Tutor's Manual

The role of the Tutor in the learning process

Introduction

Distance learning (e-learning) institutions, such as CU, provide opportunities for student-based rather than institution-based study. Few students find the study-material adequate for all their purposes. Tutors are a necessary component in a system which teaches at a distance because the psychological needs of each student cannot be met by pre-structured texts. The interactive process required is a complex one and requires a supportive atmosphere rather than just an element of support. Such an environment is created by tutor-student interaction. It is a relationship between two or more individuals, between human beings who think, feel and act in special ways.

As CU students are assigned to academic tutors who interact with them individually, as a member of a group and by sophisticated electronic means. CU deems it important that students interact face-to-face with tutors and other students. Besides helping understand the academic content, many students find the social support of such tutorials to be of great benefit, particularly when they are new to distance learning.

Definition of a Tutor

From the many and diverse definitions of a tutor, one can conclude that a tutor is the following:

• An assistant lecturer in a university
• One who teaches a single pupil or a very small group
• One who is responsible for supervising the academic work of an assigned student or students
• One who teaches or instructs on an individual basis

The Tutor's Profile

The best tutors at CU reveals the following characteristics:

• They are of solid character and a pillar of strength to their students
• They tend to be intrinsically motivated, choosing distance teaching for the satisfaction and excitement that they derive from it
• They focus on learning about students and on developing the skills for using distance learning technologies and for facilitating interaction with individuals and groups
• They show sincerity of purpose - a desire to be of assistance
• They recognise students as equals
• They are able to establish a personal connection and empathic rapport with students, despite the possible distance between them
• They have an open-minded approach and a genuine interest in helping the student through their problems
• They demonstrate maturity to handle adult problems
• They have the ability to direct students towards a positive outlook to life, study and other matters in general.
• They have clarity of expression and communicate well
• They have patience to listen to the student's problems
• They have complete familiarity with the rules, regulations, and practices of the institution
• Despite possible distances they have regular contact with their assigned students (for individual attention and prescribed group work)

Qualifications

The following are the minimum qualifications for an academic tutor responsible for undergraduate students in Business Administration:

• An appropriate Bachelor degree
• Experienced in the field of business administration
• Have sufficient knowledge and experience in the course(s) for which they are responsible
• Must be able to coach
• Must be registered as a academic tutor
• Must be affiliated with a local registered CU Learning Centre
• Must have reasonable proximity to the students assigned to
• Fits the tutor's profile described above

Appointment

Academic tutors are registered by the nearest accredited CU Learning Centre to act as tutor for CU. Their qualifications are evaluated to comply with the prescribed standards.

Duties

The duties assigned to all academic tutors are the following:

• Arrange regular face-to-face contact between peers (this could be through a local support group or any other arrangement)
• Act as invigilator during formal assessment sessions (tests)
• Facilitate the prescribed group work
• Assess the prescribed assignments
• Assess the prescribed group work
• Assess the prescribed tasks
• Assess the workbook
• Facilitate all prescribed self-assessing activities
• Facilitate all other prescribed assignments, projects and practicals
• Give general guidance and advice during the learning process
• Give advice on the content of the course material when necessary
• Communicate with the course professor when necessary through the CU Website
• Submit prescribed reports to the Faculty
• Be a sounding board to students
• Act as counsellor

Counselling

Tutors adopt a supportive non-judgmental role in enabling students to deal more effectively with psychological or emotional problems or give advice on practical problems. For a detailed discussion on the role of the tutor as counsellor, kindly refer to the section on counselling.

Support

Although support to CU's tutors takes on many forms, the course professor, supplementary material and administrative support constitute the most important of these.

Course Professor

The appointed course professor is a specialist in his/her field. The professor is inter alia responsible for the following:

• Developing the curriculum
• Overseeing the preparation of the course materials
• Compiling the Course Study Guide
• Maintains open communication with tutors concerning academic matters
• Interacting with students through the CU Website
• The assessment process
• Keeping the course Website up to date with relevant reading material
• Sending messages to students through the course Web
• Compiling the Web FAQ list for the course
• Managing the tutorial process, with special emphasis on the following:
  • Recruiting qualified tutors

  • Training material for tutors

  • Monitoring tutors' performance

  • Providing back-up support to tutors on problems encountered

  • Ensuring the quality of the tutoring services that are delivered by tutors

  • Conducting briefing and debriefing sessions with tutors

Supplementary Material

Tutors have access to an array of supplementary material in support of his/her duties as a tutor. Some of the material normally available to the tutor (on CD-ROM) is listed below:

For the Student

• Course Study Guide
• Assessment memoranda
• Course assessment directives
• Lecture notes
• PowerPoint slides
• Chapter outlines
• A wide range of additional learning resources
• Textbook particulars

For the Tutor

• Tutor's Manual
• Tutor's Guide
• Assessment memoranda for tutors
• Various support material for tutors

General Information

• Web links to:
  • CU Website

  • Course Website

  • Companion Websites

  • Online writing centre that provides links to online directories, thesauruses, writing tutors, style and grammar guides, and additional tools

  • Self-assessment libraries

  • Skills development exercises
• Academic Guide
• Programme summaries
• Study hints
• Index to terms and concepts
• Prospectus
• Administrative procedures

Assessment

• Test programme
• Assessment activities for students
• Assessment criteria for tutor's

Personal Contact

All new tutors are required to undertake a series of tutor training programmes. The course professor concerned will begin a number of briefing sessions with all tutors, be they new or experienced. Usually different sessions are held for new and re-appointed tutors separately. A briefing session may deal with diverse topics, but usually deals with topics such as the following:

• Introduction to the nature of the course
• Difficulties tutors may encounter in tutoring students
• Expectations of the course professor in terms of handling the prescribed assessment activities
• Conducting tutorials
• Explaining the role of counselling
• Providing ways for students to keep in touch
• Administrative matters

From time to time briefing sessions with all tutors for the course are also held. Tutors share their experience with each other and the course professor uses this opportunity to obtain feedback from and provide instructions to the tutors on issues that have not been foreseen and can be rectified immediately.

At the same time a debriefing session with the tutors is also held to exchange tutors' experience and comments on tutoring their students. The course professor can learn a great deal about the strengths and weaknesses of the course and how effective the assessment strategies are defined by him/her through this kind of debriefing session.

Administrative Staff

Administrative staff at CU Learning Centres maintains an open door policy and are proficient in giving advice and general support to tutors on matters such as the following:

• Administrative routines and requirements
• All aspects of the curriculum
• Fee structures and payment of fees
• Complaints
• Administrative questions and problems
• RPL matters
• Personal barriers to tutoring
• Application and registration procedures
• Any other administrative matters

Assessment

The duties of tutors described in this document clearly indicate the important role tutors play in the assessment process. For details on the tutor's involvement in the assessment of students please refer to the following documents:

• The section on assessment in the Academic Guide for a complete discussion on the assessment process
• Tutor's Guide which accompanies each course
• Course assessment directives which accompany each course
• Instructions to students with regard to assessment in each Course Study Guide

Tutor Monitoring System

Please refer to the document dealing with this matter.

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