Distance Learning Tutoring Diploma

Distance Learning Tutoring Diploma

Distance learning is less expensive to support and is not constrained by geographic considerations, therefore it offers opportunities in situations where traditional education has difficulty operating, and students and tutors can access the process at convenient times which enables other commitments to be fulfilled and also means that a wide diverse student cohort can be catered for.

This Level 3 Diploma course is delivered over ten modules and is suitable for those who wish to enter distance learning as tutors and learner supporters. There is an assumed basic knowledge of education delivery and specialist subject knowledge.

Distance learning is becoming a growing area of education delivery, particularly with the availability of various information technologies which can be adapted, harnessed and utilised to enhance student experiences. This course seeks to highlight these technical advances and provide explicit guidance on their use within this specialised learning environment.

Each module is followed by activities which you are encouraged to complete, together with keeping a reflective journal as part of the course. This journal can be used towards continued professional development. Materials can be studied online or students have the option to print the documents once, there is also the option to have the materials delivered for an additional charge.

The course culminates with a formal online examination. The following is an overview of each module:

Module 1: Introduction to distance learning

In this module we will look at the history of distance learning and how it continues to evolve.

Discussions will also cover definitions of distance learning and the concepts and models which have been used to theorise the approaches, requirements and methods of delivery.

Module 2: Education, theories and practices

Distance learning tutors have to be aware of underpinning educational theories and legislation, for example those that refer to lifelong learning, quality assurance and professional practices of course delivery.

In this module we will look at underpinning and relevant theories of education, discussing how they apply to distance learning. The course material will also present various models of learning and how these need to be adapted to suit distance learning, paying particular attention to issues of differentiation and skills development.

Module 3: Supporting students

Building from the content of module 2 we look at student requirements and categorization of learning skills.

• How do we learn?
• What do students expect from distance learning/?
• How do we bridge the gap between traditional learning environments and the virtual learning environment?
• What is the common ground and how can we use this to the students' advantage?

The course will also cover areas about proactive support, blended learning and helping student to overcome specific issues in distance learning such as activity scheduling, isolation and motivation.

We also look at the different problems of supporting students such as time and funding inputs, boundaries and responsibilities, and dealing with various problems that might arise.

Module 4: Media used in distance learning

There are many computations of delivery methods in distance learning, and tutors need to be equipped to use a variety of mixed media. the module will cover the following:

• Correspondence tuition
• E-mail tuition
• Face to face supplementation
• Telephone tuition
• WIKIs
• Podcasts

In addition it will also discuss blended learning which is a mix of some or all of the above

Module 5: Skills development

This module looks at how the distance learning student can continue to develop their learning skills and how these can be appropriately assessed and supported within the remote environment. The module looks at the ways in which tutors can facilitate positive student experiences and help students to work towards achieving positive outcomes.

In this module we will also look at how the tutor can use student experiences in order to develop their own skills.

Module 6: Marking and feedback in detail

This module explores the different strategies in marking student's work and also addresses the psychological issues surrounding remote learning. The module will present various key ways to mark which are efficient and versatile but it will also present the pros and cons of marking approaches.

The feedback we give to students is critical to their learning experience and therefore we will explore how to convey positive feedback even when the overall achievement is poor. There will also be discussion on how distance learning tutors can help students to improve their skills in weak areas and maintain motivation, even within the virtual or e-leaning environments.

In this module you will draw on your journal to help build up personal marking strategies and guidelines which will help you in both time management and consistency (further explored in module 9)

Module 7: Access and differentiation issues in distance learning

In this module we look at access to courses, student entry points and how tutors manage these flexible parameters. In addition we will discuss the limitations of distance learning support, together with student responsibilities and expectations

Distance learning students often ‘go missing' or leave the course. Tutors are not always party to personal information regarding students or administrations issues which would be informative. Therefore in this module will examine retention of students, strategies for improving retention and the theories which underpin these strategies; and what the tutor can do to maximise retention in their own courses

Module 8: Structures and quality in distance learning

There are various key aspects in delivery of positive and successful distance learning courses; these will be examined in detail:

• Organizational
• Appraisal and assessment
• Standards
• Continued professional development
• Quality, experience and reflexivity
• Professional bodies and ethics
• CRB checks and relevance of tutoring the under 18's

Module 9: Getting into distance learning as a tutor

This module will cover the normal requirements and experience necessary in a variety of posts such as GCSE. A level, Diploma and Degree. It will also cover the following fundamental processes:

• CV writing and how to express your experience in a positive way
• Looking at expectations
• How to assess your own experience and address shortfalls
• Look at professional and practical knowledge

Module 10: Keeping track

Normally the distance learning tutor will amass a huge amount of documentation, course materials and books, particularly if they tutor several awards or courses, This module looks at how you can minimise and handle this ‘stuff'.

In addition, with multiple entry points, courses and awards, keeping track of students and key dates can be overwhelming; this module discusses these issues in depth and presents some frameworks which will helps to organise and record appropriately and efficiently. We will also cover the following:

• Issues of contact
• Boundaries of your position
• Responsibilities
• Getting information as a distance learning tutor
• Helpful resources and websites

Module 11: Expanding your role

Once you have some experience of distance learning tutoring you may wish to branch out into course writing or become an examiner. This module looks at some of the ways you can diversify and also discusses what is needed in order to fulfil the different roles:

• Becoming an examiner or marker
• Becoming a moderator
• Course writing
• Proof reading
• Branching out into NVQ assessing or work-based assessing
• Special needs
• One to one tutoring

This completes the brief overview of the course content. The course is designed to be informative, enjoyable and motivating. Once you have completed the course and been successful in the online examination, you should have a sound grounding and underpinning knowledge of what is required within a distance learning tutor role and be equipped to expand your knowledge and acquire practical experience.