Professional Competence and Affective Commitment for the Improvement of Tutor Performance in Distance Education With Information Communication On Technology As a Moderator Variable

Sylvana, Andi and Awaluddin, Murtiadi and Musa, Subirman and Rustam, (2019) Professional Competence and Affective Commitment for the Improvement of Tutor Performance in Distance Education With Information Communication On Technology As a Moderator Variable. In: AAOU Annual conference, 14-16 October 2019, Pearl Continental Hotel Lahore, Pakistan.

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Abstract

The nature of recent education landscape, particularly on a tertiary level, is going through a significant period of dramatic shift. Information Communication Technology or ICT-enabled platforms alongside the multitude of developments in educational praxes on a global scale are increasingly emphasizing the notion of openness on a massive scale. Sharing paradigm that emerges as an immediate impact of technological advancement has given rise to new orders and demands for massive, open, mobile, ubiquitous and personalized digital education. In light of technology-driven social change that navigates toward globalized era, the world is becoming seemingly limitless in a sense that it promotes mass communication and quick dissemination of information that connects global audiences at the same time from different places—thus, putting enticing opportunities in global education at their fingertips. The overabundance of information, in turn, calls for a technology-based tool to access, disseminate and utilize the information, namely ICT. Within ICT framework, the present study conceptualizes a scheme that highlights the improvement of tutor performance in open and distance environment on account of such factors as professional competence and affective commitment. Data is gathered from questionnaires that deal with 34 tutor respondents at UPBJJ-UT of Makassar in 2019.2 and is processed using moderated regression analysis (MRA). The results show that 1) professional competence, affective commitment and tutor performance fit into a very a good condition; 2) there is a significant effect (both partial and simultaneous) of professional competence and affective commitment on tutor performance; and 3) ICT can moderate a positive effect of professional competence and affective commitmen on tutor performance. The implication lies on the efforts of maximizing the effect of professional competence and affective communication in improving tutor performance. ICT plays a role so vital in education that the improvement of ICT competence is necessary for all tutors of Universitas Terbuka (Open University).

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