ABSTRACT

This study explored the extent to which distance learning tutors found sharing practice through participating in a tutor-led online programme of online events helped them to develop as practitioners and hence support students more effectively. The regular online sessions, delivered by tutors for tutors, was a staff development initiative introduced at the Open University (OU) to (i) provide tutors with opportunities to share good practice with a view to improving their online interactions with students, and (ii) help nurture a sense of community, providing a supportive situated learning environmentwhich fosters peer support and in which tutors can share ideas and concerns. Quantitative and qualitative analysis of feedback obtained through surveys demonstrated the programme succeeded in providing opportunities for distance learning tutors to share good practice in a friendly supportive environment, hence relieving some of the isolation they feel. Moreover, it helped nurture community cohesion. Similar programmes could help strengthen tutor communities and provide valuable opportunities for sharing concerns and good practice in any institution where tutors feel isolated. Examples might include institutions where much tuition is delivered online, where staff are located on different sites or where many staff have insecure contracts and therefore building community spirit is likely to be challenging.

摘要

本研究探讨了远程学习导师通过参与导师主导的在线活动在线计划，在多大程度上发现共享实践有助于他们发展成为实践者，从而更有效地支持学生。由导师为导师提供的定期在线课程是开放大学 (OU) 推出的一项员工发展计划，旨在 (i) 为导师提供分享良好实践的机会，以改善他们与学生的在线互动，以及 (ii) ) 帮助培养社区意识，提供支持性的学习环境，促进同伴支持，导师可以在其中分享想法和关注点。通过调查获得的反馈的定量和定性分析表明，该计划成功地为远程学习导师提供了在友好的支持环境中分享良好实践的机会，从而减轻了他们所感受到的一些孤立感。此外，它有助于培养社区凝聚力。类似的计划可以帮助加强导师社区，并为在导师感到孤立的任何机构中分享关注和良好实践提供宝贵的机会。示例可能包括在线提供大量学费的机构，员工位于不同地点或许多员工的合同不安全，因此建立社区精神可能具有挑战性。它有助于培养社区凝聚力。类似的计划可以帮助加强导师社区，并为在导师感到孤立的任何机构中分享关注和良好实践提供宝贵的机会。示例可能包括在线提供大量学费的机构，员工位于不同地点或许多员工的合同不安全，因此建立社区精神可能具有挑战性。它有助于培养社区凝聚力。类似的计划可以帮助加强导师社区，并为在导师感到孤立的任何机构中分享关注和良好实践提供宝贵的机会。示例可能包括在线提供大量学费的机构，员工位于不同地点或许多员工的合同不安全，因此建立社区精神可能具有挑战性。