The effects of individual tutoring on self-efficacy and persistence in distance education
Inspired by concerns about the issue of dropouts in distance education, this study explores the effects of individual tutoring measures on the students’ self-efficacy beliefs and persistence. A mixed methodology was used, with a quasi-experimental study of 778 participants and an analysis of individual telephone interviews. Persistence rates were higher in the experimental group where individual tutoring was introduced. The qualitative analysis demonstrated that the tutors’ interventions were well received and contributed to further contact between the tutors and the students.