Physics tutors’ perspectives on tutoring before, during, and after the COVID-19 pandemic: A case study at a comprehensive South African university
Sinenhlanhla Fortunate Sihlangu 1 * , Bonginkosi Vincent Kheswa 2
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1 University of the Witwatersrand, Johannesburg, SOUTH AFRICA2 Department of Physics, University of Johannesburg, Johannesburg, SOUTH AFRICA* Corresponding Author


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.


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Article Type: Research Article

PEDAGOGICAL RES, 2023, Volume 8, Issue 2, Article No: em0155

Publication date: 01 Apr 2023

Online publication date: 22 Jan 2023

Article Views: 255

Article Downloads: 215

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