Content area
This paper aims to explore technological knowledge as a prerequisite for effective e-tutorship in an Open Distance e-Learning (ODeL) institution. In this paper, it is also aimed to examine how e-tutors' technological proficiency influences their engagement with students through the Learning Management System (LMS). A quantitative research approach was employed to address the research question with data collected through an observation technique tool conceptualized by the researcher. This tool tracked e-tutor engagement in the Learning Management System (LMS), specifically focusing on the frequency and types of interactions with students. The observation examined how technological proficiency affects online educational engagement by counting e-tutor postings and student reactions. The quantity of postings on each e-tutor's dashboard and student reactions were the main contextual factors analyzed. The study found that tutor engagement levels depend on technological competence, which affects e-tutors' capacity to conduct discussions and encourage student learning. The LMS data demonstrated that tutors with advanced technological competencies exhibited higher interaction rates, fostering an active and collaborative learning environment. Conversely, limited technological proficiency among tutors correlated with reduced engagement, potentially affecting students" learning experiences. These findings point to the importance of technological knowledge in enhancing e-tutorship effectiveness within ODeL institutions. The study recommends targeted professional development programs to strengthen e-tutors' digital competencies, ultimately improving student support and learning outcomes in online education settings.
ABSTRACT
This paper aims to explore technological knowledge as a prerequisite for effective e-tutorship in an Open Distance e-Learning (ODeL) institution. In this paper, it is also aimed to examine how e-tutors' technological proficiency influences their engagement with students through the Learning Management System (LMS). A quantitative research approach was employed to address the research question with data collected through an observation technique tool conceptualized by the researcher. This tool tracked e-tutor engagement in the Learning Management System (LMS), specifically focusing on the frequency and types of interactions with students. The observation examined how technological proficiency affects online educational engagement by counting e-tutor postings and student reactions. The quantity of postings on each e-tutor's dashboard and student reactions were the main contextual factors analyzed. The study found that tutor engagement levels depend on technological competence, which affects e-tutors' capacity to conduct discussions and encourage student learning. The LMS data demonstrated that tutors with advanced technological competencies exhibited higher interaction rates, fostering an active and collaborative learning environment. Conversely, limited technological proficiency among tutors correlated with reduced engagement, potentially affecting students" learning experiences. These findings point to the importance of technological knowledge in enhancing e-tutorship effectiveness within ODeL institutions. The study recommends targeted professional development programs to strengthen e-tutors' digital competencies, ultimately improving student support and learning outcomes in online education settings.
Keywords:
E-tutorship, Technological Knowledge, Learning Management System, Open Distance e-Learning, Quantitative Study
JEL Classification: 120, 121, 123
Introduction
The purpose of this paper was to explore technological knowledge (TK) as a prerequisite for effective e-tutorship in an open distance e-learning (ODeL) institution. It examined how e-tutors' technological proficiency influences their engagement with students through the Learning Management System (LMS). The question that was asked is, "How does technological knowledge influence e-tutorship effectiveness in an ODeL institution?" ODeL institutions operate differently from face-to-face institutions since their continued existence depends on the availability of technology and e-tutors that drive all the activities, including student support, within the context. However, just because e-tutors are appointed for student support does not guarantee that they possess the technological knowledge necessary for successful e-tutorship. Hence the importance of exploring TK, especially with the introduction of advanced educational technologies, especially the LMS within the ODeL setup in this paper. The introduction of technology encourages ODeL students to have regular access to be able to make effective use of technology, which facilitates interactions with their e-tutors (Ayoko et al., 2024). The technology-driven setting nurtures the relationship between e-tutors and students in online classrooms where online learning objectives are attained (Halim, 2024). For effectiveness, knowledge of technology from e-tutors is critical and mandatory to interact in an online learning environment (Ouma & Musiimaami, 2024). Knowledge of technology in this paper is conceptualized as TK.
TK 15 the newest model for teaching ODeL education. E-tutors play critical roles in the new teaching model, confirming the necessity of revisiting their knowledge of technology and skills to digitize teaching materials successfully (Valle et al., 2024). The concept of TK is the capacity to learn and adapt to new technologies (Hussain et al., 2024). The ability to learn and adapt to new technologies is essential for the success of ODeL education, as it requires e-tutors to use various technologies. TK is a desirable expectation in ODeL education whereby e-tutors are expected to have TK, where this knowledge is knowledge of various technologies ranging from simple technology to advanced technology (Amankwa, 2021). An example of a desirable expectation in ODeL education is a study outcome by Shamim et al. (2024), which found that e-tutor respondents believed technological knowledge significantly predicted how well they could use technology tools to develop the necessary technical skills and enhance their overall technological knowledge. The success of the ODeL context depends on the e-tutorship skills of e-tutors who have a specific mandate for operating in an ODeL environment where part of their responsibility within their appointments is for student support.
E-tutoring constitutes a fundamental support for learning and balancing the limits of self-learning with tutoring practices that have proven to be strategic and essential in distance learning contexts (Selmi et al., 2024). E-tutoring refers to the provision of tailored educational assistance by tutors to students using communication technology to access education with synchronous computermediated communication, which provides new educational opportunities and allows for direct connections between e-tutors and students (Gecolea et al., 2024). Within the context of online education, e-tutoring serves as the conduit by which e-tutors deliver course content and interact with students in the virtual learning environment, and its popularity surged in recent years with credit to technological advancements (Nair & Yusof, 2024). Technical support is at the core of e-tutoring. Providing technical support services is essential, especially in the growing arena of ODeL in higher education institutions (HEIs) (Amakali, 2024). Online platforms are some of the tools that benefit from technical support in this paper. The ODeL institution under focus preferred a Moodle platform for student support activities. This paper is organized as follows: following the introduction part, a second part is a literature review with theoretical and empirical studies that shed light on the linkage between theory and practice. The third part introduces the background information on research and methodology. After the analysis and findings of the study, the author provides discussions and implications. Finally, this paper ends with key points, recommendations, and a conclusion.
Literature Review
The purpose of this section of the literature review is to introduce literature that grounds an understanding and the development of both the objective of the study research question. The purpose is to justify why the LMS is offered as a support base for the TK of the e-tutors. To achieve this, two constructs were developed and supported by literature to expand on the purpose explained for the paper. Online learning platforms and online assessment became the two constructs that were used to develop the section of the literature review.
Conceptual Background
The advent of online learning platforms hastened a significant transformation in ODeL education by altering traditional pedagogical approaches. The paradigm shift is driven by the pervasive integration of technologies in educational contexts, which propelled facilitating by e-tutors toward a more flexible, accessible, and personalized learning experience for students (Rafiq et al., 2024). Online platforms are integrated sets of interactive online services that provide e-tutors and students involved in education with information, tools, and resources to support and enhance their educational delivery and management. One of the most popular elearning platforms used by tertiary institutions is the Moodle e-learning platform (Sanusi et al., 2024). The exploration of flipped classroom models, asynchronous learning, and collaborative online spaces further accentuates the potential of online platforms in cultivating interactive and student-centered learning environments (Hasas et al., 2024). Increasing use of online platform presented unique opportunities to investigate possible relationships between how e-tutors orchestrate their students' engagement with online platforms, especially during the then-crisis time of COVID-19 (Leite et al., 2024). The efficacy of online platforms can only be valued from the online assessment activities provided to students by e-tutors.
Educational technologies are evolving rapidly, and at their pace, educational institutes, instructors, and students should adopt the technology to foster better online assessments (Mondal, 2025). Online assessment is any means of assessing student performance by providing feedback or improving students' learning, which can be completely online, such as online exams or online submissions such as essays (Weleschuk et al., 2019). Some benefits of online assessments are that they represent an automated process that enhances evaluation validity to constitute a fair measure of the learners' skills and determine which uses to improve the type of question formats to achieve the aims for assessment (Eltomy et al., 2025).
Negative studies of online learning platforms
The research in Amakali (2024) revealed that tutor-markers are not completely leveraging the eLearning platform by actively interacting and communicating with their pupils. Students may submit inquiries or concerns but do not receive responses from the tutor-markers. Furthermore, a study by Muliani et al. (2024) indicated that the intrinsic limits of e-learning platforms in facilitating rapid and personal interaction between e-tutors and students undermined the quality of the educational experience. A separate study indicated that one university lacked a standardized distance learning platform, allowing e-tutors to select their preferred communication tools with students. E-tutors utilized email and social networks to interact with pupils. Shevchenko et al. (2024). A separate study asserted that, although specific e-learning platforms like Moodle and Zoom are favored by students, there is a necessity to diversify and optimize platform utilization to accommodate the diverse online learning preferences and requirements of varied pupils (Hakimi et al., 2024).
Positive findings about online learning platforms
The literature on learning systems revealed contradictory research findings. Kadirhan and Sat (2024) observed that e-tutors on learning platforms actively incorporated, found, and integrated technology into their classes, enhancing engagement and interactivity, Which resulted in an increase in their technological knowledge. A study on the training completion of e-tutors on online platforms indicated that these platforms were positively valued for their practical use by e-tutors. It facilitated their selection and use, wherever their creative abilities were enhanced, fostering the development of their professional and cognitive talents. (Dayka et al., 2024). Edwards-Fapohunda and Adediji (2024) reported that student involvement with technology on online platforms significantly enhanced student interest and participation, benefiting remote learning environments. A supplementary investigation of the beneficial characteristics of a learning platform was identified in the literature. The study indicated that all participants reported being ready and prepared for the online learning platform after a brief adjustment period, since they were accustomed to technology -driven lifestyles and environments. The subsequent excerpt pertains to the platform utilized: Students were prepared for debates on the online classroom platform, and the initial skepticism regarding the technology's impact on focus was proven unfounded, as respondents acknowledged enjoyment of the online platform (Dos Santos, 2024). Another set of studies indicated a highly beneficial correlation between online learning platforms and student achievement, according to Kankani and Oleabhiele (2024).
Positive findings about online learning platforms
Additional favorable results were documented in the literature. The study by Elsayed and Shabbat (2025) established that the simplicity of the online learning platform, the ability to locate necessary information, the availability of clear instructions, and the capacity to upload and download required materials would motivate students to utilize the platform and enhance their learning experience. Furthermore, with the potential for online connection with students and their parents, educators highlighted the effectiveness of disseminating diverse instructional resources and assignments to students via online learning platforms. This would provide more time throughout the session, enabling absent students to partially engage with the material, as indicated by the findings of Svalina and Ristivojevié (2025). A subsequent analogous study conclusion was reached by Ying (2025), which parallels that of Elsayed and Shabbat (2025) and Svalina and Ristivojevié (2025). Students perceived the online platform system as beneficial for music learning, achieving high ratings on the practicality of course content and their attitudes towards its use. Furthermore, Alshuaybat (2025) validated the aforementioned results about the construct. The study revealed that online platforms catered to diverse learning styles and facilitated interactive learning experiences, thereby fostering cognitive and creative development, which are crucial for increasing student motivation and improving academic performance.
Negative findings about online learning platforms
Shlenova et al.'s (2025) assessment revealed that the original form of internet technology, referred to as Web 1.0, was predominantly static and did not facilitate user creativity. Its functionality was restricted to a rudimentary interface, so users could solely engage in passive consumption of online material. Vallo et al.'s (2025) report indicated that participants preferred to utilize the same online platform throughout the courses, expressing a desire to avoid the time and effort required to learn a new platform mid-course. Additionally, the presentation of lecture materials led to difficulties in visibility for the participants. Flicker et al. (2025) published further studies reporting poor outcomes associated with online platforms. Reports indicated that conducting the workshops required excessive time, and an online tutor observed that addressing the same content took far longer in an online format; nevertheless, part of this irritation was alleviated by utilizing familiar platforms. The study by Kyei-Akuoko et al. (2025) validated the findings presented in this section. A study report indicated that students were required to access the approved teaching and learning platforms to fully engage in online class activities. The findings indicated that the requirement depended on the students encountering difficulties when trying to use the e-learning platforms.
Online assessment positive results
A study by Aristeidou et al. (2024) aimed to delineate students' attitudes towards online assessment, particularly identifying which elements can be enhanced or removed through technology. Results indicated that over 69% of students fell into the "highly favorable" group regarding online assessments, encompassing those with heightened contentment, improved experiences with online examinations, and reduced anxiety levels. Assi and Cohen (2024) report that students had the most favorable views towards online assessment tasks, which they perceived as easier than traditional assessments, resulting in better scores and showing more topic mastery. Ninkovié et al. (2024) indicate that nearly all e-tutors reported effective contact with students during online assessments and encountered no challenges in developing materials for these assessments. Matching results were identified from Amiri et al. (2024) corresponding to those previously indicated. Reports indicated that the feedback on the critical evaluation of web-hosted elearning platforms revealed diverse viewpoints among participants. A significant percentage deemed content quality crucial, particularly when assessing e-learning platforms for a thorough approach to online evaluation.
Online assessment negative results
Certain results contradicted those documented in the literature. Elhawa et al. (2024) discovered that cheating was pervasive despite the implementation of numerous guidelines, security measures, and limits throughout the university's efforts to create and conduct genuine online examinations amid the epidemic. A supplementary study conducted by Alnagbi and Wazani (2024) yielded objective data about various online assessment activities and their efficacy in comprehending the curriculum, which were documented as an added load. The study indicated challenges encountered by students in utilizing this educational modality, since assessments and activities received lower average scores. Simultaneously, the findings of Sharafuddin and Allani (2024) indicated that more than 95% of tutors expressed dissatisfaction with the protracted grading process, deeming it time-consuming due to the significant effort expended in assessing online student submissions that lacked authenticity due to technological reliance. Ayalon and Aharony's (2024) study indicates a sudden transition to online learning platforms necessitated that educators adapt their online assessments to an unfamiliar format, compelling many to familiarize themselves with diverse applications and confront considerable technical challenges.
Positive online assessment results
Additional literature searches yielded more favorable outcomes regarding online evaluation as a functional construct to fulfill the paper's objective. Han (2025) indicated that the system had a beneficial effect on students" learning strategies and cognitive processes. The students favored the online testing technique, saying that the technology was more engaging and capable of accommodating their individualized testing requirements. A study by Volante et al. (2025) yielded comparable results on classroom practices in visual art assessment, revealing the beneficial effects of online assessment methods. Experiences with formative online evaluation and the overall feedback regarding the distribution method were praised as beneficial for the success of the recipients. A study by Figaredo et al. indicated that online assessment practices resulted in a higher success rate for bachelor's degrees, as well as a greater percentage of students passing the courses compared to those examined online. Chaker et al. (2025) reported results that were like those of Han (2025), Dominguez-Figaredo et al. (2022), and Volante et al. (2025). The study revealed moderate to high levels of interest among students in online examinations, accompanied by a general contentment with the methodologies employed, which contributed positively to their overall performance.
Negative online assessment results
In the study conducted by Makhsma et al. (2025), participants were queried regarding the sufficiency of online assessments of their expertise. Most respondents concluded that online assessment of students' knowledge is feasible only to a limited extent because of the intricacies of the technologies utilized. Kaya and Avara's (2025) findings similarly corroborated those of Makhsma et al. (2025). Evidence suggested that, for online assessment, quantitative results indicated that students believed online evaluations did not enhance their learning experience, but they perceived traditional examinations as more advantageous. Simultaneously, the findings from Ozan et al.'s (2025) study were analogous to those of Kaya and Avara (2025) and Makhsma et al. (2025). The student online assessment procedure was regarded as less credible due to the perceived geographical distance between students and instructors, making it often challenging or even impossible for e-tutors to regulate the testing environment. An addition was made by Alzubi and Nazim (2025) to the reported study results. The participants' input indicated several concerns regarding the limitations and possible disadvantages of online evaluation. There was a suggestion for the diversification of evaluation methods to accurately reflect the students' genuine grasp and comprehension of outcomes.
Theoretical Background
Constructivism
The constructivist learning theory underpins comprehension of how e-tutorship might enhance ODeL institutions through the application of the TK framework. The convergence of constructivism and TK aims to utilize technology for active learning, enabling students to participate in hands-on activities and exploration, particularly when supported by e-tutorship. Constructivist pedagogy prioritizes students and emphasizes their active participation in the learning process. Coupled with technological integration, it has gained prominence in the contemporary educational paradigm (Barak, 2014, 2017; Ungar et al., 2018). Technology-enhanced constructivist learning environments have progressed due to educational technologies that facilitate the creation of interactive and multimedia-rich constructivist learning environments in ODeL (Bates & Poole, 2003). TK aids e-tutors in identifying and employing suitable technologies that facilitate active learning experiences for remote students (Mishra & Koehler, 2006). It is anticipated that e-tutors interacting with TK online may develop new knowledge based on their understanding of theory.
Research and Methodology
Method and data collection
A quantitative study approach was employed to ground understanding of the research question. The research instrument within the approach was an observation technique tool that was conceptualized by the researcher from the start-up to its finalization. The observation technique tool was a possibility since it was from the e-tutor postings and their students' responses. The number of posts in the system varied based on the e-messages that tutors sent to the students. There were multiple posts in the system depending on the e-message tutors sent to the students. Those that related to TK were prioritized and recorded in frequency in the various postings. The number of frequencies was from the number of times a posting occurred under technological knowledge. Finally, for each of the five e-tutors, the data was converted, improved and converted into tables. In the event of a critique of the instrument, it was a fit-forpurpose practical instrument that best matched the role it was meant for. The raw data obtained in the LMS was printed and delivered as hard copies to senior colleagues in the department for verification reasons to validate the instrument.
The original instrument contained TPACK sections (Section A: biographic information with age, gender, and qualifications; Section В: contained 6 aspects of technological knowledge (TK); Section С: contained 4 items on pedagogical knowledge (РK); and Section D: contained 8 items on Content Knowledge, CK). The last sections were based on TPK, Technological Content Knowledge (TCK), and Pedagogical Content Knowledge (PCK), each containing 7 items. This paper focused on two constructs within TK, where each needed to ascertain a particularized competency guided by the main research question. The validity and reliability of the measurement instruments accurately assessed the intended constructs and yielded consistent results from the design and pretest by senior experts in the field specialization (Bryman, 2016; Trochim & Donnelly, 2008).
The study participants were students and tutors. For the tutors, a total of 5 were selected. These e-tutors were also enrolled in the same module as the students. While a total of 350 students were conveniently sampled. The sample selection was based on them being the first-year enrollment of the honors students" modules. The data analysis focused on the total number of postings from five e-tutor sites and the students' responses. For instance, it could be assumed that three out of five e-tutors posted for the item generated for the paper from a specified table. A conclusion was drawn based on what is visible from each table with a particular description. To clarify certain parts of comprehending e-tutor skills for the TK, two tables were employed. Table 1 focused on e-tutor abilities to use online platforms, while Table 2 prioritized the understanding of e-tutor abilities to create online assessments.
Data Analysis
The analysis was conducted with a focus on contextual factors, primarily considering two key elements: the number of postings on each e-tutor's site and the responses received from students. To begin, the e-tutor sites were reviewed for the frequency and content of their postings, examining whether the tutors were posting regularly and how diverse or engaging the materials were. The posts were assessed based on their relevance, clarity, and educational value, with a particular emphasis on their technological knowledge and application. Simultaneously, the students' responses to these postings were analyzed to determine the level of engagement and interaction. This involved examining factors such as the quantity of student feedback, the quality of the responses (e.g., whether students provided thoughtful, reflective comments or simply basic acknowledgments), and the tone of these responses. By comparing the number of posts with the level of student interaction, the analysis sought to identify patterns that could highlight the effectiveness of the e-tutor's engagement strategy, as well as any gaps that might need attention. Additionally, this analysis considered how different posting frequencies might correlate with student participation and overall learning outcomes. It also evaluated the role of content variety and its impact on student motivation to respond. Ultimately, the goal of this analysis was to gain insights into how e-tutors can optimize their technological knowledge strategies to enhance student engagement and support effective learning experiences.
Findings and Discussions
Figure 1 was developed to establish whether e-tutors acquired the necessary skills to use online learning platforms. It may be observed that there were five e-tutor sites (ETS5; ETS4; ETS3; ETS2 and ETS1) that engaged with the construct that formed the core for the investigation. It is gathered from the sites that only the ETS5 and ETS2 were the only two sites that were posted to engage with Whether e-tutors acquired the necessary skills to use the online learning platforms. The two sites were posted once (ETS5) and twice for (ETS2) from which there were no students' responses. What is observed from ETS5 and ETS2 in terms of the non-students" responses is compounded by what is further observed in ETS4, ETS3 and ETS1 where the students were not provided with opportunities to engage with online learning platforms. Based on what is observable from the e-tutor sites of (ETS4, ETS3 and ETS1), it can be deduced that there is still a lack of the necessary skills from e-tutors to use online learning platforms for online students.
Figure 2 illustrates a construct designed to assess e-tutors" abilities in creating online assessments for students. Five e-tutor sites (ETS1-ETS5) were observable and each provided evidence about the construct. From the observations, ETS1 was posted four times; ETS2 with two postings; ETS4 obtained a single posting from the e-tutor about the construct, while ETSS was posted three times by the e-tutor. There were no posts from ETS3. There is another evidence of students" responses to their e-tutors" postings. From the pictorial evidence, students responded to their e-tutors" posts with the highest at fifteen from the ETS4. Students assigned to ETS1, ETS2, and ETS$ responded solely to their e-tutors' postings. Based on the pictorial evidence from ETS3, there were no posts from the e-tutor and hence no responses from the students. Based on the evidence from ETS3, it can be inferred that the e-tutors did not possess the abilities to create online assessments for online students assigned for the term.
Discussion
The purpose of this study was to explore technological knowledge as a prerequisite for effective e-tutorship in an Open Distance eLearning (ODeL) institution. Two prescriptive tables were used to further ground the achievement of the purpose set for the study. Based on the evidence collected from Figure 2 (e-tutor abilities to create online assessments), there was a conclusion that the e-tutors did not possess abilities to create online assessments for online students assigned for the modules they were assigned to teach. The study's results were corroborated in studies by Alzubi and Nazim (2025), Kaya and Avara (2025), Makhsma et al. (2025), and Ozan et al. (2025). In Alzubi and Nazim's (2025) report, 1t was established that the students mentioned a range of concerns about the limitations and potential drawbacks of online assessment with more observations of a need for diversification in assessment methods so that the students" true understanding and comprehension of outcomes could be achieved. At the same time, Kaya and Avara's (2025) study findings agreed with those of Alzubi and Nazim (2025). There were indications that, regarding online assessment, students felt it did not aid their learning process and that they found traditional assessments to be more beneficial. Furthermore, the Makhsma et al. (2025) study report endorsed those (Alzubi & Nazim 2025; Kaya & Avara 2025) findings. It was recognizedthat the largest share of respondents believed that online assessment of students"? knowledge was only partially possible due to the complexities of the technologies involved while Ozan et al.'s (2025) study report matched those mentioned with the findings. From the study, it was conclusive that the online assessment process was not perceived to be reliable because of the perceived geographical distance between students and e-tutors to control the testing environment.
Additional study results resonated with the findings about the construct (e-tutor abilities to create online assessments of Figure 2). A study by Elhawa et al. (2024) noted that cheating was rampant despite many security checks and restrictions in place when the university attempted to design and administer authentic online assessments. Furthermore, Alnagbi and Wazani's (2024) study pointed to difficulties faced by students in using the online assessment mode of education where tests and exercises were rated with lower averages. Additionally, some more corroborating study by Sharafuddin and Allani (2024) indicated that over 95% of tutors complained about the evaluation of students' work in online assessments, which lacked authenticity due to the use of technology. Ayalon and Aharony's (2024) study, in addition to those mentioned in a report alluded to the sudden shift to online learning platforms that required teachers to adjust their online assessment to formats.
Figure 1 presented evidence based on a construct that needed to affirm the e-tutors" abilities to use online platforms. Conclusively, it was mentioned that there was a lack of the necessary skills from e-tutors to use online learning platforms for the benefit of online students. Literature corroborating evidence was supplied from studies by Flicker et al. (2025); Kyei-Akuoko et al. (2025); Shlenova et al. (2025) and Vallo et al. (2025) to support the study's findings. Flicker et al. (2025) findings indicated that workshops were seen to cover a longer time online to the discernment of the e-tutors from using the online platforms. Kyei-Akuoko et al. (2025) study corroborated with findings that the requirement for access to the designated teaching and learning platforms hinged on the students having challenges when attempting to log onto the e-learning platforms. One more corroboration study was Shlenova et al.'s (2025) report. It was reported that online students were introduced to online platforms which were static with limited functionality where students were not allowed to express creativity. Vallo et al.'s (2025) report added to the mentioned studies' findings with an assertion that participants preferred to use the same online learning platforms rather than struggle to navigate new ones and to see the material presented, especially in the middle of a course.
There were additional studies observed on negative outcomes of online platforms from the literature. Amakali's (2024) findings revealed that some tutor-markers were unable to fully utilise the eLearning platform, and students reported complaints about being able to post questions but not receiving feedback from their tutor-markers. Similarly, Muliani et al.'s (2024) results were in tandem with Amakali's (2024) in that they submitted to the inherent limitations of e-learning platforms whereby immediate and personal engagement between e-tutors and students was compromised. Shevchenko et al. (2024) added similar study findings to the mentioned. Based on the study, it was informed that there was no available unified distance learning platform with e-tutors choosing their tool of communication with students. A final study conclusion by Hakimi et al. (2024) corroborated the findings of the other authors with an affirmation that there was a need for diversification and optimization of online learning platforms to cater to the diversified needs of online students.
Conclusion
The study sought to examine e-tutors' understanding of the TK model within an ODeL context, particularly focusing on their ability to create and administer online assessments. The findings indicated that e-tutors lacked the necessary skills to develop effective online assessments for the students enrolled in their modules. This aligns with broader literature, which highlights concerns about the limitations of online assessments, including security risks, student dissatisfaction, and the need for diverse assessment methods to ensure meaningful evaluation of learning outcomes. Additionally, the study revealed that e-tutors faced significant challenges utilizing online learning platforms effectively. Evidence suggests that inadequate training, technical difficulties, and limited platform functionality hindered their ability to provide quality online instruction. Furthermore, issues such as restricted communication, difficulty engaging students and the inability to maintain academic integrity in online assessments were common themes in the literature. Given these findings, it is evident that more comprehensive training, technical support, and platform optimization are necessary to enhance e-tutors' effectiveness in an ODeL environment. Addressing these challenges will not only improve the quality of online assessments but also contribute to a more engaging and supportive learning experience for students. Institutions should focus on refining online learning strategies, ensuring robust security measures, and adopting diversified assessment approaches to mitigate the existing challenges in e-learning environments.
Recommendations
To ensure smooth evaluation processes, higher education institutions offering distance learning should invest in robust systems and provide continuous technical support for both students and tutors. Strengthening security measures is essential to prevent cheating while maintaining a positive learning experience. Continuous technical assistance is crucial in resolving issues e-tutors face with online platforms. This ensures an uninterrupted teaching experience and allows for quick troubleshooting of technical difficulties. Incorporating multiple communication tools within online platforms enhances interaction between e-tutors and students. This approach accommodates diverse learning preferences and ensures timely feedback and support. Comprehensive training programs should be provided to e-tutors focusing on designing and implementing effective online assessments. These programs should equip tutors with the necessary skills to develop assessments that accurately evaluate students' understanding and progress using appropriate technological tools.
Acknowledgement
I am grateful to my mentor for his guidance, advice, and support during my article publication. My sincere thanks also go to the editor. Finally, I want to express my appreciation to the tutors and students. Thank you for taking the time to participate in this study.
Author Contributions: Conceptualization, M.Z. methodology, M.Z. validation, M.Z. formal analysis, M.Z. investigation, M.Z. resources, M.Z. writing-original draft preparation, M.Z. writing-review and editing, MZ.
Institutional Review Board Statement: Ethical review and approval were waived for this study, due to that the research does not deal with vulnerable groups or sensitive issues.
Data Availability Statement: The data presented in this study are available on request from the corresponding author. The data are not publicly available due to privacy.
Conflicts of Interest: The authors declare no conflict of interest.
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