Nuts And Bolts of Online Tutoring
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Gwen Braun and Leanne FrostAcademic Support Center
Tim TirrellDirector of eLearning
Montana State University Billings
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4-year university located in Billings, MT
2-year College of Technology campus Approximately 4,800 students One of four Montana State University
campuses
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Recruits, trains and manages staff, including:
1 director & 1 assistant director, who also teach and tutor
An additional 5 FT and 15 PT instructors, who also tutor
45 tutors Two part-time administrative
assistants
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Equips, manages and staffs a main campus Learning Lab with:
40 computers 14 tutoring stations
Serves nearly 600 students per day
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Equips, manages and staffs a COT Learning Lab with:
14 computers 5 tutoring stations
Serves nearly 125 students per day
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•75% of incoming freshman are developmental•89% are commuter students•Average age of student is 24•35% of students are 25 or older
Retention data on our 2007-2008 first-year to second-year students show:
•Students taking a combination of online and on-campus classes are the most successful.
•Students taking only online classes are the least successful.
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Increase access for the online students
Expand hours for all students Increase access to high demand
areas with low tutor availability Keep up with the advancing use
of technology in education Meet goals set by administration
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Implementation Time Schedule Set an approximate start date Obtain approvals Research options available Purchase software and equipment Hire and train personnel Publicize services
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Subjects being tutored What are the needs of the subject areas based on the
needs of the students? Synchronous or Asynchronous or both? What are your resources – enough staff?
Outsourcing/In-house A 2nd party virtual learning assistance center? A regional consortium? In-house online tutoring center?
Access to ALL Learners Online/On campus Traditional/Non-traditional Multiple learning styles ADA accessible
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Technology Available/Needed Laptop Desktop Tablets Headphones Microphones Software Tutorials PowerPoint slides Text/picture/word files
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Operational Expenses Software Hardware Salaries Training
Funding Departmentally funded Grant funded
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Training Scheduling (hours/availability)
What are the hours? Who is trained and available to tutor?
Gaining buy-in/support across campus Articles in the campus publications Notices from instructors in the online courses A link on the campus webpage home page A link on the student services webpage Demonstrations to faculty Workshops for students A “Grand Opening”!
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Oversight (administration--who is responsible for what?) Purchasing Training Scheduling Monitoring Troubleshooting Equipment Security
Tracking Saving sessions Creating log sheets
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Money Student comfort levels Limited student access to technology Oversight Lack of tutor training Territoriality Faculty hesitancy Fear of the unknown Technophobia Lack of awareness of services/program
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All students should have access to support services.
Online tutoring is a new way of communicating with students at a distance.
Not everyone should use or work in online tutoring. Training goes a long way – both for tutors and students.
Students take an active role in the tutoring session.
Verification of tutor knowledge is possible. Flexibility and the ability to adapt are necessary. Buy-in from across campus helps ensure success.
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Plan ahead, but be willing to adapt. Take the time to “play” with hardware
and programs before making a final decision.
Work with disability services to ensure access for all!
Early decisions made in concert with all stakeholders -- faculty, administrators, students, and tutors -- increase the potential for a successful program.
Respond to tutor and student needs. Provide plenty of training. Assess and adapt.
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Tim Tirrell, Director of eLearning [email protected](406) 247-5776
Gwen Braun, Director of Academic Support Services
[email protected](406) 657-1714
Leanne Frost, Assistant Director of Academic Support Services
[email protected](406) 247-3022