Impact of Tutor 1

Running head: IMPACT OF TUTOR FEEDBACK ON LEARNER PARTICIPATION

Impact of Tutor Feedback on Learner Participation in Open Education

Jennifer Maddrell

Indiana University - Bloomington

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Impact of Tutor Feedback on Learner Participation in Open Education

Overview of Open Education

A major “open education” movement is underway at numerous educational institutions

around the world. A key objective of this movement is to make existing educational courseware

and resources available for non-enrolled learners to access for free. At the recent 2007 Open

Education conference in Logan, Utah, over 150 representatives from major universities and

funding institutions came together to discuss the most efficient and sustainable means of

releasing open educational courseware and resources to learners to use free of charge. While

motivations vary, most institutions cite support for lifelong informal learning as a major reason

for releasing their courseware and resources for free (Geser, 2007).

Currently, over 200 higher education institutions make available an estimated 2,500 open

access courses (Wiley, 2007). In addition, open education directories and repositories outside of

higher education link learners to thousands of free vetted learning objects, including those found

at Rice’s Connexions (http://cns.org). However, these numbers pale in comparison to the millions

of freely licensed articles, syllabi, web sites, and separate pieces of digital material which a

learner can access at any time on the Internet.

Open education represents a unique subset of education. Comparison to traditional

instruction is difficult as open education is self-directed, non-tutored, delivered fully online,

delivered outside of traditional educational institutions, participated in by individual learners

who may or may not choose to participate in learning with peer learners, and undertaken for

reasons other than mandates or accreditation. Each independent learner is free to come and go

and participate purely for the sake of his or her own learning.
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Given these unique features, the effectiveness and sustainability of these massive open

education projects is being called into question. With millions of dollars of foundation,

government, institutional, and personal funding supporting the current development, there is

growing scrutiny over what open educational resources and practices best support this unique

form of self-directed, non-credit, online, and informal learning (Geser, 2007). A key concern is

the effect of offering open courseware without the tutor support that is typically made available

within the traditional learning environment. Beyond access, what is the usefulness of the open

courseware and resources to learners without tutor feedback and guidance? Does the lack of tutor

support matter to self-directed learners in an informal non-credit learning setting? Would tutor

support impact learner participation within open education courses?

As stated, open education represents a unique subset of education. While there is a lack of

research specifically addressing the impact of tutor feedback on learner participation in open,

self-directed, non-credit, and online courses, there are points of comparison within 3 separate

research threads, including self-directed learning, learner self-regulation, and open and distance

learning. As there are few examples of intersecting research across these threads, each thread is

explored separately.

Self-Directed Learning

Open education is the ultimate form of self-directed learning. It is learning taken on and

controlled by the learner for his or her own specific goals, needs, and wants. Over the past 4

decades, a vast amount of research has been conducted in the area of adult self-directed learning,

including the desired learning and instructional practices to support self-directed learning. In a

literature review of adult education research covering a period of 19 years from 1980 to 1998,

about 1 percent of the total articles dealt with self-directed learning, peaking in 1986 at 3 percent,
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but dropped to as few as zero in the most recent years (Brockett et al., 2000). Some attribute the

decrease to a misinterpretation that self-directed learning is synonymous with isolated learning

which makes self-directed learning seem out of step with recent research involving the social

aspects of learning (Cho, 2002). To this last point, it is important to note that in a separate

literature review of self-directed learning in adulthood, Owen (2002, p. 10) highlights the

multitude of theoretical approaches to self-directed learning, including humanism, personal

responsibility orientation, behaviorism, neobehaviorism, critical perspectives and constructivism.

Given this vast body of research and the array of theoretical approaches, it is little

surprise that there is a broad range in research emphasis and findings. Candy’s Self-Direction for

Lifelong Learning (1991) attempts to synthesis hundreds of studies over decades of self-directed

learning research. Candy cites findings of research addressing the effect of learner support on

self-directed learning and suggests that self-directed learners:

… almost invariably turn to others for various forms of help. The research reviewed in

this chapter suggests that those helping self-directed learners need to recognize … the

success of a self-directed learning project depends largely on the extent and type of

assistance obtained by individual learners, and on the quality of the personal relationships

established between the learner and his or her helper(s). (Candy, 1991)

There are many parallels between the goals for self-directed learning that have evolved

over the past 4 decades of research and what is happening in open education practice today.

Unfortunately, as noted above, the amount of research in adult self-directed learning to address

these and other questions is far less than it was in years past. It is even more unfortunate when

one considers that open education has just recently gained momentum. Open education would

seem to be the perfect place to take up Brockett’s (2000) call for further research to explore self-
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directed learning from a “naturalistic perspective”, as well as the fresh research to expand our

understanding of what comprises the “critical practices of self-directed learning” as called for by

Merriam, Caffarella, and Baumgartner (2007).

Self-Regulation and Feedback

A vast amount of research has also been conducted on learner self-regulation. Research in

this area explores the factors which influence the ability of a learner to set personal goals for

learning, to self-monitor progress, and to regulate motivation, and to otherwise influence and

structure his or her own learning environment (Driscoll, 2005). These factors are of particular

interest to open education where the learner takes ultimate responsibility and control over his or

her learning.

Of specific interest to the question at hand is the effect of tutor feedback on the learner’s

self-regulation. This was the focus of a comprehensive research review in the mid-1990s.

Following this review, Butler & Winne (1995) suggest that, in terms of self-regulation,

difficulties arise when learners “examine information about a task’s structure, adopt or set their

own goals, select and implement the cognitive tasks and strategies that constitute learning, and

monitor their performance” and that feedback is information with which a learner can “confirm,

add to, overwrite, tune or restructure.” This sentiment is similar to that expressed by Artino

(2007) following a recent comprehensive research review of self-regulation in online learning

environments. In summarizing his review, Artino suggests that research of self-regulation in

online environments mirrors the findings in traditional face to face classroom and

… some of the highest quality research in online education seems to indicate that

providing students with self-regulatory scaffolding can be an effective instructional

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method—one that instructional designers might do well to consider including as integral

to their online courses. (Artino, 2007)

Online and Distance Learning

While an abundance of research is available involving formal online and distance

educational programs in for-credit educational institutions, there is less research addressing open

and distance learning in informal contexts. It is unclear if research regarding tutor support and

learner participation in for-credit education is applicable to informal learning contexts where

learners have motivations other than grades, educational mandates, and accreditation.

The closest body of research to the open education is found within the Open Learning

journal. Of particular interest are research reports from the Open University which include

extensive studies involving their for-credit student participation and retention rates. As reported

in a 2004 study of withdrawal rates at the Open University in the United Kingdom (UKOU), 13

percent of students dropped out before the class start date and in some courses the withdrawal

rate between the start date and first assignment was as high as 30 percent (Simpson, 2004). The

diverse student body within these open for-credit courses is found to regularly “mix and match”

courses, leave and come back to the same or different program of study, skip exams and

assessments, and leave entirely when they perceive they have learned enough (Tait, 2004). In

addition, the Open University Institute of Educational Technology Student Research Centre

reports that after the first tutorial session less than one-third of UKOU students generate

additional contact with their assigned tutors and advisors (Simpson, 2004).

Given that open education is non-credit, subject to open admission, and outside of a

traditional educational institution, it is difficult to know what inferences can be made from the

for-credit participation levels and retention rates. As a high level of choice and “openness” is the
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goal of an open education program, it may not be appropriate to characterize the noted traits as

necessarily bad or even fickle within the context of open education. Rather, learners may have

gotten what they need and desire from the experience and moved on to their next educational

endeavor. One could assume that the participation rates in non-credit open education courses

would be at or below the rates of for-credit traditional online institutions. Learners have little

stake, so they take what they want and leave. However, it is also plausible that informal learners

who actively seek the educational resources come with relatively high intrinsic motivation for

the topic and may engage at an even higher rate than for-credit learners.

Therefore, it is difficult to predict the level or reasons for an open learner’s participation,

including participation with a tutor. A lack of participation could be due to faster fulfillment of

their need than expected or learner dissatisfaction with the experience. Following an extensive

review of distance education research, Bernard (2004) suggested further exploration into learner

“task choice, persistence, mental effort, efficacy and perceived task value” is needed. The same

is true with regard to distance delivery of open education.

Purpose of Research

There are many parallels between open education and the key goals for self-directed

learning that have evolved over decades of study. The objectives of enhancing the ability of adult

learners to be self-directed in their learning, fostering transformational learning through critical

reflection, and promoting emancipated learning (Merriam et al., 2007) are goals shared by those

in the open education movement. However, it appears further research is needed to explore self-

directed learning from a “naturalistic perspective” (Brockett, 2000) and to evaluate the critical

practices of self-directed learning (Merriam et al., 2007). Certainly, this would apply to open
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education, as well. While the goals of self-directed open education are clear, the critical practices

to support them are not.

While research suggests that most self-directed learners reach out for help (Candy, 1991),

that feedback can support a learner’s self-regulation (Butler & Winne, 1995), and that self-

regulatory scaffolding can be an effective instructional method (Artino, 2007), tutor support data

from the UKOU suggest that the vast majority of open education learners do not take full

advantage of tutor support when it is offered (Simpson, 2004). Therefore, does it makes sense to

spend time and money offering tutor support service that open education students do not want

and may not use? Does the lack of tutor support matter to self-directed learners in an informal

non-credit learning setting? Would tutor support impact learner participation within open

education courses?

A quantitative experimental research study is proposed to address these questions. The

hypothesis is that open education learners who are offered tutor feedback support will participate

at a higher level than open education learners who are not offered the tutor feedback support

within the control group. The independent variable is tutor feedback provided during the course

and the dependent variable is learner participation within the course.

This proposed study will include registered learners enrolled in specific non-credit free

classes at The Open University’s Open Learn Learning Space course management web site

(http://openlearn.open.ac.uk/). As one of the largest providers of open education, the Open

University now offers hundreds of their online self-study course modules to learners free of

charge on the Learning Space platform. The courseware and rich learning support options are

nearly identical and include learner forums for asynchronous discussion, an instant message

platform, free synchronous audio and video web conferencing tools, and space for an online
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learning journal to post and share assignments. However, a significant difference is that learners

at the non-credit Learning Space do not have access to tutors who play a major learner support

and feedback role at the Open University.

Method

Learning Environment

All visitors to the Learning Space web site have the option to either browse the course

material or register and enroll for any number of free self-directed classes. The course scope and

duration varies from 4 to 50 hours across the Learning Space course offerings. Courses in this

study will include only the self-directed courses listed in Figure 1. While these courses differ in

terms subject matter, they are similar in terms of scope and duration. All are intermediate level

self-directed courses designed to be completed in 50 hours over a 120 day period with no set

start or end date.

Figure 1. Course Name and Current (Not Study Participant) Enrollment

Course Unit Name and Number Number of Active Learners as

of 11/01/2007
Key skills assessment unit: Making a difference (U529_1) 53
Key skill assessment unit: Working with others (U077_1) 44
Key skill assessment unit: Problem solving (U076_1) 24
Key skills assessment unit: Application of number (U075_1) 17
Key skill assessment unit: Information literacy (U074_1) 15
Key skill assessment unit: Information technology (U073_1) 18
Key skill assessment: Communication (U072_1) 31
Key skill assessment: Improving your own learning and 37
performance (U071_1)
Active learners in all key skill assessment courses 239

Participants

Participants in this study will include only those learners who select to register on the

Learning Space course management system and enroll within the self-directed courses listed in
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Figure 1. For a two month period, all learners enrolling in one of the courses in Figure 1 on the

Learning Space web site will be randomly assigned to either the experimental (tutor) or the

control group (no tutor). The initial registration process for participants involves completion of

less than ten fill in and check boxes in an online registration within the Moodle course

management system, including required fields for the participant’s first name, last name, town,

country, e-mail address, desired password. Other items and questions appear on the registration

form, but participants have the option of leaving the remaining sections blank.

Upon registration, the learner sets a unique log on ID which must be entered each time

the student logs onto the Learning Space web site in order to gain full access to the site and

enrolled courses. Enrollment into individual course units involves an additional step of selecting

the enrollment hyperlink and then making a selection within a pop up box that instructs the

learner to either a) “Click ‘Yes’ below if you want to add this unit to your list and participate in

the associated activities and discussions”, or b) “Click ‘No’ just to browse the material.”

Actual participant enrollment for the study is not known as it is dependent upon the

rolling registration and enrollment during the period of the study. Current learner enrollment

provides a sense of the participant level in each of the classes, as shown in Figure 1. It is

important to note that if a learner does not visit a unit for more than 60 days he or she is

automatically unenrolled. Therefore, the active learner enrollment numbers shown in Figure 1

include only registered and enrolled learners who visited the online unit between 09/01/07 and

10/31/07.

The participation goal for the study is enrollment at the current course enrollment levels.

However, since actual enrollment during the period of the study cannot be predicted, a minimum

participation level of 100 enrolled learners will determine whether or not the study is conducted.
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Design of Study

A quantitative experimental research study is proposed with a single variable, tutor

feedback. Learners in the study will either be provided tutor feedback or not.

Independent variable. Tutor feedback will be offered to the learners in the experimental

group for a period of 120 days after enrollment. Tutor feedback will not be offered to learners in

the control group. A tutor from the pool of tutors currently employed to tutor courses within the

Open University will be randomly assigned to support the learner. The tutor will be instructed to

respond only to direct inquiries and feedback requests initiated from the learner about content

covered in the unit. The tutor will review and provide feedback on items sent directly to the tutor

by the learner for review, but the tutor will not review items posted in the learner’s personal

online learning journal nor will the tutor engage in the full group discussion forum or in group

synchronous text, audio or video sessions.

For each inquiry received from a learner within the experimental group, the tutor will

tally the number of feedback responses he or she makes and record the total time it took to

prepare the response. This information will provide data on the level of tutor engagement for

each learner in the experimental group in terms of both a) frequency of feedback (the total

number of feedback responses) and b) depth of feedback (the total time required to prepare the

response).

Dependent variable. Learner participation will be measured for both the experimental

(tutored) and control (non-tutored) groups. The registered and enrolled learners in both the

experimental and control groups will have free access to the course material, an online learner

forum discussion board, an instant messaging platform, audio and web based video conferencing,

and an online space to prepare an online learning journal within the course management system.
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At two points in time, first at 60 days from course enrollment and the second at 120 days from

course enrollment each learner’s participation data will be collected based on the measurement

criteria outlined in Figure 2 and described below.

Figure 2. Learner Participation for Experimental and Control Groups

No Tutor
Tutor Support Support
(Experimental) (Control)
Days from enrollment in Course
60 120 60 120
days days days days
(measured by)Learner Participation

1. Enrolled in Class
(Counted as 0=Unenrolled or 1=Enrolled)
2. Participation in Learner Discussion Forum
(Total Number of Posts)
3. Participation in Learning Journal
(Total Number of Posts)
4. Participation in Instant Messaging
(Total Number of Sent Messages)
5. Participation in Web Conferencing
(Total Number of Meetings)
6. Frequency of Visits to Web Site
(Number of Total Log ins to Web Site)
7. Extent of visits to unit:
(Number of Total Page Views in Unit)
8. Participates in Rating the Unit
(Counted as 0=Did Not Rate or 1=Rated)

Enrolled in Class. On the 60th and 120th day from enrollment, the learner’s enrollment

status will be measured. A learner has the option on the course web site to unenroll in a course at

any time. In addition, if a learner does not visit an enrolled course unit for more than 60 days, he

or she is automatically unenrolled from the course. Otherwise, the learner’s log on ID will

remain within the learner roster for the course. The measure will be “0” if the learner is

unenrolled from the course or “1” if the learner is currently enrolled in the course.

Participation in Learner Discussion Forum. On the 60th day from enrollment (measuring

from enrollment day through day 60) and on the 120th day from enrollment (measuring from day
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61 through day 120), the learner’s total number of posts in the online learner discussion forum

will be measured. The measure will be the total number of posts the learner makes in the online

learner discussion forum during the two time periods.

Participation in Learning Journal. On the 60th day from enrollment (measuring from

enrollment day through day 60) and on the 120th day from enrollment (measuring from day 61

through day 120), the learner’s participation in the online learning journal will be measured. The

measure will be the total number of entries the learner makes in the online learning journal

during the two time periods.

Participation in Instant Messaging. On the 60th day from enrollment (measuring from

enrollment day through day 60) and on the 120th day from enrollment (measuring from day 61

through day 120), the learner’s participation in the online instant messaging platform will be

measured. The measure will be the total number of sent entries the learner makes in the online

instant messaging platform during the two time periods.

Participation in Web Conferencing. On the 60th day from enrollment (measuring from

enrollment day through day 60) and on the 120th day from enrollment (measuring from day 61

through day 120), the learner’s participation in online web conferencing will be measured. The

measure will be the total number of web conferencing meetings the learner attends during the

two time periods.

Frequency of Visits to Web Site. On the 60th day from enrollment (measuring from

enrollment day through day 60) and on the 120th day from enrollment (measuring from day 61

through day 120), the frequency of the learner’s log ins to the Learning Space web site will be

measured. The measure will be the total number of log ins to the Learning Space web site during

the two time periods.

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Extent of visits to unit. On the 60th day from enrollment (measuring from enrollment day

through day 60) and on the 120th day from enrollment (measuring from day 61 through day 120),

the extent of the learner’s visits to course unit will be measured. The measure will be the total

number of page views within the course unit content during the two time periods.

Participates in Rating the Unit. On the 60th and 120th day from enrollment, the learner’s

participation in rating the unit will be measured. The measure will be “0” if the learner has not

completed the online course rating form or “1” if the learner has completed the online course

rating form.

Procedures

For a two month period, all learners enrolling in one of the courses in Figure 1 on the

Learning Space web site will be randomly assigned to either the experimental (tutor) or the

control group (no tutor). Upon enrollment, both the participants in the experimental and control

groups will be taken to the course’s main web page which provides an introduction with

instructions and recommendations on how to proceed through the lesson. Participants in the

experimental group will also receive an additional pop up message informing them that they will

have access to a tutor from the Open University and to expect an e-mail with additional

information about the tutor support and the tutor’s contact information. An e-mail outlining

details of the feedback support, along with the tutor’s contact information, will be automatically

generated and e-mailed to both the learner and the randomly assigned tutor.

The self-directed courseware module and learning tools for each group will be identical.

Learners in both groups will progress through the module at their own pace based on the

instructions provided in the unit. Each course covers key life skills. Learners are provided with

recommended skill development strategies and are asked to establish detailed plans to improve
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their skills and performance and to produce a personal portfolio to monitor their progress and

evaluate their own strategy. They are also invited to share their ideas, progress, and questions

with peers in the course and to seek outside mentors to help them evaluate their individual plans

and portfolio. Learners in the control group will complete the module without the offer of tutor

support. Learners in the tutor supported experimental group may contact their assigned tutor at

any time during the 120 days for feedback on their individual portfolio.

Evaluating the Data

As described above, for each inquiry received from a learner within the experimental

group, the tutor will tally the number of feedback responses he or she makes and record the total

time it took to prepare the response. This information will be aggregated and provide information

on the level of tutor engagement for all learners in the experimental group in terms of both a) the

frequency of feedback (the total number of feedback responses) and b) depth of feedback (the

total time required to prepare the response). The level of tutor engagement will be evaluated

based on: a) the percentage of learners in the experimental group who requested tutor feedback,

b) the average frequency of feedback (the total number of feedback responses divided by the

number of learners in the experimental group who requested feedback), and c) the average depth

of feedback (the total time required to prepare the responses divided by the total number of

feedback responses). While estimates of the frequency and depth of feedback requests and

responses are unclear, given the historical tutor support data from UKOU, it is estimated that

approximately 30% of the learners offered tutor support will take advantage of it.

In addition, at two points in time, first at 60 days from course enrollment and second at

120 days from course enrollment, each learner’s individual participation will be measured based

on the criteria outlined in Figure 2. The data for each learner will be aggregated for both the
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Tutored and No Tutor Support groups to compare participation levels for all learners in all

courses in the study, as outlined in Figure 3 and described below.

Figure 3. Overall Learner Participation for Experimental and Control Groups

Tutor Supported No Tutor Support

(Experimental) (Control)
Days from enrollment in Course
60 120 60 120
days days days days
(measured by)Learner Participation

1. Enrolled in Class
a. Total number enrolled during study n/a n/a n/a n/a
b. Total number currently enrolled
c. Retention rate
2. Participation in Learner Discussion Forum
a. Total Number of Posts
b. Average participation per learner
3. Participation in Learning Journal
a. Total Number of Posts
b. Average participation per learner
4. Participation in Instant Messaging
a. Total Number of Sent Messages
b. Average participation per learner
5. Participation in Web Conferencing
a. Total Number of Attended Sessions
b. Average participation per learner
6. Frequency of Visits to Web Site

a. Total Number of Total Log ins to Web Site

b. Average visits per learner
7. Extent of visits to unit:

a. Number of Total Page Views in Unit

b. Average course unit page views per learner
8. Participates in Rating the Unit
a. Total number of completed unit ratings
b. Unit Rating completion rate

Data evaluation at the two snapshots in time will allow an assessment of learner

participation at both the anticipated half way point and the completion point of a 120 day course

unit. Given the decreasing retention and tutor participation rates over time from the previously
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mentioned studies, it is anticipated that the level of participation will decline over time for both

groups. Yet, given the hypothesis that open education learners who are offered tutor feedback

support will participate at a higher level than open education learners who are not offered the

tutor feedback support, it is assumed that the participation levels will be higher overall for the

Tutored Supported group than the No Tutor Support group at both the 60 and 120 day snap shots.

The following further describes the data evaluation and estimated outcome of the participation

measures listed in Figure 3.

Enrollment and Retention in Course. Total enrollment in the study’s courses will be

captured based the total number of students: 1) enrolled during the study period (estimated to be

between the minimum study participation level of 100 and the current enrollment of 240), 2)

enrolled at 60 days past the original enrollment date, and 3) enrolled at 120 days past the original

enrollment date. Capturing the total number of currently enrolled learners at three snapshots in

time will allow a comparison of active enrollment and retention rates between the Tutor

Supported and No Tutor Support groups over time. Retention rates for both the Tutor Supported

and No Tutor Support groups will be determined based on the total enrollment numbers at both

60 and 120 days past the original enrollment divided by the total number of learners who

enrolled during the study period. Given previous studies of retention rates in open education

courses, it is assumed that retention rates will decline over time for both groups. Yet, given the

hypothesis that open education learners who are offered tutor feedback support will participate at

a higher level than learners who are not offered the tutor feedback support, it is assumed that the

retention rates will be higher for the Tutored Supported group at both the 60 and 120 day snap

shots.
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Participation in Learner Discussion Forum, Learning Journal, Instant Messaging, and

Web Conferencing. The total number of learner discussion posts, learning journal posts, sent

instant messages, and attended web conferences on the 60th day from enrollment (measuring

participation from enrollment day through day 60) and on the 120th day from enrollment

(measuring participation from day 61 through day 120) will allow an analysis of the average

participation rates between the Tutor Supported and No Tutor Support groups. Average

participation rates per learner will be determined for each measure by separately dividing the

total participation levels for each group at the 60 and 120 day snap shots by the respective total

number of currently enrolled students. Given the hypothesis that open education learners who are

offered tutor feedback support will participate at a higher level than learners who are not offered

the tutor feedback support, it is assumed that the average participation rate per learner will be

higher for the Tutor Supported group at all participation measures at both the 60 and 120 day

snap shots.

Frequency of Visits to Web Site. The total number of learner log ins to the Learning Space

web site will be measured on the 60th day from enrollment (measuring total log ins from the

enrollment day through day 60) and on the 120th day from enrollment (measuring total log ins

from day 61 through day 120) for learners in both the Tutor Supported and No Tutor Support

groups. The average visit per learner will be determined by dividing the total log ins for each

group at the 60 and 120 day snap shots by the respective total number of currently enrolled

students. Given the hypothesis that open education learners who are offered tutor feedback

support will participate at a higher level than learners who are not offered the tutor feedback

support, it is assumed that the average number of log ins to the Learning Space web site per

learner will be higher for the Tutor Supported group at both the 60 and 120 time periods.
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Extent of visits to unit. The extent of the learner visits to the course unit will be measured

based on total number of page views within the course unit for all learners in both the Tutor

Supported and No Tutor Support groups. The total number page views for all learners within the

course unit will be measured on the 60th day from enrollment (measuring total page views within

the unit from the enrollment day through day 60) and on the 120th day from enrollment

(measuring total page views within the unit from day 61 through day 120) for learners in both the

Tutor Supported and No Tutor Support groups. The average page views per learner will be

determined by dividing the total page views for all learners in each group at the 60 and 120 day

snap shots by the respective total number of currently enrolled students. Given the hypothesis

that open education learners who are offered tutor feedback support will participate at a higher

level than learners who are not offered the tutor feedback support, it is assumed that the average

page views per learner will be higher for the Tutor Supported group at both the 60 and 120 time

periods.

Participates in Rating the Unit. The total number of learners who participate in the rating

the unit will be measured at both the 60th and 120th day from enrollment. Participation rates for

both the Tutor Supported and No Tutor Support groups will be determined based on the total

number of learners in the study who rated the unit as of both the 60th and 120th days from

enrollment divided by the total number of learners who enrolled during the study period. Given

the hypothesis that open education learners who are offered tutor feedback support will

participate at a higher level than learners who are not offered the tutor feedback support, it is

assumed that more Tutor Supported learners will complete the unit rating at both the 60 day and

120 day snapshots.

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How Does Distance Education Compare with Classroom Instruction? A Meta-Analysis of

the Empirical Literature. Review of Educational Research, 74(3), 379. Retrieved from

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Brockett, R. G., Stockdale, S. L., Fogerson, D. L., Cox, B. F., Canipe, J. B., Chuprina, Larissa, et

al. (2000). Two Decades of Literature on Self-Directed Learning: A Content Analysis..

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