The Diverse Roles of Etutors: A Case Study at an Open Distance e-Learning (ODeL) University in South Africa

Shirley S Mukhari, University of South Africa, Pretoria
Debbie A Sanders, University of South Africa, Pretoria

https://doi.org/10.9743/JEO.2025.22.4.18

Abstract

The objective of this qualitative case study is to examine the views and various roles of etutors working in an open distance e-learning (ODeL) environment. Online teaching and tutoring have become very popular, especially with the onset of the COVID-19 pandemic, when etutoring was introduced to bridge the geographical gap and distance between students and their peers, and between students and their lecturers. This ensures that etutors effectively manage the online learning space to provide a conducive learning environment and that students succeed in their academic activities. It is against this background that this study seeks to explore the perceptions of etutors of their roles working in a specific department at an ODeL university. A qualitative case study research design was selected due to its exploratory nature. Homogeneous purposeful sampling was used to select the participants. Semistructured open-ended individual interviews, observations and document analysis were used to collect data. The data were then coded using the induction method to identify codes, categories, and subcategories within the participants’ opinions. This study reports on how etutors perceive their roles, which enabled us to conclude that etutors play a multifaceted role that extends beyond traditional teaching. The findings suggest that etutors are integral to facilitating online learning and are essential in assisting students in online learning by providing academic support and improving student engagement, which ultimately enhances students’ overall success and learning experience in the ODeL environment.

Keywords: etutors, ODeL environment, social constructivism, connectivism, social role