Exploring E-tutors' Technological Knowledge of the Design Process to Facilitate the Design Step to Advance Giftedness of students in an ODeL Education

Year 2021, Volume: 9 Issue: 5, Special Issue on STEM Studies, Giftedness and Sustainability of Education, 39 - 48, 30.12.2021

Mpipo Sedio

https://doi.org/10.17478/jegys.1021319

Abstract

In an ODeL context, the design step of the design process is regarded as a vital component that should be taught in the Technology curriculum. Teaching the design step in an ODeL setting places specific expectations on qualified e-tutors who can prepare students for the workplace. The central question of this research is "How does e-tutors' technical knowledge influence effective teaching and learning of the design step?" The study focused on postgraduate students enrolled in a semester module in 2020. An online survey was used to investigate the technological expertise of e-tutors in order to facilitate the design process step for advancing giftedness in students in an ODeL setting. The information gathered from five e-tutor sites was analyzed. The findings reveal that e-tutors in ODeL settings lack the ability to choose technologies that will help students understand the design step content. Suggestions: based on the present model, an alternate technique for e-tutor appointments is proposed.

Keywords

technological knowledge, e-tutoring, design process, design step, open and distance e-Learning

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