Most distance education programmes have tutorials (either face-to-face or online), and these are ideal opportunities to check learners' understanding of concepts and provide the scaffolding for them to develop their knowledge more deeply.
A tutorial is also an excellent opportunity for learners to get to know each other better (stage 2 in the five-stage model) share information with each other (stage 3), to collaborate in the learning process (stage 4), and develop their knowledge further (stage 5).
Many distance learners travel long distances to get to the venue for tutorials (even if this is to get to an Internet cafe where they can join in an online tutorial), and time is always limited, so it is critical to make the most of this rare opportunity for shared learning.
Reflection
1. Which of the following strategies do you think are most likely to help scaffold your learners through Salmons' stages 3, 4 and 5 of the learning process - sharing information, collaboratively constructing knowledge, and developing their knowledge further?
Strategy A: Some tutors use the face-to-face tutorial as an opportunity to lecture the class on the most important aspects of the course content.
Strategy B: Some tutors see tutorials as an ideal opportunity to get learners working in small groups on fairly structured tasks. The small groups may be required to brainstorm the definition of a concept, compare and contrast different statements, solve a problem, review an article or create a diagram or text. After the group work, the tutor will facilitate a whole-class discussion.
Strategy C: Tutorials are sometimes used as informal, unstructured question-and-answer sessions. In this approach, learners have the opportunity to ask the tutor questions about the course content, and the tutor answers.
Strategy D: Many tutors see tutorials as a very informal gathering that is only for learners who really feel the need for extra support, and tell learners that attendance is optional.
Strategy E: Sometimes tutorials are used to help learners prepare for exams. Learners will be given 'mock exam' papers or other exercises to give them an idea of the kinds of questions they will be asked.
Strategy F: Some tutors require learners to read certain articles, or listen to lectures on a podcast, before attending a tutorial. In these cases, learners must come prepared to discuss a particular topic. The class may also be asked to think about certain questions for discussion in the tutorial before they come.
2. Which of the above strategies do you use the most when you have tutorials/ synchronous learning sessions with your learners? Are you making the fullest use of the most engaging strategies?
In the following section, we will look at some concrete ways in which you can fully engage your learners in tutorials/ synchronous learning sessions as fully as possible, so as not to waste the opportunities provided by these gatherings.