This thesis explores the experiences of tutors who hold online roles within a higher education context and provides insight into some of the challenges associated with the role. Participants were recruited from a single educational organisation and held roles in blended and traditional educational settings as well as within online modules. 

Online tutoring roles are dynamic as they strive to keep pace with the development of more sophisticated online learning environments and advancing technology; together with increased student expectations linked with twenty-four-hour access to online learning platforms. Whilst the literature related to student experiences of online learning is significant, the available evidence associated with online tutor experiences remains somewhat limited by comparison. Current studies have been identified that have explored the experiences of online tutors and the relationship the role has to perceived effects on professional identity. The study provides insight into this area of education and is valuable in terms of highlighting the current strengths and weaknesses of the online tutor role.

Given that professional identity within educational contexts is historically bounded by social constructs and human interaction as well as perceived status within the remit of professional roles, this qualitative study seeks to understand and interpret the experiences of online tutors and how this role impacts upon professional identity. Interpretative phenomenological analysis (IPA) was used as the methodology for this study as the phenomenon of experience was central to the research. Although the sample of six participants was small, and purposive, the intention was to examine in detail the factors that shape online tutor experiences. The Interpretative Phenomenological Analysis (IPA) study had a single-phase data collection and revealed the following master themes: 1: Making a difference: 2: Transitioning change: 3: Dynamic connections: 4: Sense of professional worth.

Data was further analysed according to IPA principles with sub-themes and associated concepts being supported with verbatim quotations from interview transcripts.

Research findings highlight challenges online tutors face and evaluates the type of strategies used to overcome these. These findings are framed in light of the difficulties associated with the delivery of online learning in terms of information and communication technology; the concept of the tutor role in general, and transitions that need to be made by educational organisations and tutors to support both students and tutors within the context of this environment. Analysis of the experiential data further explores impacts upon the online tutor role on professional identity and connections to the meta consequences for the learning process and tutor experience. 

For educational practice, the findings of this thesis provide the basis for further development of virtual learning platforms, online learning materials and online tutor training and support

Working On The Margins Of An Educational Organisation: The Experiences Of Online Tutors And Their Professional Identity. An Interpretative Phenomenological Analysis (IPA) Study.

Although print–based materials remain the main distance education mode of delivery, the Namibian College of Open Learning (NAMCOL) recognises the use of multimedia as an important tool to enhance access and strengthen operational systems. Multimedia resources such as video, audio, animations and online content are produced as complementary resources to the print-based materials. The College appoints tutors to provide support to learners through various methodologies including face-to-face and online support. This study aims to explore the experiences of the NAMCOL Southern region tutors regarding the use of multimedia when they conduct their tutorial duties at a distance and through face-toface interactions. The theories that underpin this study are; Michael Moore’s (1990) theory of transactional distance, Charles Wedemeyer’s (1981) theory of independent study and Hede’s (2002) Integrated Model of Multimedia Effects on Learning. The study was informed by an interpretive paradigm and adopted a qualitative case study design. Five tuition centres were purposively selected based on the set criteria for this study. Methods of collecting data used included semi-structured interviews, document analysis and observations. Data analysis was done by way of providing detailed descriptions of the setting, participants, and activities. Data was categorised and coded into themes. The study finding revealed that NAMCOL tutors in Southern region do not use multimedia in their instruction due to some challenges such as lack of time, lack of ICT skills, and lack of awareness. Tutors, however, show willingness to integrate ICT in their tuition. There is a lack of collaboration between NAMCOL Learner Support and Material Development operations which results in resources produced not utilised by learners. The study recommends that NAMCOL should ensure that all operational units are integrated to facilitate successful implementation of eLearning at the College.

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Experiences of the Namibian College of Open Learning tutors in using multimedia resources in distance education

[Summary of Findings]:
Australian academic staff in this study overwhelmingly perceived that their workload allocation did not sufficiently account for the additional workload engendered by e-teaching, whether in fully online or web-supplemented modes. Consistent with other research (Coates et al., 2009), they believed they had excessive workloads. This study could not quantify work hours in e-teaching-one of 88 participants was prepared to estimate that blended learning added 20% to classroom instruction time; another posited it consumed double a face-to-face workload. However, the study provides a new insight into high reported work hours as a direct result of the new technology tasks and communication modalities in teaching. The study also points to the inadequacy of Australian university WAMs to account for academic roles that routinely include more students, more tasks, and constant reskilling. This study would indicate that, as Larkins (2011; 2012) argues, 'student person numbers (not EFTSL) more accurately reflect academic staff workload issues.' On that basis, Larkins has established that the Student to Staff Ratio averages 34:1 across the Australian sector. It demonstrates that notwithstanding the valorisation of research over teaching (Chalmers, 2011; Bexley et al., 2011), for the academics interviewed here, deliberately reducing their teaching time to lower load would negatively impact on student learning. They accepted, albeit reluctantly, they would continue to teach 'out of hours'.

Out of hours: online and blended learning workload in Australian universities

Lecturers who move into the online learning environment often discover that the workload involved not only changes, but can be overwhelming as they cope with using digital technologies Questions arise, given the dissatisfaction of lecturers with lowering morale and increasing workload, whether future expansion of this teaching component in tertiary institutions is sustainable The challenge facing lecturers now, and in the future, is about learning workload management strategies which effectively manage the workload they encounter in the online learning environment This paper describes a case study (which is a work-in-progress) examining the perceptions of online workload cf face-to-face teaching of lecturers who are experienced in e-teaching As well, it identifies strategies the lecturers have developed or adopted to manage this element of their workload

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eLearning lecturer workload: Working smarter or working harder?

iii ACKNOWLEDGEMENTS iv TABLE OF CONTENTS v LIST OF APPENDICES viii LIST OF TABLES ix LIST OF FIGURES x CHAPTER ONE: INTRODUCTION AND CONTEXT 1 Background to the Study 1 The Focus of This Study 3 The Online Teaching Process 5 Research Objectives 6 Research Design 7 Significance of the Study 7 Definitions of Key Terms 8 Structure of the Thesis 9 Chapter Summary 10 CHAPTER TWO: REVIEW OF RELEVANT LITERATURE 11 Background 11 Constructivist Theories of Learning 14 Cognitive constructivism 15 Social constructivism 16 Collaborative constructivism 17 Meaningful Learning 19 Interaction 22 Pedagogical Challenges in the Development of Online Interactions 30 Cooperative or Collaborative Learning 38 Sense of Community 39 The Role of the Online Tutor 41 Community of Inquiry Framework 55 Instructional design and organisation 55 Facilitating reflection and discourse 56 Direct instruction 58 Overview 59 Conceptual Framework 62 Summary of Chapter 65 CHAPTER THREE: RESEARCH METHODOLOGY 66 Study Focus 66 The Context 67 Philosophical Approach 70 Research Design 73 Phase One – Focus group interviews 74 Phase Two – Analysis of Online Transcripts 77

The role of the tutor in supporting online engagement in higher education

This study investigates the beliefs of online tutors who participated in focus group interviews to discuss issues that impact on positive engagement within an online Bachelor of Education Degree. Just as teachers engage students in discussions and learning activities on campus, so it is online. However, online teaching is not without its intricacies and complexities: students have rarely met one another or their teacher; communication is void of visual clues; the managing of time can be problematic; and there can be difficulties in monitoring individual learning. As in any teaching situation, the role of the online educator is crucial in ensuring effective learning outcomes. To be effective, teachers require much more than technical competence. They need to have an understanding of the dynamics of online communication and interactions and need to learn effective ways of facilitating and teaching online. This paper reports some initial findings.

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Sheena O‘Hare

Papers

The Role of the Tutor in Online Learning