Perception of Students about Tutorials in Open and Distance Learning at Allama Iqbal Open University

Akhtar Ali Shah


This research study was conducted to find out the perceptions of students about tutorials in the Open and Distance Learning (ODL) at Allama Iqbal Open University (AIOU). The objectives of the study were to find out the perceptions of the students about tutorials in ODL at AIOU and to give suggestions for improvement in the tutorial system. In view of the time constraints, the study was consisted of the students involved at the Peshawar and Rawalpindi Regions of the AIOU in B.Ed. Course 512 of semester spring 2012. The data was collected through a questionnaire developed five point Likart Scale. The data was analyzed and the results were converted into percentage and mean scores. The students perceived that tutor engages students in learning activities by using question answer approach in tutorials which is more active for teaching. Tutorials can help in student interaction with each other and they can learn and think in a critical way. Majority of the students agreed that tutorial can aid in the development of the necessary knowledge and abilities of the students. Tutorial is based on interactive approach, and its timing and duration is perfect. It was found that in tutorials tutor remains punctual while the students are not punctual. It was found that all the necessary facilities were not available in the tutorials. Tutor’s training was found necessary. It was recommended that there is a need of comprehensive training for tutors to conduct the tutorials. The availability of tutors at the study centers may be made ensure as per schedule issued to the tutor and students so that to make interaction between students to learn from each other. Study centers may be established in the locations which would be accessible for the tutors and students and especially for female tutors and students of far flung areas. All the necessary facilities, including multimedia may be provided at the study centers. Monitory incentives for the tutors may be increased and the strength of students per tutor may be decreased so as the tutor may participate wholeheartedly and give meaningful feedback on assignments of every student.

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