English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The purpose of this study was to explore non-thesis Master’s students’ perceptions and expectations of good tutors and advisors in distance education programmes. It also examined whether these perceptions and expectations are related to student characteristics including age, gender, university, programme, semester, and previous online learning experience. The current study was conducted within the framework of Transactional Distance Theory. Using a mixed methods approach, a questionnaire was administered to 143 students in four programmes in two universities in Turkey and interviews were conducted with 11 of these students. Results showed that good tutors and advisors in distance education provide a stimulating studentcentred learning environment, have a caring and individualised interaction and communication with students, and have subject expertise and basic technology skills. The results of this study will improve distance education tutors and advisors’ practices in supporting graduate students’ education and research.

Master’s Students’ Perceptions and Expectations of Good Tutors and Advisors in Distance Education