our online tutors uk

our online tutors uk

The Evolution and Impact of Online Tutoring in the UK

1. Introduction to Online Tutoring

The development of the web has changed the way education is offered both in many countries throughout the world and in the UK, with new concepts and methodologies. Web-based learning started with information delivery, continued with online materials and resources, and it is progressively taking over the more traditional learning methods like tutoring and assessment. In the UK, online learning can follow an ‘e’ approach, as in ‘e-learning’, and a ‘distance education’ approach, where students are provided with tuition while at a distance from the tutor or teachers. This is the case of Open University, one of the leading institutions for distance education in the world.

The research reported in this paper focuses on non-formal web-based tutoring in the UK. The research comprises an evolutionary component and an economic impact assessment. With regard to the evolutionary component, non-formal distance tutoring in the UK is not a recent innovation. A recent examination of the records of the University of London from the 19th century has revealed distance learning in Classics (Latin) through exchange of letters (was written in 1872). One hundred years ago, distance education was available via mail and through radio, which was used more extensively in Latin American, Asian, and African countries. Then, in 1990, the World Wide Web was born, and five years later, we learn from a payment case of the UK Linguaphone about the ‘new technology… It uses the internet…’.

2. Benefits and Challenges of Online Tutoring in the UK

It is worth emphasizing that all participants cite the relative benefits and growth in the use of online materials for teaching, suggesting that this is the way of the future. Learners tend to rely more heavily on these, with greater personal guidance and help available from a tutor, particularly in assignments, as well as overall. It also leads to greater numbers being taught. This drives quality and affordability, at the same time offering opportunities for UK distance education companies offering high quality courses.

The positive future of online tutoring, with increasing reliance on company-tutor contact, is stated, along with the potential for offering portfolios of qualifications. Company tutors report that a growing element of their teaching is telephone tutoring or complementary, each support being appropriate to different needs, and that there would be an increasing reliance on email for student-tutor communication. Low entry company tutor numbers are expected to increase, along with numbers with whom the company has a long-term relationship, leading to the personalized progress which is essential in a course of this kind, along with greater use of the feedback mechanisms which can help in providing this.

3. The Role of Technology in Enhancing Online Tutoring

Introduction

In this chapter, the most common tools and technologies used in online tutoring, which include both synchronous and asynchronous facilities that aim to maintain one-to-one interaction, are examined. This is done from a practical perspective based on a review of the use of electronic voice communication and text-based synchronous conferencing and a number of asynchronous tools and facilities including e-mail discussions lists, automated feedback and assessment, and the Internet. The use of the web is shown to be the most interesting case as this tool can usefully gather some of the functionality of these other tutoring technologies and combine them into a single user interface. As a conclusion, some of the practical problems that arise from the adoption of these various forms of technology in an institutional context are considered, particularly with regard to notions of quality.

The Role of Technology in Enhancing Online Tutoring

The use of networked technology can support the one-to-one interaction and feedback that is typical of the British tutorial tradition. This chapter describes the evolution of the Open University forms of discussion and assessment, and explores the practical effects of using a range of methods and tools to work with tutorial groups. Firstly, however, to gain a clearer insight into the actual use of technology, a brief presentation introduces the range of roles (common misconceptions of tasks). Only from a more precise understanding of what is actually done can we hope to leverage the appropriate features of technology.

4. Regulations and Standards in the UK Online Tutoring Industry

The concept of online tutoring is not a new thing. It has been in existence for many years and has received a significant impact on its development in recent years due to rapid technology advancements, making the online tutoring method an educational reality. We have now reached a new point in the industry where, with the aid of technology and market development, we can define it as a distinctive entity with its own unique infrastructure. However, when considering the benefits, ethical issues, and educational objectives for the service, online tutoring has been called into question by legislators. The motivation for the UK regulatory framework is set out in subsection 4.1.1 section.

The academic term employed in the UK used to distinguish those who provide private tuition from those who work in the educational system is ‘private tutor’. The discrepancy of identification, ‘private’ v. ‘state’, is what is laid down within the Education Act 1996. The Education Act 1996 (EA 1996) covers the rights and obligations of all parts of the educational framework and neither covers the individual private tutor. However, a person can tutor in his/her own capacity, i.e., initiating or continuing instructional activities for the student, whether they are or are not paid. Research has shown that teachers who provide private coaching are doing so to help students debate and review the job done in their key subjects, such as English, mathematics, and science, and to provide additional help, help, and encouragement in topics that are historically complicated for students in their respective years.

5. Future Trends and Innovations in Online Tutoring

5.1 Acceleration of Artificial Intelligence to Deliver Personalised Learning

In 2016, over 100 adaptive learning products were already available in the US. Hippe and Rajaram discussed how machine learning, artificial intelligence, and big data can help identify numerous student factors. Masucci imagined the application of predictive analysis in order to forecast which student would benefit most from each learning intervention. This may be a form of precision education where the aim is to provide ‘the right content at the right time’. Moed anticipates this form of differentiation will be ‘the next big horizon for EdTech’. Even further ahead, Vihavainen speculates that lead students may help teach lesser able and less confident peers.

However, critically, not all adaptive learning systems deliver on their claims. Strelish et al. observed limited use of the term ‘adaptive learning’ and a substantial misuse of the term by companies anxious to appear fashionable. Hansen is more negative: Regarding the actual designs of those products in use, adaptive and personalized digital products were found to be very basic, with limited features often based on user flow-data patterns. While the motions might not always provide true adjustable or individualized learning experiences, the intention is nonetheless real to improve products on a pedagogic level. In order to achieve AI-supported, personalized learning that satisfies such pedagogic intentions, the engagement of human tutors with an understanding of the particular requirements of the learner will often be unavoidable.

The effective use of AI in education will require close collaboration between computer scientists, educational scientists, and pedagogic experts so that constructs are developed that are both educationally effective and interesting for the student and that are adaptable against changing student needs.