ABSTRACT
Little was known about the experiences of K-5 online tutors. The purpose of this phenomenological study was to explore the lived experiences of online tutors regarding their pedagogical practices and digital tools used when tutoring students in Grades K-5. The community of inquiry model served as the conceptual framework. Data included online tutor profiles, websites, and one-to-one interviews with 16 participants. Data were coded and analyzed using NVivo. Findings were interpreted within the contexts of the conceptual framework and the literature. The study revealed five themes: K-5 online tutors as educational entrepreneurs, rewards of being a K-5 online tutor entrepreneur, challenges of being a K-5 online tutor entrepreneur, pedagogical practices of an online tutor, and using digital tools to enhance online tutoring. This study adds to the body of literature by providing insight about the experiences of K-5 online tutors and online tutor entrepreneurship where previous research only revealed online tutoring practices related to instruction, curriculum, and digital tools. The negative effects of the COVID-19 pandemic continue to interfere with students' learning. The data revealed a range of pedagogical practices and digital tools used by K-5 online tutors who may inform K-5 online tutoring policies and/or a model of research-based, synchronous, online tutoring to reach more learners. Positive social change in K-5 online learning environments can result in communities of inquiry designed to help K-5 students improve academic outcomes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)