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This paper aims to explore technological knowledge as a prerequisite for effective e-tutorship in an Open Distance e-Learning (ODeL) institution. In this paper, it is also aimed to examine how e-tutors' technological proficiency influences their engagement with students through the Learning Management System (LMS). A quantitative research approach was employed to address the research question with data collected through an observation technique tool conceptualized by the researcher. This tool tracked e-tutor engagement in the Learning Management System (LMS), specifically focusing on the frequency and types of interactions with students. The observation examined how technological proficiency affects online educational engagement by counting e-tutor postings and student reactions. The quantity of postings on each e-tutor's dashboard and student reactions were the main contextual factors analyzed. The study found that tutor engagement levels depend on technological competence, which affects e-tutors' capacity to conduct discussions and encourage student learning. The LMS data demonstrated that tutors with advanced technological competencies exhibited higher interaction rates, fostering an active and collaborative learning environment. Conversely, limited technological proficiency among tutors correlated with reduced engagement, potentially affecting students’ learning experiences. These findings point to the importance of technological knowledge in enhancing e-tutorship effectiveness within ODeL institutions. The study recommends targeted professional development programs to strengthen e-tutors’ digital competencies, ultimately improving student support and learning outcomes in online education settings.

Globalization and rapid technological change have made knowledge a critical determinant of competitiveness in the world’s economy. Online education has been auspicious and adjustable even to students with tight schedules. However several critical success factors need to be improved in order to enhance the effective learner experience. This paper is aimed at uncovering the impact of three critical success factors namely; instructional design, learner interaction and learner technology adaptation on learner experience. Hence, the discretions of 300 students were diagnosed using the Likert scale questionnaire ranging from strongly agree to strongly disagree. The Holm Bonferroni method from R- package version 0.88 (2021 edition), was engaged to reduce the family-wise error (FWER) associated with multiple hypothesis comparison. It was observed that at a 5% level of significance, the alternative hypothesis was acceptable in favor of the null hypothesis and the conclusion was that instructional design, learner interaction, and technology adaptation, have a direct impact on the learning experience of the learner. The adopted models for the three critical success factors were validated by the Fornell and Larcker's (1981) convergent reliability test and tolerable with high composite reliability of 0.71. In accordance with the adopted model, a well instructional design is suggested for compliance.