Abstract:

Hybrid e‑Tutoring has become a key pedagogical strategy in higher education, particularly as universities consolidate blended and technology‑enhanced learning environments. This study presents a structured framework for hybrid tutoring that integrates synchronous, asynchronous, and AI‑supported interactions to strengthen teaching presence and promote autonomous learning.

Building on the 4C Model—Clarity, Connection, Correction, and Continuity—the proposal provides an operational guide for designing, implementing, and evaluating e‑Tutoring practices in engineering courses. Clarity involves communicating expectations, assessment criteria, and success strategies from the beginning of the course. Connection refers to sustaining a visible and accessible teaching presence through scheduled check‑ins, participation in digital forums, and personalised guidance. Correction centres on offering timely, actionable, and criterion‑aligned feedback. Continuity ensures stable learning progression through periodic monitoring, follow‑up interactions, and the use of learning analytics to detect early difficulties.

Findings from teaching practice indicate that a balanced combination of tutoring modalities improves students’ engagement, reduces uncertainty, enhances the usefulness of feedback, and supports sustained progress across the semester. The paper also examines faculty adaptation to hybrid tutoring, highlighting the need for digital competence, workload sustainability, and ethical use of learning analytics and AI tools. The results contribute a set of replicable best practices and a scalable approach to academic support in hybrid learning ecosystems, offering guidance for institutions seeking to strengthen student success through purposeful, evidence‑based tutoring strategies.

Keywords:

E‑Tutoring, hybrid learning, teaching presence, learning analytics, AI‑supported feedback, autonomous learning.