The Perception of Digital Academic Literacy Tutors during the COVID-19 Pandemic at the University of the Western Cape

Paul Dankers, Juliet Stoltenkamp, Tuscany Donson
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Abstract


The abrupt transition in teaching and learning styles and the challenges faced by online tutors as a result of the COVID-19 pandemic are increasing areas of research. At the University of the Western Cape (UWC) preparing for the transition had an impact on tutors who had to make major adjustments to their tutoring. The research presented here investigated the perceptions of tutors and the challenges they faced by restrictions caused by the COVID-19 pandemic as they adapted to teaching remotely, and the limitations of access to online resources. A mainly qualitative approach with an element of triangulation was followed, in which qualitative and quantitative methods were applied. All participants agreed that the abrupt transition to online teaching and learning highlighted the type of conversations that should take place to fast track processes and provide greater online resources and support for tutors. These findings agreed with research conducted by international scholars. More research that focuses on tutors and how they were affected by the abrupt transition to online teaching in relation to the provision of data is necessary.

Keywords


eLearning, Tutors, Connectivity, Data

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References


Dankers, P., Stoltenkamp, J., & Donson, T. (2022). The perception of digital academic literacy tutors during the COVID-19 pandemic at the University of the Western Cape. International Journal of Technology in Education and Science (IJTES), 6(1), 1-13. https://doi.org/10.46328/ijtes.318




DOI: https://doi.org/10.46328/ijtes.318

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International Journal of Technology in Education and Science (IJTES)-ISSN: 2651-5369


 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.