Development of an instructional tutor training module for the Online Learning Academy

Abstract

Students involved in distance learning are using a variety of methods to find help online with their courses. Seeking help online can be due to a number of different factors. It is assumed that tutors not only possess a certain competence level in the academic area for which they are tutoring, but that they also have training and development in the intricacies of online learning methodologies. The purpose of this instructional design project was to develop and evaluate a training module for new hires with the Online Learning Academy to promote the development and refinement of their abilities as highly-trained online tutors. The module was designed using a single website and provided instruction on two main content areas – OLA program policies and online tutoring practices. The module included pre- and post-module assessments, section surveys along with videos and other online multi-media resources. Post-test results showed that the study group improved an average of 22% from their pre-test scores. Therefore, these results show that the module was designed with the end-users in mind and that it did present content that was educational and relevant to the participants. Future research recommendations include tutor observations using criterion-referenced evaluations and adoption of a program-wide pedagogy for instructional support and tutee learning.