Examining the Views of non-e-Tutoring Students on Potential Benefits and Drawbacks of Incorporating e-Tutoring into Their Learning Experience

In recent years, technology integration in education has transformed the learning environment in online institutions. One technological advancement that has gained popularity is e-tutoring which offers personalised academic support to students through online platforms. While e-tutoring has become well-known and has been adopted to promote collaborative learning, there are still students who do not use these services for various reasons. This study explored the perspectives of students who do not utilize e-tutoring services in online education settings, shedding light on their perceptions. A quantitative research approach with a descriptive design was adopted to gather and analyse data on the perspectives of non-e-tutoring students. Online questionnaires were employed as the primary data collection method, allowing for the efficient collection of data from many respondents. The data was analysed using the Statistical Package for the Social Sciences (SPSS). Ethical concepts such as informed consent, anonymity of responses and protection of respondents against harm were maintained. Findings indicate that non-e-tutoring students perceive a sense of control over their own pace of learning, suggesting a preference for self-directed learning and the ability to tailor their educational experience to their individual needs and learning styles. They also perceive a lack of clarity in the roles of e-tutors, leading to uncertainty about their responsibilities. In terms of communication, students feel overwhelmed by the volume of announcements and find repetitive information frustrating. Additionally, some students face challenges with their internet connection and associated cost, which can hinder their participation in online activities. Notably, a desire for peer interactions, teamwork, and a sense of belonging in a community highlights the importance of social aspects in online learning. This study recommends that students seek alternate support systems by contacting academics and facilitators for guidance and clarification. Developing self-directed learning skills is essential, empowering students to take charge of their learning through setting objectives, creating their study plans, and utilising resources. For higher education institutions (HEIs), it was recommended that they ensure that a variety of support services are available to cater to the needs of all students, including non-e-tutoring students.