Investigating the Interconnectedness among Elements of Face-to-Face Tutorials in Distance Education

Autor/inn/en	Somuah, Beatrice Asante; Segbenya, Moses; Arhin, Vera; Ampofo, Samuel Yaw
Titel	Investigating the Interconnectedness among Elements of Face-to-Face Tutorials in Distance Education
Quelle	In: International Journal of Educational Management, 36 (2022) 6, S.937-950 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Somuah, Beatrice Asante) ORCID (Segbenya, Moses) ORCID (Arhin, Vera) ORCID (Ampofo, Samuel Yaw)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-09-2021-0369
Schlagwörter	Foreign Countries; Students; Distance Education; Tutorial Programs; Tutoring; Synchronous Communication; Interpersonal Communication; Cooperative Learning; Counseling; Critical Thinking; Student Motivation; Independent Study; Ghana + Suchen Sie Ihr Suchwort? Ausland; Student; Schüler; Schülerin; Studentin; Distance study; Distance learning; Fernunterricht; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderkonzept; Nachhilfeunterricht; Interpersonale Kommunikation; Kooperatives Lernen; Counselling; Beratung; Kritisches Denken; Schulische Motivation; Selbststudium
Abstract	Purpose: Face-to-face tutorial sessions remain an integral part of the delivery mode of distance education in Ghana. It is sometimes used as the sole mode of delivery of educational content in some distance education institutions. This study, therefore, investigated the interconnectedness of elements of face-to-face tutorials among distance education students. Design/methodology/approach: The study adopted the positivist approach and used descriptive research as a design. Simple random and stratified sampling techniques were used, and a sample of 1,491 students was drawn from a population of 44,001 across all regions of Ghana. Data were collected with a self-administered questionnaire and analysed with descriptive and inferential statistics. Findings: The study found that collaborative learning, counselling, self-directed learning, motivation and critical thinking had strong interrelationships as elements of face-to-face tutorials. Research limitations/implications: This quantitative study was limited to the views of students on the elements of face-to-face tutorials. It was envisaged, however, that the views of the tutors and administrators who conducted the face-to-face tutorials could have enriched the findings of the study. In addition, adopting a mixed design approach where both qualitative and quantitative data were collected from the participants could have given an in-depth and enriched perspective of the current study. Practical implications: Management of distance education institutions need to focus on these important elements and their inter-relationships as they might lead to improved academic and social progress among students. In addition, institutions must also organise orientations and seminars for course facilitators and new students on the need to develop commitments towards the elements of face-to-face tutorials as requirement so as to succeed on their course of study. Originality/value: This is a novel approach that will help improve the understanding of students on the importance of the activities they engage in during face-to-face tutorials. It would also help managers of institutions using face-to-face tutorials to focus on these important elements that might lead to improved academic work among students. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01