Bridging the theory-practice gap in online tutor training requires seamless collaboration, a goal frequently undermined by institutional silos. Online tutor training programmes are designed to equip tutors with essential skills for effectively facilitating learning in digital environments. Continuous support after initial training is crucial for reinforcing facilitation skills and adapting to the evolving demands of online education. However, sustaining collaboration among key stakeholders – tutor trainers, faculty coordinators, and tutors – remains a challenge, affecting the effectiveness and long-term impact of these initiatives. This study investigates barriers to sustained collaboration within a centralised online Tutor Professional Learning Programme (TPLP) at a research-intensive South African university. Using Cultural-Historical Activity Theory (CHAT) as a framework, the study analyses interactions within the TPLP activity system.

An interpretivist paradigm and qualitative case-study approach guided data collection through semi-structured interviews with a tutor, a lecturer, and a tutor trainer, purposively sampled to represent diverse roles and experiences within the TPLP. Key findings indicate challenges such as territoriality among faculty members, restricted tutor observation, fragmented communication channels, and limited post-training engagement. Faculty coordinators restrict tutor trainer observation, limiting feedback and widening the training-practice gap.

Additionally, tutors report feeling disconnected from ongoing professional development due to inconsistent institutional support. To address these challenges, the study proposes structured peer observation models, expanded Communities of Practice (CoPs), and strategic faculty engagement initiatives to foster continuous collaboration. Greater faculty involvement in tutor training could create a more supportive environment, while extended learning opportunities – such as simulations and shadowing – could bridge the theory-practice gap, allowing tutors to gain confidence in using digital tools to conduct tutorials.

This research contributes to the discourse on professional development in online education by offering practical strategies to improve collaboration among stakeholders, improve tutor training effectiveness, and ensure the sustainability of training programmes. Beyond its immediate scope, this study contributes to broader discussions on online tutor training and the use of theoretical frameworks like CHAT to evaluate and refine tutor professional learning initiatives in South African Higher Education Institutions (HEIs).

Keywords: Online tutor training, Tutor professional development, Cultural Historical Activity Theory (CHAT), Communities of Practice (CoPs), Collaboration.