Content area
Student success in South African higher education institutions (HEIs) is poor, and universities have not been successful in implementing strategies to improve students learning experiences. Tutoring has been identified as an effective strategy to improve student success but is often used inconsistently, without empirical and pedagogical justification. The present study formed part of a larger effort to review tutoring practices in a South African universitys health sciences faculty. Through tutors first-hand accounts of tutorials, we frame their perspectives of tutoring. To this end, we illuminate tutors in-depth experiences to improve practice and student success. A qualitative approach with an explorative research design was utilised, and semi-structured interviews were used to collect data. The data were analysed thematically using Braun and Clarke's six-phase process. Four primary themes emerged in the study: (a) disciplinary content-driven engagements, (b) a theory-practice dilemma, (c) time and time-urgent behaviours, and (d) understandings of mentoring and tutoring. We established that tutors conceptions of tutoring were varied and that these perspectives impacted how they understood, operationalised their roles in the faculty and demonstrated the need for integrating disciplinary, practical learning with pedagogically guided approaches. Tutors perceptions also missed key empirical insights highlighting topics absent from their institutional training. Moreover, we identified a promising model of tutoring which seemed to best address the challenges faced by the health sciences faculty concerning tutoring practice. This model may serve as a starting point for cross-higher education utility that may benefit stakeholders who want to adopt it to achieve effective tutoring strategies. Our research supports valuing tutors as key role players in academic support who have a stake in student success pursuits within the higher education (HE) context.
Details
Educational Finance;
Educational Resources;
Experiential Learning;
Active Learning;
Learning Strategies;
Educational Methods;
Teaching Methods;
College Faculty;
Academic Achievement;
Interviews;
Interpersonal Competence;
Imitation;
Student Improvement;
Research Design;
Success;
Peer Teaching;
Tutorial Programs;
Student Participation;
College Science;
Learner Engagement;
Graduation Rate;
Higher Education;
Health Sciences;
Educational Strategies
1 Psychology, University of the Western Cape Belville, South Africa
2 Physiotherapy, University of the Western Cape Belville, South Africa
3 Community and Health Sciences, University of the Western Cape Belville, South Africa