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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
Language: English
Authors: Mohammad Rezaul Islam, Md Nazim Mahmud
Source: International Review of Research in Open and Distributed Learning. 2025 26(4):82-102.
Availability: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Attitudes, Distance Education, Technology Uses in Education, Preservice Teacher Education, Open Universities, Teacher Role, Program Effectiveness, Program Content, Educational Policy, Educational Practices, Foreign Countries, Participative Decision Making, Tutors, Tutoring, Curriculum, Professional Development, Supervision, Coordinators, Role
Geographic Terms: Bangladesh
ISSN: 1492-3831
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 open-ended 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492142
Database: ERIC
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  Data: Tutors' Perspectives of Advancing Distance Learning Programs: A Comprehensive Understanding
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  Data: <searchLink fieldCode="AR" term="%22Mohammad+Rezaul+Islam%22">Mohammad Rezaul Islam</searchLink><br /><searchLink fieldCode="AR" term="%22Md+Nazim+Mahmud%22">Md Nazim Mahmud</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. 2025 26(4):82-102.
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  Data: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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  Data: <searchLink fieldCode="DE" term="%22Bangladesh%22">Bangladesh</searchLink>
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  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 open-ended 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.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 82
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Open Universities
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      – SubjectFull: Teacher Role
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Educational Policy
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      – SubjectFull: Educational Practices
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Participative Decision Making
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      – SubjectFull: Tutors
        Type: general
      – SubjectFull: Tutoring
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      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Professional Development
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      – SubjectFull: Supervision
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      – SubjectFull: Coordinators
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      – SubjectFull: Bangladesh
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      – TitleFull: Tutors' Perspectives of Advancing Distance Learning Programs: A Comprehensive Understanding
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              Y: 2025
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