Wk 12 A3: Reading Price et al. (2007) face to face versus online tutoring

The findings from these studies illustrate that learners are find face to face tutorials of more value than online tutorials.  I personally find the online tutorials and discussions of more use than those of my last major face to face postgraduate course.  I found that entire course to be a bad experience for various reasons, and I think that bad experience has completely put me off face to face courses.

Then check what other students in your tutor group have written.

  1. Do you agree with Price et al. that online tuition is a pastoral activity and not a purely academic activity?

Absolutely although I think there is a relationship. Developing the pastoral side can encourage an environment (online or face to face) which is condusive to constructive academic learning.

  1. Do you agree that the absence of what the authors call ‘paralinguistic cues’ in an online environment can limit the effectiveness of online tuition?

I think this is true in some cases, however I think more and more people are conducting much of their social/working and educational lives online.  For some of these people communicating online may be a more comfortable environment and its benefits may outweigh the drawback of loosing paralinguistic cues


3 responses to “Wk 12 A3: Reading Price et al. (2007) face to face versus online tutoring

  1. Hi Kevin,
    nice to see that you are taking part in H800 too. I found this course good continuation of H810 🙂 Anyway, you made good point that pastoral role of tutoring allows for constructive learning. I would add here that pastoral role is connected with teaching which is more student-oriented than teacher/content-oriented. I also found some similarities between Price et al.’s conception of tutoring and Richardson’s (2005) conceptions of teaching. Tutor who is focused on subject explains materials and tries to transfer his/her knowledge to students, while tutor who is student-oriented is a facilitator who supports learners in deep learning. Online environment, especially social web, supports constructivism, however there are examples of tutoring which are limited to tuition only, where pastoral role are not taking into account (eg. corporate learnig, instructional learning).

    • kevhickeyuk

      Hi Karolina,
      Yes its good to find a few fellow H810 students on the H800, I definitely feel we have an advantage in making use of our blogs. I agree that online tutoring supports a wider change into constructivism and this can be a very scary prospect for some students and staff. I think there is a danger with these studies that some people may read them to find out which one system is best, online or face to face, but for me it is more about providing as many different opportunities as possible, you are never going to find one system that will suit everyone all the time.

  2. Sheeran Zsigo

    I too agreed that absence of paralinguistic cues obviously has an impact on the effectiveness of communication generally, but was stuck by your thoughts on the increased popularity of social networking (not only from the angle of providing a “safe” environment for many) but also from the the “internet generation” angle. Perhaps many people are just getting better at communicating in this way through familiarisation/ practice?
    I also agree with your above point – you can’t please all the people all of the time!

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