Tutors' role in tutorials: 'Unpacking' and 'repacking' during the semantic journey

Abstract

This empirical and theoretically driven evaluation study enacts Karl Maton's Legitimation Code Theory (LCT) concepts of semantic Gravity and semantic Density in the investigation of tutors' movements downwards ('unpacking') and upwards ('repacking') along the semantic scale, during tutorials.The findings revealed that the pedagogical strategies adopted by tutors enabled them to strengthen and weaken both SG and SD, for semantic wave construction and cumulative knowledge building. For example, by explaining concepts and using examples, tutors helped tutees move knowledge downwards (SG+, SD-) on the semantic scale. Tutors also moved upwards on the semantic scale (SG-, SD+) by focusing on the application of formulae and supporting tutees in practical experiments. The implications of this study for future tutor training programmes are that while it is important to train tutors on how to teach in semantic waves, academic staff will need to be trained on the same as well.

A Comparison of Undergraduate Students’ Perception of Tutorials Before and During the COVID-19: A Case of the University of Kwazulu-Natal in the Discipline of Public Governance

“…The study results are similar to those of Ogina and Mampane (2013), where they found that students showed that tutorial session support prepared them for assignments and writing exams. In addition, Hassan's (2017) findings demonstrated that the majority of students (59%) indicated that tutors were able to help them with their academic problems. As presented in the study's results, before the COVID-19, the students were more accepting of the tutorial sessions.…”

“…Stevenson, MacKeogh, & Sander (2006);Carey & Mair (2008); Coughlan & Stephen (2011) have conducted studies that evaluate tutorials for improving learning. Other researchers have investigated the role of tutors towards enhancing learning and improving the academic performance of the students (Fung & Carr, 2000;Maynard & Almarzouqi, 2006;Ashwin, 2006;Comfort, 2011;Carter & Yam, 2013;McKay, 2016;Hassan, 2017), and the tutor's abilities to transfer discipline-specific skills to students who attend tutorials (Smitha & Bath, 2003;Underhill & McDonald, 2010;Ogina & Mampane, 2013). Some of the critical factors for successful tutorial sessions are the tutor's ability to be confident, creative, interactive, caring, and experienced.…”

Tutors’ Views on the Integrated Tutor Model in Open Distance Learning

“…Tutors enhance student learning (Hassan, 2017) and their roles and responsibilities are complex and varied (Abbot & Graf, 2018). Despite this, a gap exists in the literature about researching the tutors' views about the role that they play.…”

“…They interviewed seven tutors and found that there was limited interaction between students and e-tutors. In another study, Hassan (2017) investigated tutors' movement downward and upwards along the semantic scale during tutorials. The study found that the pedagogical strategies that tutors adopted enabled them to strengthen and weaken semantic gravity and semantic density for semantic construction and cumulative knowledge building.…”

The mobile learning conscious tutor: Incorporating Facebook in tutorials

“…In spite of the inclusion of mobile learning approaches in HEIs, little research has been done on tutors who incorporate technology and social media for teaching and learning in the tutoring process. Current studies on tutoring are primarily centred on evaluating tutorials and enhancing learning to improve the academic performance of tutees (Coughlan & Stephen 2011;Hassan, 2017;Shaw, Carey, & Mair, 2008). Other studies focus on the transferring of discipline-specific skills (Underhill & McDonald, 2010), and determining the effectiveness of tutoring in the enhancement of learning (Truuvert, 2014).…”