TUTOR QUALITY AT RESIDENTIAL SCHOOLS: A STATISTICAL ANALYSIS

Authors

  • Gordon Burt Open University

DOI:

https://doi.org/10.5944/ried.1.2.2095

Keywords:

distance education, residential school, statistics, formative evaluation, tutors, quality

Abstract

Research on residential schools has asked the summative question of whether schools are cost‑effective and also the formative question of how they might be improved. Greater statistical sophistication is required in distance education research. Statistical models of various aspects of residential schools are developed and tested. The main difference between student groups is in terms of the students' ratings of their group tutor's skills. A tutor's performance over the years remains at roughly the same level. A scale point difference in the rating of a tutor's skills is associated with half a scale point difference in the rating of the overall value of the school. The organisational impact of this work is noted.

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How to Cite

Burt, G. (1998). TUTOR QUALITY AT RESIDENTIAL SCHOOLS: A STATISTICAL ANALYSIS. RIED. Revista Iberoamericana De Educación a Distancia, 1(2), 25–51. https://doi.org/10.5944/ried.1.2.2095

Issue

Vol. 1 No. 2 (1998): Miscellany

Section

Research and Case Studies

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