dc.contributor.author | Heller, Richard Frederick | |
dc.contributor.author | Chilolo, Edward | |
dc.contributor.author | Elliott, Jonny | |
dc.contributor.author | Johnson, Brian | |
dc.contributor.author | Lipman, David | |
dc.contributor.author | Ononeze, Victoria | |
dc.contributor.author | Richards, Justin | |
dc.date.accessioned | 2020-09-11T01:33:40Z | |
dc.date.available | 2020-09-11T01:33:40Z | |
dc.date.issued | 2019 | |
dc.identifier.issn | 2304-070X | |
dc.identifier.doi | 10.5944/openpraxis.11.3.960 | |
dc.identifier.uri | http://hdl.handle.net/10072/397365 | |
dc.description.abstract | Two free fully online courses were offered by Peoples-uni on its Open Online Courses site, both as self-paced courses available any time and as courses run over four weeks with tutor-led discussions. We tested the hypothesis that there are no measurable differences in outcomes between the two delivery methods. Similar numbers attended both versions of each course; students came from multiple countries and backgrounds. Numbers of discussion forum posts were greater in tutor-led than self-paced courses. Measured outcomes of certificates of completion, quiz completion and marks gained were very similar and not statistically significantly different between the tutor-led and the self-paced versions of either course. In light of little discernible difference in outcome between self-paced learning compared with courses including tutor-led discussions, the utility of the time cost to tutors is in question. The findings may be relevant to others designing online courses, including MOOCs. | |
dc.description.peerreviewed | Yes | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | International Council for Open and Distance Education | |
dc.relation.ispartofpagefrom | 229 | |
dc.relation.ispartofpageto | 241 | |
dc.relation.ispartofissue | 3 | |
dc.relation.ispartofjournal | Open Praxis | |
dc.relation.ispartofvolume | 11 | |
dc.subject.fieldofresearch | Education systems | |
dc.subject.fieldofresearchcode | 3903 | |
dc.subject.keywords | Social Sciences | |
dc.subject.keywords | Education & Educational Research | |
dc.subject.keywords | Open Online Courses | |
dc.subject.keywords | tutors | |
dc.subject.keywords | outcomes | |
dc.title | Do tutors make a difference in online learning? A comparative study in two Open Online Courses | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dcterms.bibliographicCitation | Heller, RF; Chilolo, E; Elliott, J; Johnson, B; Lipman, D; Ononeze, V; Richards, J, Do tutors make a difference in online learning? A comparative study in two Open Online Courses, Open Praxis, 2019, 11 (3), pp. 229-241 | |
dcterms.license | http://creativecommons.org/licenses/by/4.0/ | |
dc.date.updated | 2020-09-11T01:32:00Z | |
dc.description.version | Version of Record (VoR) | |
gro.rights.copyright | © The Author(s) 2019. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. | |
gro.hasfulltext | Full Text | |
gro.griffith.author | Lipman, David J. | |