The Effectiveness of E-Tutoring in an Open and Distance E-Learning Environment: Evidence from the University of South Africa

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01