Tutoring as an Institutional Strategy in Higher Education

• In Event: 26.028 - Strategies and Tools for Improving Student Learning and Self-Regulation in Blended/Flipped Learning Environments

Abstract

This study explores an issue related to the tutor’s role when initiating online tutoring in blended learning at a conventional university. Based on a tutoring pilot program implemented in four college courses, we investigated the perceptions of instructors, tutors, and students regarding the role of tutoring and improvements with respect to their proximity to each other. The results indicated that tutors and students regarded academic and managerial tutoring as most important, whereas instructors perceived technical tutoring as the tutor’s primary role. Students and tutors suggested that tutor-student relationships should be closer than instructor-student relationships, whereas instructors argued that instructor-student relationships should be closer than tutor-student relationships and instructor-tutor relationships should be closer than instructor-student or student-tutor relationships. Implications are discussed.

Authors

• Hye-Jung Lee, Seoul National University

• Young-Il Hong, Seoul National University

• Hyoseon Choi, Seoul National University