Alternatives to the conventional \u2018Oxford\u2019 tutorial model: a scoping review

Paul Tristen Balwant,Roshnie Doon

doi:10.1186/s41239-021-00265-y

Abstract

In higher education, one commonly used teaching approach that is intended to develop deep learning is that of the ‘Oxford’ tutorial—a personalized Socratic approach in which an instructor discusses course-related issues with a handful of students. Even though this conventional tutorial model is well supported in the literature, it may be neglected by research-driven academics and is expensive to operate. The latter issue has placed tutorials in the spotlight because higher education institutions are facing huge funding cuts worldwide. In light of these problems, a scoping review was conducted to explore financially viable alternatives to the Oxford tutorial for management education. Articles in highly ranked management education and development academic journals were collected by searching these catalogs and compiling a database of 48 articles published in four premier journals. These articles were reviewed by two independent raters in order to arrive at 8 alternatives to the Oxford tutorial model that can achieve similar objectives of said tutorials while reducing costs. These alternative tutorial models all involve the application of information communication technologies to tutorials and include peer instruction, simulations and games, online collaborative learning, syndicates, flipped classrooms, communication systems, tailored learning, and portfolios. Challenges and implementation guidelines are explained for each alternative tutorial model.

Highlights

For many faculty, an ideal teaching environment is Socrates sitting under the linden tree, with three or four dedicated and interested students
Interrater agreement was 88%, and both raters discussed any differences in terminology in order to arrive at eight financially viable alternatives to the traditional Oxford tutorial model
Peer instruction is used in this paper to capture a wide range of terms such as peer learning, proctoring, peer mentoring, peer-tutoring, peer teaching, peer modeling, peer education, and peer monitoring

Summary

Introduction

An ideal teaching environment is Socrates sitting under the linden tree, with three or four dedicated and interested students. The reality of mass higher education or ‘massification’ (Hornsby & Osman, 2014) makes this impossible for all but the most elite and expensive institutions. Instead of small classes in which students are mentored by ‘a Socrates’, lecturing is used as an economical and efficient way to transfer knowledge and hopefully improve learning. Lecturing remains the most common method of teaching in higher education. Lectures or any form of teaching at scale should be augmented by other forms of teaching because large classes present challenges for implementing student-focused teaching, and quality learning (Ryan et al, 2019; Sweeney, 2004).

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