Literaturnachweis - Detailanzeige
Autor/inn/en | Maré, Suné; Mutezo, Ashley Teedzwi |
---|---|
Titel | The Effectiveness of E-Tutoring in an Open and Distance E-Learning Environment: Evidence from the University of South Africa |
Quelle | In: Open Learning, 36 (2021) 2, S.164-180 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Maré, Suné) ORCID (Mutezo, Ashley Teedzwi) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0268-0513 |
DOI | 10.1080/02680513.2020.1717941 |
Schlagwörter | Electronic Learning; Tutoring; Tutors; Teaching Assistants; Open Education; Distance Education; Academic Achievement; Communities of Practice; Sense of Community; Interaction; Peer Relationship; Instructional Effectiveness; Undergraduate Students; Student Participation; Performance Factors; Foreign Countries; South Africa Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor; Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Schulleistung; Community; Interaktion; Peer-Beziehungen; Unterrichtserfolg; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Leistungsindikator; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
Abstract | Unisa has embraced the use of online learning and e-tutoring as a new approach to teaching and learning in an ODeL environment. According to the Community of Inquiry Theory, a learning community is important to enhance the social, cognitive and teaching presences for online learning to achieve student success. Online e-tutor and student interaction could provide a learning community environment that reduces the feeling of isolation and may improve student performance at an ODeL institution. The aim of the study is to determine the effectiveness of e-tutoring with regard to student performance in the Department of Finance, Risk Management and Banking in order to enhance student success. Two groups of students were tested; those who participated on e-tutor sites and those who did not and data for five modules were collected. Examination scores of participating and non-participating students were statistically tested to determine whether there were significant differences in performance between the two groups. The results indicated that students who engaged on e-tutor sites had performed better than those who did not, which affirmed the effectiveness of e-tutoring as a student support programme in the Department. The results should assist other ODeL universities to enhance student support through active e-tutoring. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |