Tutors' Perspectives of Advancing Distance Learning Programs: A Comprehensive Understanding.
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| Title: | Tutors' Perspectives of Advancing Distance Learning Programs: A Comprehensive Understanding. |
|---|---|
| Authors: | Islam, Mohammad Rezaul1, Mahmud, Md Nazim2 |
| Source: | International Review of Research in Open & Distributed Learning. Nov2025, Vol. 26 Issue 4, p82-102. 21p. |
| Subject Terms: | *Tutors & tutoring, *Distance education, *Teacher education, *Decision making, *Curriculum |
| Abstract: | This study critically examined tutors' perspectives on advancing the academic development of teacher education programs delivered via open and distance learning (ODL) at Bangladesh Open University (BOU). Tutors play a pivotal role as frontline facilitators of instruction, yet their experiential insights are often underrepresented in institutional decision-making. Drawing on a constructivist paradigm and grounded theory methodology, this qualitative inquiry engaged 82 tutors across eight tutorial centres using openended survey questions. Through classical content analysis, eleven major themes emerged, including attendance in tutorial sessions, curriculum and module design, tutorial session frequency, physical resources, tutor professional development, and supervision of practice teaching. The findings reveal that tutors emphasise the need for structured learner engagement, participatory curriculum revision, robust infrastructural support, and institutional investment in tutor capacity-building. The study also highlights disparities between current program structures at BOU and international norms, suggesting the need for extended program duration and more integrated practicum experiences. Implications are drawn for institutional policy, academic design, and participatory governance in ODL. By foregrounding tutors' voices, this study contributes to a more inclusive model of academic development and underscores what tutors perceive as the need to bridge the gap between policy directives and pedagogical realities in distance education. [ABSTRACT FROM AUTHOR] |
| Copyright of International Review of Research in Open & Distributed Learning is the property of Governors of Athabasca University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189698395 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Tutors' Perspectives of Advancing Distance Learning Programs: A Comprehensive Understanding. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Islam%2C+Mohammad+Rezaul%22">Islam, Mohammad Rezaul</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Mahmud%2C+Md+Nazim%22">Mahmud, Md Nazim</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Review+of+Research+in+Open+%26+Distributed+Learning%22">International Review of Research in Open & Distributed Learning</searchLink>. Nov2025, Vol. 26 Issue 4, p82-102. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Tutors+%26+tutoring%22">Tutors & tutoring</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study critically examined tutors' perspectives on advancing the academic development of teacher education programs delivered via open and distance learning (ODL) at Bangladesh Open University (BOU). Tutors play a pivotal role as frontline facilitators of instruction, yet their experiential insights are often underrepresented in institutional decision-making. Drawing on a constructivist paradigm and grounded theory methodology, this qualitative inquiry engaged 82 tutors across eight tutorial centres using openended survey questions. Through classical content analysis, eleven major themes emerged, including attendance in tutorial sessions, curriculum and module design, tutorial session frequency, physical resources, tutor professional development, and supervision of practice teaching. The findings reveal that tutors emphasise the need for structured learner engagement, participatory curriculum revision, robust infrastructural support, and institutional investment in tutor capacity-building. The study also highlights disparities between current program structures at BOU and international norms, suggesting the need for extended program duration and more integrated practicum experiences. Implications are drawn for institutional policy, academic design, and participatory governance in ODL. By foregrounding tutors' voices, this study contributes to a more inclusive model of academic development and underscores what tutors perceive as the need to bridge the gap between policy directives and pedagogical realities in distance education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Review of Research in Open & Distributed Learning is the property of Governors of Athabasca University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189698395 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.19173/irrodl.v26i4.8822 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 82 Subjects: – SubjectFull: Tutors & tutoring Type: general – SubjectFull: Distance education Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Decision making Type: general – SubjectFull: Curriculum Type: general Titles: – TitleFull: Tutors' Perspectives of Advancing Distance Learning Programs: A Comprehensive Understanding. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Islam, Mohammad Rezaul – PersonEntity: Name: NameFull: Mahmud, Md Nazim IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14923831 Numbering: – Type: volume Value: 26 – Type: issue Value: 4 Titles: – TitleFull: International Review of Research in Open & Distributed Learning Type: main |
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