Fostering Symbiosis Between E-tutors and Lecturers of an English Studies Module at an Open Distance Learning University in South Africa

Thembeka Shange

doi:10.5944/openpraxis.13.3.135

Abstract

E-tutors are viewed as major role players in supporting virtual collaborative learning. This is the view espoused by Kopp et al. (2012). Consequently, they are expected to bridge the gap between academics and students in an Open Distance Learning (ODL) environment. However, it has become apparent that the interaction between e-tutors and lecturers is somewhat problematic. This paper discusses the perceptions and expectations that e-tutors and lecturers of a module in the Department of English Studies, <em>Academic Language and Literacy in English</em> (ENG1503) at the University of South Africa (Unisa), an ODL institution, have about their interaction with one another. Data was obtained through responses to a survey completed by e-tutors and lecturers. Content analysis was conducted to find themes and patterns emerging from the e-tutors’ and lecturers’ comments. Preliminary findings indicate that the interaction between e-tutors and lecturers is concerning. Further research should explore ways of foregrounding the interaction between e-tutors and lecturers for the same module.

Highlights

I will do this in relation to the literature reviewed on e-tutoring and the CoI framework
The survey questions that were answered by e-tutors and lecturers of ENG1503 helped to obtain their perspectives on the interaction between these two groups
Framework, what became evident is that the interaction between the e-tutors and the lecturers remains an unresolved challenge in this module

Summary

Introduction

When Unisa, where this study was conducted, introduced an integrated model of student support in 2013, I was appointed as an e-tutor for one of the modules in the Department of English Studies. At the time I observed that there was minimal interaction between the e-tutors and the lecturers of this module. Previous studies have reported that students as well as e-tutors in an ODL environment often feel disconnected, isolated and demotivated (Mashile & Matoane, 2012, as cited in Joubert & Snyman, 2018). When I joined the University as a full-time lecturer at the end of 2018, I became interested in investigating the interaction between e-tutors and lecturers involved in the Academic Language and Literacy in English module (ENG1503) as I believed that this would impact positively on the students’ success and contribute to minimising the distance between the teaching staff and the students. Available studies focus on the interaction between e-tutors and students, but none so far have paid attention to the interaction between e-tutors and lecturers

Results

Discussion

Conclusion