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

Abstract

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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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

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

https://doi.org/10.29333/pr/12866

Publication date: 01 Apr 2023

Online publication date: 22 Jan 2023

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Article Downloads: 37

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