Abstract
In South Africa, data-intensive synchronous tutoring platforms like Zoom can be exclusionary due to limited internet access at home. Challenges in electronic tutoring include device scarcity, high data costs, network issues and low digital skills. To mitigate data costs, a data-free mobile instant messenger was tested for tutoring, guided by the technological pedagogical content knowledge framework (TPACK). The study included first-year accounting and third-year information systems courses at a historically disadvantaged institution. Qualitative data from tutors revealed that technology-related knowledge was crucial for effective electronic tutoring. Tutors with strong technology and content knowledge utilised the data-free application effectively and employed pedagogical expertise to offer flexible, after-hours support. These tutors demonstrated technological pedagogical and content knowledge by using features like voice notes and images to explain concepts, even without access to data. Students with Apple devices were excluded initially. The findings can inform the development of more inclusive electronic tutoring interventions in South Africa
