Brian Nkala - An exploratory study to understand tutor experiences of online learning during COVID-19: A Geography, Geoinformatics and Meteorology Perspective

An exploratory study to understand tutor experiences of online learning during COVID-19: A Geography, Geoinformatics and Meteorology Perspective.

 Nkala, Brian; Mwendera-Chinamale, Violet; Rammopo, Tsholanang, Coetzee, Serena, Dyson Liesl, Davis, Nerhene.

 Abstract 

The unpredictability of a COVID-19-induced South African environment forced many in the higher education arena to pause and reconsider teaching and learning strategies. There was also a renewed urgency to critically engage with the nature of support that students would require during this emergency response online teaching and learning approach adopted by the higher education sector. 

A number of studies have found that tutors and students frequently have negative attitudes towards online learning strategies. With this in mind, tutors in the Department of Geography, Geoinformatics, and Meteorology at the University of Pretoria focused on developing a questionnaire to capture tutor experiences in the wake of the COVID-19 pandemic. A survey was conducted with 16 tutors to explore changes in their level of expectation, motivation and attitude as a result of their online encounters during the 2020 academic year. 

Various studies have indicated the potential for increased student engagement and learning where effective online tutoring strategies are used. Despite these indications of success, there is still a need for a better understanding of the nature of tutor support required in the context of online learning. Particularly, the nature of tutor and student support that would be necessary within this context, the practicality of using online resources, and the scalability of online tutor support are critical aspects requiring more rigorous engagement. To engage with these aspects, an exploratory study approach was adopted to concretely explore relationships between tutors' experiences and changes in their levels of motivation, expectations and attitudes toward online tutoring. 

From the responses provided, tutor experiences varied in strong correlation with their initial levels of expectations, motivation and attitude about what they perceived as their role as online tutors towards ensuring student learning and success. Their levels of expectations and motivation were also clearly linked to outcomes of assessment and student feedback provided during interactive sessions. Suggestions made by the tutors towards improving online encounters included the use of additional material that students can use after class; making every lesson a solution to a problem and letting students lead a discussion or even a part of the lesson. Given the data and connectivity constrained environment, tutors in particular highlighted the need for more innovative and freely available open access learning tools and apps to ease the learning process and improve communication. The findings from this baseline study can guide the implementation of a more extensive study for concrete interdisciplinary evidence across more academic departments.