The purpose of this study was to analyze the extent to which tutors provided feedback in online tutorials at Indonesia Open University (Universitas Terbuka or UT), as well as tutors' constraint in providing that feedback. This qualitative study used both content analysis of 20 online tutorial classes to see tutors’ feedback and in-depth interviews with the tutors. The results of the study showed that only some tutors in the online tutorial classes provided feedback on discussions and assignments and that some tutors did not provide any feedback. The analysis of the feedback derived from the types of feedback coined by Alvarez, Espasa, and Guasch (2011), namely, corrective feedback, epistemic feedback, suggestive feedback, and epistemic+suggestive feedback. In the online tutorial classes at UT, some feedback from the tutors corresponded with the types of feedback from Alvarez, Espasa and Guasch. The tutors who provided feedback did so despite constraints such as a lack of time to give feedback to each student. Provision of feedback offered benefits and satisfaction to students, leading them to become more successful in online tutorials.
distance learning, online feedback, online tutorial, tutor constraint, qualitative research, content analysis
This study was supported by the research fund from the Institute of Research and Community Services of Universitas Terbuka Indonesia in 2020.
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Recommended APA Citation
Setiani, M. Y., Scott, C., & Susanti, S. (2023). Tutors and Their Feedback in Online Tutorials: The Case in a Distance Teaching University. The Qualitative Report, 28(8), 2421-2437. https://doi.org/10.46743/2160-3715/2023.5738