The Tutor/Facilitator Role in Student Retention
ARTICLE
Jo Tait
Open Learning Volume 19, Number 1, ISSN 0268-0513
Abstract
Open and distance learning provide particular (and sometimes overlapping) contexts for discussions of student retention. This paper argues that the environment for learning created by distance learning tutors is a key factor in student retention, whether retention is taken to refer to student completion of a single course or student persistence through a programme of study. Discussion of tutors' roles in retaining students is stimulated by the recent symposium on student retention and draws on a new analysis of three linked empirical inquiries located within the UK Open University. A fruitful integration of questionnaire surveys, project evaluation and practitioner action inquiries suggest that, where questions of retention focus on the student and their learning experience, tutors' facilitative roles are complex and valuable. Institutional policies and course design practices need to support tutors in their retention roles by using and sharing appropriate pedagogies, systems, student information and integrated professional development opportunities.
Citation
Tait, J. (2004). The Tutor/Facilitator Role in Student Retention. Open Learning, 19(1), 97-109. Retrieved August 13, 2024 from https://www.learntechlib.org/p/68820/.
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An importance–competence analysis of the roles and competencies of e-tutors at an open distance learning institution
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Australasian Journal of Educational Technology Vol. 34, No. 5 (Nov 25, 2018)
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Mapping the open education landscape: citation network analysis of historical open and distance education research
Martin Weller, Katy Jordan, Irwin DeVries & Viv Rolfe
Open Praxis Vol. 10, No. 2 (Apr 20, 2018) pp. 109–126
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