Physics Tutors' Perspectives on Tutoring Before, During, and after the COVID-19 Pandemic: A Case Study at a Comprehensive South African University

Y

10

Foreign Countries; Science Teachers; College Faculty; Online Courses; Blended Learning; COVID-19; Pandemics; Educational Technology; Teacher Student Ratio; Adjustment (to Environment); Electronic Learning; Barriers; Internet; Attendance; Student Participation; Student Behavior; Behavior Problems; Faculty Workload; In Person Learning; Teacher Attitudes

2468-1989
2468-4929

The research investigates the experience of physics tutors at a comprehensive South African university during online and hybrid learning because of the COVID-19 pandemic. A questionnaire was filled in by 12 tutors from a department of physics. The findings were that the tutors could manage tutoring large numbers of students in the online space and hybrid space. The tutors could manage tutor-to-student ratios of 1:200. More than 50% of the tutors found it difficult to adjust to e-tutoring and the main cause of this was unstable internet connectivity. More students were present for online tutorials than face-to-face tutorials but there was little active participation from students. The major challenge that tutors face with face-to-face tutoring is disruptive behavior from students during the tutorial sessions.

As Provided

2023

EJ1390689