Fostering Symbiosis Between E-tutors and Lecturers of an English Studies
                        Module at an Open Distance Learning University in South Africa

Shange, Thembeka

doi:10.5944/openpraxis.13.3.135

Cited by 3 publications

(4 citation statements)

References 11 publications

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“…When looking at the relationship between the e-tutors and students in this module, it may be a challenge to establish a commitment over time because this is a semester module where interaction may take place for two to three months due to issues like late appointment of e-tutors and late allocation of students to e-tutoring groups. In a study by Shange (2021), a similar impasse was expressed regarding the relationship between e-tutors and lecturers of this module where Rose (2017 as cited in Shange 2021) contends that it may be a challenge to form meaningful relationships with 'faceless others'".…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Reconceptualising ‘caring’ in e-tutor-student interactions during the Covid-19 pandemic in an ODeL university in South Africa

Shange¹

2022

CriSTaL

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In South Africa and elsewhere, the outbreak of Covid-19 in 2020 and the lockdown regulations forced both academics and students to adapt to a new reality of fully online modules and assessments. This catapulted relations in higher education into the spotlight. The concern of this paper is how e-tutors in an Open Distance e-Learning (ODeL) university in South Africa have enacted care in online interaction with the students during this period. Available research focuses on online interaction; however, there is a paucity when it comes to care cultivated by e-tutors on students to increase online interactions during the covid-19 pandemic. Through the lens of Relational Care, this paper seeks to reconceptualise care during e-tutor-student interaction in one of the English modules at a mega South African ODeL university. Data were collected through a survey completed by e-tutors (n = 8) and lecturers (n = 4) of one of the English modules at this university. Through content analysis, patterns and categories emanating from the data were extracted. Findings indicated that e-tutors and lecturers had minimal understanding of how to enact care in this environment during the covid-19 pandemic. Future research should focus on how to manage student online interaction in an OdeL environment during crises.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Reconceptualising ‘caring’ in e-tutor-student interactions during the Covid-19 pandemic in an ODeL university in South Africa

Shange¹

2022

CriSTaL

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“…E-tutors create a supportive and engaging learning environment by providing feedback, guidance, and encouragement. They also foster peer-to-peer interactions, encouraging students to share their experiences and perspectives and collaborate in the construction of knowledge (Shange, 2021). E-tutors can personalize the learning experience by offering individualized support and guidance tailored to students' unique needs and learning styles.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…The e-tutors at Unisa play a vital role in providing academic support to distance-learning students (Shange, 2021). They work closely with individual students, providing personalized academic support, offering feedback on written work, and answering questions about course content (de Metz & Bezuidenhout, 2018).…”

Section: Context Of the Studymentioning

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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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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“…This leaves a gap for future researchers to address. They are encouraged to conduct further research (Shange, 2021) using methodologies and data collection instruments that will enable them to gain a deeper understanding of the effectiveness of the LMSs in enhancing learning agency and inclusion in the DE landscape across the Global South.…”

Section: Conclusion Recommendations and Implications For Future Researchmentioning

confidence: 99%

Learning Management System (LMS) for Academic Inclusion and Learning Agency: An Interpretive Review of Technoprogressivism in ODL Instructional Technology Policy

Nkambule,

Ngubane,

Mncube

2023

Journal of Education, Society &Amp; Multiculturalism

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Literature frequently describes how ineffective implementation of instructional policy frameworks can make distance learning a lonely and unrewarding academic pursuit, characterized by high student drop-out rates, high failure rates and academic exclusion. In trying to mitigate this catastrophe, academic departments in distance learning institutions utilize learning management systems (LMSs) to stimulate students’ learning experiences. In keeping with techno-progressivism, the researchers (and authors of this paper) turned to extant documentary policy and literature to review – qualitatively – how the University of South Africa’s (Unisa’s) Open Distance Learning Policy (ODLP) promotes academic inclusion and learning agency as cornerstones of student success and social justice, especially in an unequal society like South Africa. The findings revealed the following: 1) Unisa’s ODLP position has the impetus to influence the deployment of the LMS to promote academic inclusion; 2) Practical means of promoting inclusion were mirrored in the provision of manual or electronic learning material, computer laboratories and free internet connectivity in regional centres across all nine provinces of South Africa, as well as in the provision of laptops for National Student Financial Aid Scheme (NSFAS)-funded students, 30 gigabytes of free monthly mobile data to all students, and assistive technologies for students with disabilities; 3) Practical utilization of an LMS to foster self-regulated learning occurred through problem-based individual activities supplemented by asynchronous demonstrative learning material (e.g. audio, video), while collaborative learning agency was enabled through e-tutoring, which afforded students the opportunity to interact with e-tutors and their peers about the learning content; 4) Drawbacks in the use of the LMS stemmed from the insufficiency of assistive learning technologies that are required for students with disabilities to participate fully in online learning, and a corpus of students’ irregular attendance at and participation in e-tutoring discussions and their projection of a negative attitude towards the e-tutors.

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Fostering Symbiosis Between E-tutors and Lecturers of an English Studies Module at an Open Distance Learning University in South Africa

Cited by 3 publications

References 11 publications

Reconceptualising ‘caring’ in e-tutor-student interactions during the Covid-19 pandemic in an ODeL university in South Africa

Reconceptualising ‘caring’ in e-tutor-student interactions during the Covid-19 pandemic in an ODeL university in South Africa

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

Learning Management System (LMS) for Academic Inclusion and Learning Agency: An Interpretive Review of Technoprogressivism in ODL Instructional Technology Policy

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