E-Tutorsâ€™ Pedagogical Practices in a Selected Open and Distance Learning University in South Africa

Govender, Poomoney

doi:10.25159/0256-8853/4706

Cited by 5 publications

(3 citation statements)

References 16 publications

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“…This aligns with South Africa's national development strategy, Vision 2030, which aims to eradicate poverty, reduce inequality, and address unemployment (Blom, 2021). Govender (2018) emphasized that HEIs can provide services to students who may not have access to face-to-face interactions by employing online tutors.…”

Section: Introductionmentioning

confidence: 99%

“…E-tutoring offers individualized teaching or supervision in settings where frequent face-to-face interaction between a teacher/supervisor and student is challenging (Ramorola, 2018). According to Govender (2018), the primary objective of e-tutoring is to provide students with interactive sessions in the learning environment. E-tutors can assist students in understanding course material, answering questions, providing feedback, and supporting them throughout their academic journey (Joubert & Snyman, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Empowering e-Tutors for Effective Online Teaching and Learning: E-tutors’ Challenges and Perceptions

Enwereji,

van Rooyen,

Ngcobo

et al. 2024

IJLTER

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Online learning has been considered as a paradigm shift in education that offers a transformative approach to the acquisition of knowledge and skills. The objectives of the study included identifying the perceptions of e-tutors on the usage of e-tutoring by online students; investigating the challenges encountered by students in using e-tutoring; and recommending measures to enhance e tutoring in the Department of Financial Accounting at a South African university. A quantitative research approach and a descriptive research design were used, employing an online survey to collect data from e-tutors involved in financial accounting modules. A total of 188 questionnaires were distributed electronically to e-tutors in the Financial Accounting Department. Due to unforeseen challenges, only 95 e-tutors filled out the questionnaires completely. SPSS was used to analyze the data through the Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy and the rotated component matrix was applied to assess the suitability of the sample for factor analysis and to discern the underlying structure and behavioral patterns within the data set. Findings reveal that e-tutors play a crucial role in assisting students with module-specific problems, addressing difficult topics, and making the course content more engaging. However, challenges such as the need for continuous training in online communication skills and the use of online technology tools were highlighted. Issues related to Internet connectivity and costs also impacted the effectiveness of e tutors. Reliable Internet infrastructure and adequate resources are vital for addressing these challenges. Based on the findings, the study recommends that e-tutors engage in continuous professional development and receive module-specific training to enhance their knowledge and skills. Collaboration between e tutors and lecturers should be encouraged to foster a supportive learning environment. The study concludes that the facilitation of e-tutoring in financial accounting modules has shown promising outcomes in supporting students’ teaching and learning.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Empowering e-Tutors for Effective Online Teaching and Learning: E-tutors’ Challenges and Perceptions

Enwereji,

van Rooyen,

Ngcobo

et al. 2024

IJLTER

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“…Research on e-tutors and student support in ODL has been carried out at Unisa (Govender 2018;Ntuli and Gumbo 2019;Pitsoane and Lethole 2020). Effective student support is at the heart of an ODL institution (Tait 2003).…”

Section: Introductionmentioning

confidence: 99%

E-Tutors’ Practices in Facilitating a Signature Module in Open and Distance Learning at the University of South Africa

Baloyi

2022

Preprint

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The discourse on the dropout rate of young adult learners in open and distance learning is increasing in higher education. However, supporting students who use new technologies in open and distance learning is gaining attention. Currently, there is an understanding between the University of South Africa and its students to adopt the open distance e-learning model to increase access to higher education. It is against this background that I conducted the study to investigate e-tutors’ practices in facilitating a signature module in an open and distance learning environment. This is a study of e-tutors’ views on the adequacy of student support to adult students in undergraduate studies. In this study, I followed a qualitative research approach using a case study design. I used purposeful sampling to interview 15 e-tutors from a total of 27. The e-tutors were selected from module BPT1501 in an undergraduate programme in the College of Education at the University of South Africa. In this study, I adopted the Community of Inquiry Theory of Garrison, Anderson and Archer as a lens to analyse themes and research findings. The theoretical framework is suitable for online learning which offers student, teacher and content interaction. In the study, I indicated major findings such as in some rural areas there are no internet facilities, some students do not have access to electricity, and some students have access to electricity but no internet connectivity.

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Student Support for Information and Communication Technology Modules in Open Distance Environments

Goosen

Heerden

2019

Student Support Toward Self-Directed Learning in Open and Distributed Environments

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The purpose of the chapter relates to providing perspectives on students' uptake of virtual learning environment (VLE) technologies in an information and communication technology (ICT) module taught in an open and distance e-learning (ODeL) environment. With the aim of helping students to access the assessment and support provided via the VLE, possibly improving the pass rate of the module, it provides readers with an overview and summary of the content of this chapter. Examples of how concepts are formulated within the theoretical and conceptual framework are provided. The chapter also includes a literature review on research into students' uptake of VLE technologies, to increase pass rates, in some cases in ODeL environments. The methodology adopted a non-experimental quantitative research design. The data collection instrument was a survey. Before concluding, solutions and results are presented, together with recommendations regarding improving implementing VLE technologies for an ICT module in an ODeL environment.

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E-Tutorsâ€™ Pedagogical Practices in a Selected Open and Distance Learning University in South Africa

Cited by 5 publications

References 16 publications

Empowering e-Tutors for Effective Online Teaching and Learning: E-tutors’ Challenges and Perceptions

Empowering e-Tutors for Effective Online Teaching and Learning: E-tutors’ Challenges and Perceptions

E-Tutors’ Practices in Facilitating a Signature Module in Open and Distance Learning at the University of South Africa

Student Support for Information and Communication Technology Modules in Open Distance Environments

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