Sharing good practice and encouraging community cohesion online: a programme of tutor-led online events for Open University tutors

ABSTRACT

This study explored the extent to which distance learning tutors found sharing practice through participating in a tutor-led online programme of online events helped them to develop as practitioners and hence support students more effectively. The regular online sessions, delivered by tutors for tutors, was a staff development initiative introduced at the Open University (OU) to (i) provide tutors with opportunities to share good practice with a view to improving their online interactions with students, and (ii) help nurture a sense of community, providing a supportive situated learning environmentwhich fosters peer support and in which tutors can share ideas and concerns. Quantitative and qualitative analysis of feedback obtained through surveys demonstrated the programme succeeded in providing opportunities for distance learning tutors to share good practice in a friendly supportive environment, hence relieving some of the isolation they feel. Moreover, it helped nurture community cohesion. Similar programmes could help strengthen tutor communities and provide valuable opportunities for sharing concerns and good practice in any institution where tutors feel isolated. Examples might include institutions where much tuition is delivered online, where staff are located on different sites or where many staff have insecure contracts and therefore building community spirit is likely to be challenging.

KEYWORDS:

• Situated learning
• online staff development
• community of practice
• peer learning
• online community

Acknowledgments

I would like to thank all the tutors who have presented sessions in phases 1 and 2 of the programme, and all those who provided feedback. Thanks also to Nicola McIntyre for help with getting the programme established, and to Karen Kear for valuable comments on the draft manuscript.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Open University Associate Lecturer Support and Professional Development fund.

Notes on contributors

Janet M. Haresnape

Janet M. Haresnape, SFHEA, is a Senior Lecturer in the School of Life, Health and Chemical Sciences (LHCS) at The Open University (OU). She has chaired a number of Staff Development working groups for tutors (Associate Lecturers or ALs) at the OU. Following a Faculty restructure at the OU, she is now Chair of the STEM AL Staff Development Group. She has been involved in OU Worldwide, including the HEAT (Health Education And Training) and OpenWASH (Water, Sanitation And Hygiene) programmes in Ethiopia in collaboration with UNICEF, AMREF Health Africa and World Vision.

Fiona J. Aiken

Fiona J. Aiken, FHEA, is a Lecturer in the School of Environment, Earth and Ecosystem Sciences at the OU. She was an AL member of the Science AL Staff Development working group (ALSDWG), helped organise phases 1 and 2 of the ByALs-ForALs programme, and presented two of the sessions.

Nirvana C. Wynn

Nirvana C. Wynn, FHEA, is an Associate Lecturer in LHCS at the OU, and AL member of the Science ALSDWG. She continues to help organise the ByALs-ForALs programme and has presented three sessions to date. Previously she was Chair of the University of New Mexico Graduate and Professional Student Association programmes Committee, organising university-wide lectures and enrichment events.