Student Evaluation as a Tool for Improving Tutor Performance in Open and Distance Higher Education: A Conceptual Review with Reference to the Hellenic Open University

Abstract

The purpose of this article is to investigate, through a literature review, the characteristics of student evaluation of tutors that make it an effective tool for enhancing their role within the context of open and distance higher education in Greece. In today’s globalized environment -shaped by the increasing demands of everyday life and the experience of the COVID-19 pandemic- distance education has emerged as a necessary educational mode, prompting a reassessment of existing pedagogical practices. Within this framework, student evaluation of teaching staff is recognized not only as a mechanism for quality assurance but also as a formative feedback tool that can actively support professional development. This study critically analyzes the current evaluation system at the Hellenic Open University, identifying both its strengths and its weaknesses, such as the absence of interim evaluations and structured reflective mechanisms. A functional definition of tutor improvement in open and distance education is proposed as a dynamic and continuous process of professional development, incorporating empathy, technological competence, pedagogical adaptability, and the constructive use of student feedback. The article concludes with a recommendation for institutionalizing participatory and reflective evaluation mechanisms as a critical condition for enhancing educational quality in open and distance higher education.