Students’ Use of Tutorial Support at

the OUHK

Students’ Use of Tutorial Support at

the OUHK

Weiyuan Zhang , Kirk Perris & Lesley Yeung

The Open University of Hong Kong

Weiyuan Zhang , Kirk Perris & Lesley Yeung

The Open University of Hong Kong

Project Team Project Team MembersMembers

Dr. Weiyuan ZhangDr. David Murphy

Mr. Kirk Perris Ms. Lesley YeungMs. Elaine Kwok

Funded by the PACRDThe Open University of Hong Kong

Rationale for tutorial Rationale for tutorial supportsupport

•Students want

support

•Nature of learning

•Reduction in

attrition

Tutorial Support (TS) at Tutorial Support (TS) at OUHKOUHK

•Face to face (f2f)

•Online

•Telephone

PurposePurposeInvestigate:• Students’ use of tutorial support

• Students’ perceptions of tutorial

support

• Learning strategies employed by

tutors

• Students’ learning styles

ParticipantsParticipants

•18 course co-ordinators

• 39 tutors

MethodsMethods

•Questionnaire survey

•Semi-structured

Interview

Sample: Questionnaire Sample: Questionnaire SurveySurvey

•Stratified sampling technique•Criteria of course selection–Four schools and LiPACE–Higher level courses –Use of online learning platform–Language medium of instruction–Availability of CCs and tutors

Sample of StudentsSample of Students

Selected students: 1135

Returned valid questionnaires:

449

Returned percentage: 39.6%

Gender

Female: 50.6%; Male: 49.4%.

Distribution of Distribution of coursescourses 

English courses

Ret Qx’s

Chinese courses

Ret. Qx’s Tot.

Undergrad/foundation

GradUndergrad/foundation

Grad

A&SS

2 - 71 4 - 105 176

B&A 1* 1 78 - 2 78 156

E&L 1 1 12 - 1 12 24

S&T - 1* 48 - - - 48

LiPACE

2 - 22 2 - 23 45

Total: 6 3 231 6 3 218 449

* OLE was mandatory in course

Sample: Sample: InterviewInterview

Stratified sampling technique

42 students: 9.4% of sample

returned questionnaires

24 students: English medium

courses

16 students: Chinese medium

courses

ProceduresProceduresStep 1: Questionnaire survey

• Design, translation, validation, pilot study, first round of mailing, telephone reminders, second round of mailing, data input and analysis (SPSS version 11)

Procedures Procedures Cont’dCont’d

Step 2: Interview

•Interview guide, contact with

interviewees, telephone

interview, translation and

transcription, data input and

coding, data analysis (QSR

NUD*IST version 6)

TS: Attendance/UseTS: Attendance/Use  Agree Neutral Disagree Mean SD

I attend F2F tutorials 85.6% 6.8% 7.5% 4.24 1.00

I attend day schools 74.5% 12.9% 12.6% 3.95 1.20

I attend surgeries 50.8% 35.7% 13.5% 3.49 1.08

I e-mail my tutor 44.4% 30.1% 25.5% 3.20 1.22

I use discussion boards 35.9% 34.5% 29.5% 3.03 1.18

I telephone my tutor 38.1% 31.5% 30.5% 2.99 1.15

I use Chat rooms 12.3% 40.5% 47.1% 2.41 1.03

TS: Attendance/UseTS: Attendance/Use

• Most popular: f2f support

• Followed by e-mail, discussion

board, telephone

• Least popular: chat room

TS: Usefulness for TS: Usefulness for learninglearning

  Agree Neutral Disagree Mean SD

F2F tutorials are useful to my learning

87.6% 7.1% 5.3% 4.25 0.88

Day Schools are useful to my learning

76.2% 15.6% 8.2% 3.98 0.98

Surgeries are useful to my learning

59.3% 33.0% 7.8% 3.65 0.94

E-mailing tutors is useful to my learning

49.6% 34.0% 16.4% 3.40 1.05

Discussion boards are useful to my learning

44.1% 40.1% 15.8% 3.32 1.00

Telephoning tutors is useful to my learning

44.9% 34.7% 20.4% 3.26 1.05

Chat rooms are useful to my learning

18.2% 50.3% 31.5% 2.74 0.97

TS: Usefulness for TS: Usefulness for learninglearning

• Most useful: f2f support

• Followed by e-mail, discussion

board, telephone

• Least useful: chat room

Students’ Students’ Perceptions of TSPerceptions of TS

  Agree Neutral Disagree Mean SD

Tutorial Support is necessary for me to do well in this course 

84.2% 9.2% 6.6% 4.18 0.90

Tutorial Support is well organized to meet course objectives

63.5% 24.2% 12.3% 3.69 0.97

Tutorial Support meets my learning needs 

60.4% 27.5% 12.0% 3.58 0.94

The OUHK provides sufficient means/facilities to access Tutorial Support

49.8% 29.4% 20.9% 3.33 1.00

There is sufficient Tutorial Support available to learn the course material

51.4% 19.9% 28.8% 3.25 1.07

I do not have enough time to adequately use the Tutorial Support available

46.7% 24.4% 28.9% 3.23 1.15

Students’ Students’ Perceptions of TSPerceptions of TS•Positive perceptions Positive perceptions

of TSof TS

•Desire more TSDesire more TS

•Constrained by timeConstrained by time

Students’ Perceptions of Students’ Perceptions of TechnologyTechnology

  Agree Neutral Disagree Mean SD

I am comfortable using computers to complete/submit course assignments

78.6% 12.6% 8.8% 4.10 1.01

I am comfortable communicating via e-mail

72.0% 18.9% 9.1% 3.95 1.07

I am comfortable communicating via discussion boards

50.1% 33.5% 16.3% 3.49 1.11

I am comfortable having my discussion group comments viewed publicly on-line

48.7% 36.8% 14.5% 3.44 1.02

I am comfortable communicating via chat rooms

31.5% 39.5% 29.1% 3.03 1.18

Students’ Perceptions of TechStudents’ Perceptions of Technologynology

•Most comfortable using

computers for assignments &

e-mail

•Followed by discussion

boards

•Least comfortable using chat

rooms

Use of Internet in Use of Internet in course workcourse work

  Agree Neutral Disagree Mean SD

The Internet makes it easy to find course related information

72.8% 19.6% 7.6% 3.96 0.97

The Internet makes it easy to communicate with the tutor

65.2% 22.2% 12.6% 3.76 1.05

The Internet makes it easy to communicate with other students

63.5% 26.8% 9.6% 3.76 0.99

I am efficient in using the Internet 61.2% 24.5% 14.3% 3.67 1.09

I enjoy working online 59.2% 27.6% 13.2% 3.63 1.08

The Internet is accessible anytime and is reflective (you have time to think before typing)

59.2% 24.7% 16.1% 3.61 1.08

Use of Internet in Use of Internet in course workcourse work

Benefits of Internet:

About 60% of students enjoy working online

Satisfaction with Teaching Satisfaction with Teaching StrategiesStrategies

  Agree Neutral Disagree Mean SD

I am satisfied with the learning strategies used by the tutor in F2F tutorials

62.8% 26.5% 10.8% 3.66 0.95

I am satisfied with the learning strategies used by the tutor in day schools

58.4% 33.2% 8.4% 3.62 0.88

I am satisfied with the learning strategies used by the tutor in surgeries

51.6% 42.2% 6.3% 3.51 0.79

I am satisfied with the learning strategies used by the tutor in e-mail

43.2% 41.8% 15.1% 3.31 0.96

I am satisfied with the learning strategies used by the tutor in discussion boards

40.7% 46.2% 13.1% 3.29 0.93

I am satisfied with the learning strategies used by the tutor in chat rooms

16.1% 60.3% 23.6% 2.80 0.92

Satisfaction with Teaching Satisfaction with Teaching StrategiesStrategies

More satisfied with f2f More satisfied with f2f

teaching strategiesteaching strategies

Less satisfied with online Less satisfied with online

teaching strategiesteaching strategies

Expectations/Needs of Expectations/Needs of f2f TSf2f TS

  Agree Neutral Disagree Mean SD

I would benefit from more F2F Tutorial Support sessions

80.6% 15.5% 3.9% 4.07 0.82

I need to attend F2F tutorials to do well in this course

80.4% 13.8% 5.8% 4.09 0.87

I do not have difficulty accessing the tutor during F2F Tutorial Support

71.0% 22.0% 7.0% 3.78 0.85

F2F Tutorial Support is well structured and organized

63.6% 29.0% 7.5% 3.66 0.87

I feel there should be more time to ask questions

52.6% 35.4% 12.0% 3.50 0.87

I feel there should be more group work

41.1% 39.5% 19.4% 3.27 1.01

Expectations/Needs of Expectations/Needs of f2f TSf2f TS

•Want more f2f tutorialsWant more f2f tutorials

•f2f preference perhaps f2f preference perhaps

due to desire for due to desire for

physical connection physical connection

with University with University

Expectations/Needs of Expectations/Needs of online TSonline TS

  Agree Neutral Disagree Mean SD

I expect a response online within one day

58.4% 33.1% 8.4% 3.67 0.92

I would benefit from more training to communicate online

49.9% 37.5% 12.6% 3.46 0.94

I would benefit from more interaction online

48.3% 42.9% 8.9% 3.51 0.93

The online Tutorial Support is well structured and organized

46.8% 41.6% 11.6% 3.41 0.89

The tutor is prompt in responding to my questions or insights

45.5% 43.0% 11.5% 3.39 0.88

The tutor employs strategies to encourage dialogue among students online

35.0% 46.9% 18.1% 3.17 0.88

I have difficulty typing in the language of instruction

17.5% 26.4% 56.2% 2.37 1.13

Expectations/Needs of Expectations/Needs of online TSonline TS

Students and tutors should Students and tutors should

understand each others’ understand each others’

expectations onlineexpectations online

- Students need more regular Students need more regular

contact onlinecontact online

- Students need trainingStudents need training

- InteractionInteraction

- Computer skillsComputer skills

Learning StylesLearning StylesInstrumentGrasha-Reichmann Student

Learning Style Scale- Measures students learning

styles in 6 categories (P&P test)

- Adapted to the OUHK context

- Approved by author

Learning StylesLearning StylesTypes with high scores• Collaborative• CompetitiveTypes with moderate scores• Independent• Avoidant• Dependent• Participant(Zhang & Perris, in press - see

RIDALink for announcement)

Interview GuideInterview GuideTopics:

•Use of conventional tutorial support

•Use of online tutorial support

•Learning strategies used by tutors

•Learning preferences

Conventional TS – Conventional TS – f2ff2f

Typical comments about f2f:Typical comments about f2f:

““have more tutorials”have more tutorials”

““it’s better to set up more it’s better to set up more

[tutorials]”[tutorials]”

““increase the frequency of the increase the frequency of the

tutorials”tutorials”

Conventional TS - Conventional TS - telephonetelephone

Typical comments about telephone:Typical comments about telephone:

““I liked to use the telephone in asking I liked to use the telephone in asking

questions but [there was not enough questions but [there was not enough

time]… I had to switch to email… time]… I had to switch to email…

ask in more detail”ask in more detail”

“… “… I found queries while doing the I found queries while doing the

TMA [one night] but… the scheduled TMA [one night] but… the scheduled

calling time was not [that night]. So calling time was not [that night]. So

I still couldn’t call right away…”I still couldn’t call right away…”

Conventional TSConventional TS

Summary:Summary:

•Students value f2f contact, Students value f2f contact,

mainly lecture, Q&Amainly lecture, Q&A

•Telephone is less favoured, Telephone is less favoured,

used mainly for quick used mainly for quick

response or feedbackresponse or feedback

Online TSOnline TS

A typical comment:A typical comment:

““I like [e-mailing] the [tutor] instead of I like [e-mailing] the [tutor] instead of

asking [questions] in the discussion asking [questions] in the discussion

boards... [there] we have to give out our boards... [there] we have to give out our

personal information such as name... I have personal information such as name... I have

to prepare beforehand to comment... I don’t to prepare beforehand to comment... I don’t

want to ask silly questions... [my want to ask silly questions... [my

contributions] are kept in there for a contributions] are kept in there for a

while... it is different from asking a tutor while... it is different from asking a tutor

[on e-mail].”[on e-mail].”

Online TSOnline TS

Summary:Summary:

•Students have preference for Students have preference for

email as a direct link to email as a direct link to

tutor/studenttutor/student

•Students have preference for Students have preference for

DBs as a link to read what others DBs as a link to read what others

are engaged in and have are engaged in and have

discussionsdiscussions

Learning Learning StrategiesStrategies

Typical comments:Typical comments:

“…“…lecturing... connects things together… lecturing... connects things together…

however discussion… easily get off topic”however discussion… easily get off topic”

““Q&A stimulated thought”Q&A stimulated thought”

““the group would bring up the main the group would bring up the main

points… otherwise if based on lecturing, points… otherwise if based on lecturing,

we wouldn’t get much insight… so I we wouldn’t get much insight… so I

think the interaction is very important” think the interaction is very important”

Learning Learning StrategiesStrategies

Summary:Summary:

•Students mainly preferred Students mainly preferred

lecturing – time constraints, lecturing – time constraints,

main pointsmain points

•Students also valued Q&A Students also valued Q&A

after lecturing and discussion after lecturing and discussion

to interact with othersto interact with others

Learning Learning PreferencesPreferences

Typical comments:Typical comments:

““I like interacting with others… I I like interacting with others… I

don’t think a computer is like a don’t think a computer is like a

human being”human being”

““[tutorials] pressured me to learn [tutorials] pressured me to learn

as I had to prepare… otherwise I as I had to prepare… otherwise I

got lazy and [procrastinated].”got lazy and [procrastinated].”

Learning Learning PreferencesPreferences

Summary:Summary:

•Students prefer f2f interactionStudents prefer f2f interaction

•Students use tutorials as Students use tutorials as

motivationmotivation

•Internet is secondary –Internet is secondary –

inexperienceinexperience

• impersonal, timelag, literacy impersonal, timelag, literacy

issues issues

Other CommentsOther Comments

““Some [of the notes] were Some [of the notes] were

outdated… the tutor did give outdated… the tutor did give

us information that was up us information that was up

to date”to date”

““[I] didn’t know how to type [I] didn’t know how to type

Chinese… No one [used e-Chinese… No one [used e-

mail] at that time…”mail] at that time…”

Other CommentsOther Comments““I live in Yuen Long and work in I live in Yuen Long and work in

Tinshuiwai… I want the [tutorial] to Tinshuiwai… I want the [tutorial] to

be closer… [they are held] in be closer… [they are held] in

Kwuntong… Taikooshing… it is Kwuntong… Taikooshing… it is

[difficult] to get there after work…[difficult] to get there after work…

“…“…getting a sense of belonging with getting a sense of belonging with

the university… the tutorial makes the university… the tutorial makes

me feel that I have a relation [to] the me feel that I have a relation [to] the

university”university”

Internet Access and Internet Access and InterestInterest

Why use the Internet in OUHK courses?

• An alternative to studying f2f

• Interaction

• Flexibility

• Update course materials

• Others???

Online integrationOnline integration

What can be done to improve online use?

Online integrationOnline integration

•Training: online

communication and

typing

•Content: update course

materials, hyperlinks

•Archive: online FAQs

• Promotion: endorsement by tutors

Contribution VS Participation

- Taylor (2002) defined participation on several levels: the workers, the lurkers and the shirkers- workers/lurkers had positive learning outcomes

Online integrationOnline integration

Principal Activities Principal Activities of TSof TS

• Tutoring

• Guidance, advice and

counselling

• Study Centres

(Tait, in press - see RIDALink

for announcement)