Examining E-tutors Experiences of Facilitating Modules through a Learning Management System: A Case Study of an Open Distance E-Learning Institution

The purpose of this paper was to investigate the facilitation experiences of e-tutors who were assigned to teach modules through a Learning Management System (LMS). The article employed an interpretivism quantitative survey method for e-tutors to articulate their impressions about how the LMS leverages them to become experts through facilitation in modules. The paper employed a Constructivism learning theory as a lens for the paper. Quantitative analysis was used to collect accounts from five e-tutors and the accounts were arranged and presented in tables. The five e-tutor samples were based on the criteria set during their appointment by the case institution. It was found that e-tutors cannot facilitate with LMS. It is recommended that e-tutors should be trained to be able to promote their teaching using LMS for different module courses. The study contributes to the growing literature on the ODeL e-tutoring model for student support.