The Tutor/Facilitator Role in Student Retention

Autor/in	Tait, Jo
Titel	The Tutor/Facilitator Role in Student Retention
Quelle	In: Open Learning, 19 (2004) 1, S.97-109 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
Schlagwörter	Persistence; Learning Experience; Tutors; Open Universities; Educational Opportunities; Distance Education; School Holding Power + Suchen Sie Ihr Suchwort? Ausdauer; Lernerfahrung; Förderlehrer; Lehrender; Tutor; Offene Universität; Bildungsangebot; Bildungschance; Distance study; Distance learning; Fernunterricht
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. (Author).
Anmerkungen	Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10