In 2001 UMIST commenced the provision of a Master of Science degree in Commercial Management for a major blue chip telecommunication company. The programme is delivered via a series of distance learning modules using traditional hard copy workbooks and is reinforced by face-to-face teaching sessions. The face-to-face sessions comprise a one-day introductory session and a one-day revision session on the completion of the three-month module. During the intervening three months students are supported by tutorials utilising web boards and a weekly one-hour teleconference.
This paper investigates the pedagogic issues surrounding the provision of tutorial support via teleconferencing. The teleconferencing technology enabled sessions to be recorded for those students unable to participate. These recording have been analysed using content analysis, allowing analysis of the interactions between tutors and students and the interactions between students themselves. The paper presents the results of this analysis. Further, student evaluation of the effectiveness of these sessions has indicated that these sessions have been one of the most rewarding aspects of the programme: contributing to the maintenance of morale and group cohesion. The paper also presents a protocol and best practice for the use of teleconferencing as tutorial support.