Online courses have become a major component of higher education. This presentation will share an innovative and scalable model of online embedded tutoring. The model focuses on the training of online embedded peer-tutors, redefining the role of tutor, the recruitment of faculty, and best practices for embedding tutors across disciplines.
Online undergraduate courses have become a major component of higher education. As of 2014, public institutions show 72.7% of their undergraduate students being enrolled in online courses (Allen & Seaman, 2016). In addition, one in seven students in the U.S. takes at least one course online (Allen & Seaman, 2016). It is important that academic student support units advance their practices in order to keep up with current student needs. One way to provide this support is through online embedded tutors. Online tutors are key in providing academic support for distance learners (McPherson & Nunes 2004; LaPadula, 2003; Bourelle, Bourelle, & Rankins-Robertson, 2015).
This presentation will share an innovative model that was adopted from Bourelle, Bourelle, & Rankins-Robertson (2015) and modified to be used in the Online Learning Assistant Program (OLA) at the University of New Mexico. The model focuses on the training of online embedded peer-tutors, redefining the role of tutor, the recruitment of faculty, and best practices for embedding tutors across disciplines.
OLA peer-tutors act as coaches within the course they support. They provide academic support, online setting support and promote community building within the course. This is possible through the collaboration of instructors, who are trained and supported through their participation in the program. Embedded online tutoring is not a new concept for the field of distance learning, however in our experience simply placing a tutor into an online course is not enough. We find that embedded tutoring has been more effective across disciplines and curricula, as our faculty, tutors and student support staff work more closely together. The academic support unit or learning center creates a structure and provides training so that tutors have a clear-cut skill set and faculty understand how to make use of those skills.
Online courses in which the program has been implemented successfully have shown increased retention and improved learning outcomes of students. Our program data from 2015-2018 show that courses with an embedded online tutor (where the tutor was utilized effectively) had higher retention rates and mean grades than courses that did not. Moreover, students who engaged with the tutors outperformed their classmates who did not have a tutor.
Importantly, as of Spring 2017 although our tutoring program was successful in some courses, in others it had insignificant effect. To address this, four interventions were implemented. First, we introduced a short application process for faculty. Second, faculty who were accepted into the program were required to attend a two-hour training. Third, they were given individual support from Learning Center staff and via a Community of Practice for faculty that was initiated by one of the OLA faculty. Fourth, tutors were provided training that supported their role within the course as a proactive guide/coach rather than a prescriptive or passive tutor.
We have found our efforts have increased student engagement and instructor buy-in. Student engagement across the program increased by over 200%, Spring 2018. Our continued efforts have also encouraged faculty, student support staff and tutors to work closely together to increase student success in online courses.
This presentation will provide information regarding the best practices used in the OLA program through this modified model. The type of tools our online tutors are equipped with and their role in the online course. It will also cover the intentional process incorporated in the application and training provided to faculty. Examples will be given on ways in which online embedded tutors can effectively be incorporated into diverse types of curriculum, from STEM to writing support. The approach used in our learning center has many pieces that are generalizable, scalable and transferable to other institutions.
As a result of this presentation, participants will:
● Learn how a successful instructional team was built to support online learners across disciplines.
● Learn of ways in which an online tutor can be incorporated into varying curriculums in higher education.
● Identify practices to best prepare online embedded peer-tutors.
● Reflect on their current online tutoring programs and identify areas for growth.
Presenter will engage the audience throughout the session with interactive questions and a short activity where participants will reflect on ways this model can be implemented in their institutions. Presenter will share the presentation and link to the Online Learning Assistant Program faculty/instructor resource page on the conference website.
References: Allen, E., & Seaman, J. (2016). Online report card: Tracking online education in the United States. Babson Survey Research Group and Quahog Research Group, LLC.Bourelle, T., Bourelle, A., & Rankins-Robertson, S. (2015). Teaching with Instructional Assistants: Enhancing Student Learning in Online Classes. Computers and Composition, 3790-103.
LaPadula, M. (2003). A comprehensive look at online student support services for distance learners. American Journal of Distance Education, 17:2, 119-128.
McPherson, M. & Nunes, M. B. (2004). The role of tutors as an integral part of online learning support. Third EDEN Research Workshop. Oldenburg, Germany.