Tensions in Learner Support and Tutor Support in Tertiary Web-based English Education in China

Tong Wang

doi:10.19173/irrodl.v6i3.266

Abstract

Based on the findings of a national survey conducted in 2004 designed to examine the support systems for both learners and tutors engaged in tertiary-level Web-based English education in mainland China, this paper reports the findings of secondary analysis by identifying the tensions in the current learner and tutor support systems. For learner support, four tensions were analyzed: (1) vigorous institutional learner support efforts versus learner utilization of the provisions; (2) learner qualities development versus academic support; (3) learner technical competence versus learner participation in online services; and (4) the relationship of face-to-face components and online components in learner support system design. For tutor support, four tensions were identified: (1) institutional conceptual understanding versus the actual practices; (2) tutor' enthusiasm versus tutor&rsquo;s perception of online education; (3) tutor responsibilities versus tutor commitment, and (4) current tutor support service repertoire versus tutor improvement areas. The paper analyzes possible causes for the tensions and proposes some solutions to address these tensions. Keywords: learner support, tutor support, China, Web-based, tertiary, English language education, tension

Highlights

Since 1998, the Chinese Ministry of Education has approved of 68 institutions of higher learning experimenting with Web-based education in China
Considering the rapid development of this new educational paradigm, it is paramount to acquire a systemic view of the operation of Web-based education at both macro and micro levels, which historically have been under-investigated compared to the efforts of other governmental organizations, academics, and research bodies (Haddad and Draxler, 2002; Bell, Bush, Nicholson, O'Brien, and Tran, 2002; The E-learning Advisory Group, 2002; Advisory Committee for Online Learning, 2001; The Sloan Consortium, 2003)
The survey data was processed with SPSS software and analyzed to generate a descriptive picture of learner support system for tertiary-level Web-based English education in China

Summary

Introduction

Since 1998, the Chinese Ministry of Education has approved of 68 institutions of higher learning experimenting with Web-based education in China. Considering the rapid development of this new educational paradigm, it is paramount to acquire a systemic view of the operation of Web-based education at both macro and micro levels, which historically have been under-investigated compared to the efforts of other governmental organizations, academics, and research bodies (Haddad and Draxler, 2002; Bell, Bush, Nicholson, O'Brien, and Tran, 2002; The E-learning Advisory Group, 2002; Advisory Committee for Online Learning, 2001; The Sloan Consortium, 2003) Against this backdrop, in early 2004 a national survey on tertiary-level Web-based English education in China was conducted to investigate current systems of learner support, tutor support, resources development and delivery, assessment, and quality assurance at the levels of institutional decision makers, tutors, and learners. This national survey endeavored to explore the five questions below: 1. What support services do tutors and learners need?

Methods

Results

Conclusion