Master's Students' Perceptions and Expectations of Good Tutors and Advisors in Distance Education

Autor/inn/en	Kara, Mehmet; Can, Gulfidan
Titel	Master's Students' Perceptions and Expectations of Good Tutors and Advisors in Distance Education
Quelle	In: International Review of Research in Open and Distributed Learning, 20 (2019) 2, S.162-179 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Graduate Students; Student Attitudes; Expectation; Tutors; Faculty Advisers; Distance Education; Student Characteristics; Correlation; Foreign Countries; Educational Environment; Technological Literacy; Expertise; Instructional Effectiveness; Counseling Effectiveness; Public Colleges; Critical Thinking; Interaction; Career Counseling; Feedback (Response); Helping Relationship; Communication Skills; Individual Differences; Masters Degrees; Student Needs; Turkey + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Expectancy; Erwartung; Förderlehrer; Lehrender; Tutor; Distance study; Distance learning; Fernunterricht; Korrelation; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Technisches Wissen; Expert appraisal; Unterrichtserfolg; Kritisches Denken; Interaktion; Helfende Beziehung; Kommunikationsstil; Individueller Unterschied; Türkei
Abstract	The purpose of this study was to explore non-thesis Master's students' perceptions and expectations of good tutors and advisors in distance education programmes. It also examined whether these perceptions and expectations are related to student characteristics including age, gender, university, programme, semester, and previous online learning experience. The current study was conducted within the framework of Transactional Distance Theory. Using a mixed methods approach, a questionnaire was administered to 143 students in four programmes in two universities in Turkey and interviews were conducted with 11 of these students. Results showed that good tutors and advisors in distance education provide a stimulating student-centred learning environment, have a caring and individualised interaction and communication with students, and have subject expertise and basic technology skills. The results of this study will improve distance education tutors and advisors' practices in supporting graduate students' education and research. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01