Exploring the Effectiveness of an Online Tutor Training Programme in a South African University: A Case Study

Abstract

In the landscape of higher education, peer tutoring has emerged as a vital component for academic support, particularly with the prevalence of online learning. Tutors play a pivotal role in fostering social, participatory, and collaborative learning experiences. Yet, many tutors often lack the requisite preparation and skills, which can hinder meaningful student engagement and academic achievement. Addressing this gap between expected and actual proficiency requires comprehensive training and professional development for online tutors. In response to this challenge and in alignment with national initiatives to support early career academics, the Tutor Professional Learning Programme (TPLP) was implemented at a research-intensive South African university. The TPLP aims to equip tutors with practical strategies for facilitating student-centered online learning. Despite its multifaceted approach, the TPLP’s effectiveness in strengthening tutors’ facilitation skills remains a subject of debate. This study, therefore, investigated the effectiveness of the TPLP in enhancing tutors’ proficiency for online facilitation, focusing on understanding the interactions among its components and identifying areas for improvement to enhance the quality of online tutor training at the university. Embracing an interpretivist paradigm and employing a qualitative case-study approach, the study explored online tutor training within the university's real-life context. Rich data was gathered though semi-structured interviews conducted with a tutor, a lecturer, and a tutor trainer via the MS Teams platform. Participants were purposively sampled to represent diverse roles and experiences within the TPLP. The study adopted Cultural-Historical Activity Theory (CHAT) as the theoretical framework, chosen for its holistic approach to unravelling inherently complex systems such as the TPLP. The findings, analyzed though the lens of CHAT, revealed multifaceted interactions within the TPLP. Notably, tensions and contradictions emerged, particularly concerning collaboration between tutor trainers and faculty tutor coordinators. While ongoing dialogue and collaborative efforts are deemed crucial to the effectiveness of the TPLP, territorial aspects within faculties sometimes impeded tutor trainers from evaluating tutoring sessions in real, unscripted scenarios. This missed opportunity to iv provide constructive feedback affected tutors’ success in facilitating online tutorials, adding nuance to the understanding of the TPLP. Recommendations for the TPLP include broadening participation in community of practice meetings, fostering a culture of openness and trust within the TPLP and broader academic community, instituting regular forums for sharing best practices, feedback and discussion, establishing mechanisms for ongoing support, integrating structured practical elements into training, adopting a spaced learning approach with extended learning opportunities to approach enable tutors to develop expertise at a comfortable pace, and securing institutional endorsement for the TPLP, recognizing its pivotal role in enhancing student success. Therefore, this study contributes not only to the ongoing development and long-term sustainability of the TPLP, but also to the broader discourse on effective online tutor training in South African Higher Education