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

Abstract

The 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.