Unlocking academic excellence: The journey of online tutors at a distance learning institution in South Africa

Abstract

This study set out to assess the efficacy of an online tutoring programme at a large distance education institution in South Africa based on lecturers’ evaluations. Online-tutoring or e-tutoring has emerged as a prominent educational support system, particularly in the context of online and distance learning. Understanding how lecturers perceive the effectiveness of e-tutoring is crucial for improving and optimizing this mode of instructional support. The study employed a quantitative research approach, utilizing online questionnaires as data collection instruments. The questionnaires focused on capturing the lecturers' assessments on the advantages, challenges, and overall effectiveness of e-tutoring services in facilitating student learning. Statistical methods, such as descriptive statistics and inferential analysis, were utilized to analyse the collected data and draw meaningful conclusions. The findings reveal that the lecturers perceive e-tutoring as a valuable resource which enhances student learning outcomes. The advantages highlighted include personalized support, improved accessibility, and flexibility in meeting individual student needs. The online tutors (e-tutors) were seen as effective in addressing students' queries and providing clarifications on complex subject matters. However, several challenges were also identified, such as the need for adequate training and support for e-tutors, ensuring consistency in quality, and managing the workload associated with e-tutoring responsibilities. Lecturers emphasized the importance of professional development and collaborative efforts between e-tutors and academic staff to enhance the overall effectiveness of e-tutoring services. The study concludes that e-tutoring has the potential to significantly contribute to the academic success of students at the University of South Africa.