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

Autor/in	Shange, Thembeka
Titel	Fostering Symbiosis between E-Tutors and Lecturers of an English Studies Module at an Open Distance Learning University in South Africa
Quelle	In: Open Praxis, 13 (2021) 3, S.253-263 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Shange, Thembeka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2304-070X
Schlagwörter	Tutors; Distance Education; Open Universities; College Faculty; Interaction; English (Second Language); Second Language Learning; Foreign Countries; Tutoring; South Africa + Suchen Sie Ihr Suchwort? Förderlehrer; Lehrender; Tutor; Distance study; Distance learning; Fernunterricht; Offene Universität; Fakultät; Interaktion; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Förderkonzept; Nachhilfeunterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
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, "Academic Language and Literacy in English" (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. (As Provided).
Anmerkungen	International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: https://openpraxis.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01