Abstract
This article outlines the background to, and progress on, a project based on work carried out at the Open University UK (OUUK). The aim of the project is to articulate the attributes and expertise required by tutors of languages in distance education. A review of the literature on the roles and competencies required for tutors operating at a distance indicates that the specific context of language teaching has received relatively little attention from researchers in the field. There has, however, been considerable interest in the skills and attributes necessary for face-to-face language teaching in the classroom, which is outlined here. Issues of definition and research perspective are discussed, as well as the advantages and disadvantages of various research approaches. The different stages and outcomes of the collaborative project are described in detail, demonstrating how the unfolding research design allowed opportunities for consultation, reflection, and responsive changes. The next stages of consultation are outlined, together with implications for the on-going professional development of tutors.
Highlights
Evolving developments in e-learning, both within and beyond open and distance learning (ODL), have raised questions about the roles required of tutors, about the competencies which underpin those roles, and proposed professional development opportunities (Barker, 2002; Bennett and Marsh, 2002; Duggleby, 2000; Thorpe, 2002).The contribution that tutors make to the success of both online and distance learning opportunities centres on the personal link they establish between student and institution via a range of interactions offering guidance, Shelley, White, Baumann & Murphy ‘It’s a unique role!’ Perspectives on tutor attributes and expertise in distance language teaching assessment, support, and motivation
White, Baumann & Murphy ‘It’s a unique role!’ Perspectives on tutor attributes and expertise in distance language teaching practice according to circumstances, it was decided that the maxim approach should be explored further in the stage and in relation to professional development opportunities
Tutors who work within distance education differ markedly from their classroom counterparts in terms of the roles they assume, the ways in which they interact with students, and the attributes and expertise required of them
Summary
Evolving developments in e-learning, both within and beyond open and distance learning (ODL), have raised questions about the roles required of tutors, about the competencies which underpin those roles, and proposed professional development opportunities (Barker, 2002; Bennett and Marsh, 2002; Duggleby, 2000; Thorpe, 2002).The contribution that tutors make to the success of both online and distance learning opportunities centres on the personal link they establish between student and institution via a range of interactions offering guidance, Shelley, White, Baumann & Murphy ‘It’s a unique role!’ Perspectives on tutor attributes and expertise in distance language teaching assessment, support, and motivation (Berge, 1995; Fung and Carr, 1999; Lentell, 2003; McPherson and Nunes, 2004; Palloff and Pratt, 1999; J. Tait, 2004). In a comprehensive survey of published research on the distance teaching of languages (White, 2006) the author identifies work carried out on teaching roles in relation to online language teaching; feedback from tutors has been investigated (Ros i Sole and Truman, 2005) Overall, this is an area which has hitherto received relatively little attention. Given the lack of research focus and enquiry into teaching roles in distance language education, a collaborative project was established focusing on the attributes, skills, and expertise needed by the distance tutor of languages, the teacher charged with the delivery of distance teaching materials. In the exploratory stages of the research described in this paper, it was tutors themselves who gave impetus to the proposed enquiry They welcomed the opportunity to contribute and acknowledged the value of exploring and documenting the attributes, skills, and expertise required to carry out their jobs. Gain insights into the nature of the professional practice in the field Provide a basis for future professional development
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