Accredited Level 3 Diploma in Distance Learning Tutoring
This diploma is exploring Distance learning techniques are typically less expensive to support and are not limited by geographical considerations, therefore it can provide opportunities to learners and potential learners who do not have access to the full range of traditional education facilities. For a student living in the Australian outback for example, the nearest school may be many miles away. Through Distance Learning this learner can have access to good quality education at home. Likewise, specialist courses such as Classics may not be available in even urban areas. Distance Learning enables those who want to study subjects that are not available locally, to study these subjects. You will gain understanding of the advantages of the Internet, Distance Learning is increasingly becoming a vehicle for education delivery. This course seeks to highlight the technical advances and their role in Distance Learning and provide explicit guidance on their use within this specialised learning environment.
- Students will have gain knowledge of Distance Learning and how this differs from attending a mainstream college
- Skills development and how to give feedback
- How to correctly support your learners
- Structures and quality within distance learning
- Continued professional development
This course consists of Ten Units and is a qualification awarded by Oxford Learning College, in its own right; with the quality assurance of a leading awarding body (CIE Global) that hallmarks this professional qualification.
Assessment Objectives (AO)
Students must select and demonstrate clearly relevant knowledge and understanding through the use of evidence, examples and correct language and terminology appropriate to the course of study. This assessment, involves two written assignments: one halfway through the course and following the final unit. Both are assessed and graded by the assigned tutor, according to college procedures. The grading procedure if Pass or Fail. If you Fail an assessment you have the opportunity to amend where your tutor has highlighted and resubmit.
Students must critically evaluate and justify a point of view through the use of evidence and reasoned argument. Students can include evidence in different formats to support their written work such as documentation or images to support their course remembering Confidentiality and Data Protection.
Quality of Written Communication (QWC)
In addition, OLC require students’ to produce written material in English, candidates must: ensure that text is legible and that spelling, punctuation and grammar (SPG) are accurate so that meaning is clear; select and use a form and style of writing appropriate to studying a complex subject matter; organise information clearly and coherently, using specialist vocabulary when appropriate and Harvard referencing of citation and sources. In this Specification, SPG will be assessed in all tutor marked assignments (TMAs)
To ensure that we maintain quality standards; all our students written assignments are subject to our plagiarism policy and procedure.
The whole level three diploma has TEN specific units of study, which are sub-divided into topic areas these are:
Unit 1: Introduction to Distance Learning
The first unit introduces we explore the history of distance learning and how it continues to evolve today. We will Discuss definitions of distance learning and the concepts and models which have been used to theorise the approaches, requirements and methods of delivery used in distance learning.
Unit 2: Education, Theory and Practice
The unit will discuss theories and legislation, for example those that refer to lifelong learning, quality assurance and professional practices of course delivery that distance learning tutors will need to understand and apply in their work. In this module we will also examine relevant theories of education, and discuss how they apply to distance learning.
Unit 3: Supporting students
The unit explores learner requirements and categorization of learning skills. You will review questions such as:
- What do students expect from distance learning?
- How do we bridge the gap between traditional learning environments and the virtual learning environment? You will also explore proactive support, blended learning and helping student to overcome real issues in distance learning such as activity scheduling, isolation and motivation, which are often a major concern for those new to distance learning.
Unit 4: Media used in distance learning
This unit helps In the fourth module of the course we will explore some of media commonly used in distance learning. We will consider ways in which tutors need to be equipped to use a variety of mixed media, including the following;
- Correspondence tuition
- E-mail tuition
- Face to face supplementation
- Telephone tuition
Unit 5: Skills development and Marking and feedback in detail
In this unit you will be exploring distance learning learner can continue to develop their learning skills and how these can be appropriately assessed and supported within the distance learning environment. We will consider the ways in which tutors can facilitate positive experiences for their students and help students to work towards achieving positive outcomes.
Unit 6: Access and differentiation issues in distance learning
Your last unit will examine access and availability to distance learning courses, student entry points and how tutors manage these varied parameters. In addition we discuss the limitations of distance learning support, together with student responsibilities and expectations of their learning experience. You will also discover how tutors can help to retain students, and provide strategies designed to improve student retention and the theories which underpin these strategies
Unit 7: Structures and quality in distance learning
Here we will examine various key aspects in delivery of positive and successful distance learning courses. The module will discuss the following;
- Appraisal and assessment
- Continued professional development
- Quality, experience and reflexivity
- Professional bodies and ethics
- CRB checks and relevance of tutoring the under 18's
Unit 8: Getting into distance learning as a tutor
In this module we will cover the normal requirements and experience necessary in a variety of posts such as GCSE, A level, Diploma and Degree. The module will also cover the following fundamental processes.
- CV writing and how to express your experience in a positive way
- Looking at expectations
- How to assess your own experience and address shortfalls
- Look at professional and practical knowledge
Unit 9: Keeping track
In this unit we will review strategies we can use to keep track of learning progress as well as your own resources. With multiple courses and awards, and students beginning the course at different times, and working at different pace, keeping track of student progress and key dates can be overwhelming. We will discuss issues related to these factors in depth and provide some frameworks which will help to organise and record appropriately and efficiently.
We will also cover the following;
- Issues of contact
- Boundaries of your position
- Getting information as a distance learning tutor
- Helpful resources and websites.
We will also look at the amount of documentation, course materials and books, particularly if they tutor several awards or courses and ways of reducing this.
Unit 10: Expanding your role
Your last unit will review further roles for the distance learning tutor. Once you have some experience of distance learning tutoring you may wish to branch out into course writing or become an examiner. This module looks at some of the ways you can diversify and also discusses what is needed in order to fulfil the different roles:
- Becoming an examiner or marker
- Becoming a moderator
- Course writing
- Proof reading
- Branching out into NVQ assessing or work-based assessing
- Special needs
- One to one tutoring
The course is designed to be informative, enjoyable and motivating. Once you have completed the course and been successful in the online examination, you will have a sound grounding and underpinning knowledge of what is required by the distance learning tutor in their role and be equipped to expand your knowledge and acquire practical experience.
The course has TWO Tutor Marked Assignment (TMA); which are graded: Pass or Fail. The grading procedure if Pass or Fail. Your grade will depend upon if the criteria set ha been met and the decision of your tutor. If you Fail an assessment you have the opportunity to amend where your tutor has highlighted and resubmit.
Study Hours (Per Unit)
Approximately: 20 hours personal study time per unit, which is supported by the ODL Course Tutor, but we greatly encouraged students to access support from their tutor throughout the course.
The whole course MUST be completed and both assignments graded PASS to gain the “Oxford Learning College Level Three Diploma in Distance Learning Tutoring”
Course Fee: £850.00 Fees can be paid by instalments.
Entry to this level three course requires that potential students have gained GCSE/IGCSE or equivalent qualifications and have, good English oral, reading and writing skills.
Advice on enrolment and guidance of prior learning (APL) can be obtained through out contact centre. The course is a rolling programme and can be started at any point in the year. Successful students can go on to Higher Education, including remaining as students at OLC to complete courses in our portfolio of higher awards.
This course has been developed by the College’s professional team of tutors to meet the needs of sector based employers and employees. It is also part of the College’s validated level three Diplomas’, recognised internationally, as verified and moderated by Centre for Interactive Education (CIE Global). Further details of our accreditations are provided on our website.