There is limited research into the personal qualities that adult learners value in their tutors within blended learning contexts. This paper takes steps to address this gap. Of significance, the paper explores tutor practices contributing to their effectiveness by considering learner perspectives. An Andragogical Model is proposed for effective blended learning to meet the needs of adult learners studying part-time, vocationally relevant degrees at a distance. The research is based at a ‘post 1992’ university in the north of England at a time when there was financial constraint and increased marketisation of Higher Education, with other providers, such as Further Education colleges, encouraged to deliver degrees. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice with data gathered from three principal sources. Interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; students’ perceptions of their learning experiences were assessed using an attitude survey; an analysis of the content and communications in the virtual learning environment provided insight into tutors’ online practice. All the tutors investigated as part of the research were located in the School of Education. The paper argues that the predominant approaches to teaching, learning and assessment adopted by tutors were congruent with some of the Andragogical Model’s six core principles (Knowles et al., 2015) due to the vocational nature of the courses investigated. The Andragogical Model provided an analytical lens and drove the development of the proposed Model for this context, which contains the same six core principles. This analysis was valuable as it provided a number of factors to operationalise the Model, which can support practice for tutors and HE institutions in similar contexts. Further, this analysis highlighted a number of tutor skills, qualities and competences that appeared influential in meeting the needs of adult learners in this context.",
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Youde, A 2016, The effective blended tutor: supporting adult learners studying part-time, vocationally relevant degrees at a distance. in L Gómez Chova, A López Martínez & I Candel Torres (eds), INTED 2016 Proceedings. IATED Academy, pp. 1589-1598, 10th International Technology, Education and Development Conference, Valencia, Spain, 7/03/16.

The effective blended tutor : supporting adult learners studying part-time, vocationally relevant degrees at a distance. / Youde, Andrew.

INTED 2016 Proceedings. ed. / L. Gómez Chova; A. López Martínez; I. Candel Torres. IATED Academy, 2016. p. 1589-1598.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

TY - GEN

T1 - The effective blended tutor

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AU - Youde, Andrew

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PY - 2016/3/9

Y1 - 2016/3/9

N2 - There is limited research into the personal qualities that adult learners value in their tutors within blended learning contexts. This paper takes steps to address this gap. Of significance, the paper explores tutor practices contributing to their effectiveness by considering learner perspectives. An Andragogical Model is proposed for effective blended learning to meet the needs of adult learners studying part-time, vocationally relevant degrees at a distance. The research is based at a ‘post 1992’ university in the north of England at a time when there was financial constraint and increased marketisation of Higher Education, with other providers, such as Further Education colleges, encouraged to deliver degrees. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice with data gathered from three principal sources. Interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; students’ perceptions of their learning experiences were assessed using an attitude survey; an analysis of the content and communications in the virtual learning environment provided insight into tutors’ online practice. All the tutors investigated as part of the research were located in the School of Education. The paper argues that the predominant approaches to teaching, learning and assessment adopted by tutors were congruent with some of the Andragogical Model’s six core principles (Knowles et al., 2015) due to the vocational nature of the courses investigated. The Andragogical Model provided an analytical lens and drove the development of the proposed Model for this context, which contains the same six core principles. This analysis was valuable as it provided a number of factors to operationalise the Model, which can support practice for tutors and HE institutions in similar contexts. Further, this analysis highlighted a number of tutor skills, qualities and competences that appeared influential in meeting the needs of adult learners in this context.

AB - There is limited research into the personal qualities that adult learners value in their tutors within blended learning contexts. This paper takes steps to address this gap. Of significance, the paper explores tutor practices contributing to their effectiveness by considering learner perspectives. An Andragogical Model is proposed for effective blended learning to meet the needs of adult learners studying part-time, vocationally relevant degrees at a distance. The research is based at a ‘post 1992’ university in the north of England at a time when there was financial constraint and increased marketisation of Higher Education, with other providers, such as Further Education colleges, encouraged to deliver degrees. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice with data gathered from three principal sources. Interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; students’ perceptions of their learning experiences were assessed using an attitude survey; an analysis of the content and communications in the virtual learning environment provided insight into tutors’ online practice. All the tutors investigated as part of the research were located in the School of Education. The paper argues that the predominant approaches to teaching, learning and assessment adopted by tutors were congruent with some of the Andragogical Model’s six core principles (Knowles et al., 2015) due to the vocational nature of the courses investigated. The Andragogical Model provided an analytical lens and drove the development of the proposed Model for this context, which contains the same six core principles. This analysis was valuable as it provided a number of factors to operationalise the Model, which can support practice for tutors and HE institutions in similar contexts. Further, this analysis highlighted a number of tutor skills, qualities and competences that appeared influential in meeting the needs of adult learners in this context.

KW - adult learning

KW - blended tutoring

KW - online tutors

UR - https://library.iated.org/authors/Andrew_Youde

M3 - Conference contribution

SP - 1589

EP - 1598

BT - INTED 2016 Proceedings

A2 - Gómez Chova, L.

A2 - López Martínez, A.

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PB - IATED Academy

ER -

Youde A. The effective blended tutor: supporting adult learners studying part-time, vocationally relevant degrees at a distance. In Gómez Chova L, López Martínez A, Candel Torres I, editors, INTED 2016 Proceedings. IATED Academy. 2016. p. 1589-1598