Facilitation of learning through the use of tutors is a worldwide approach that is supported by most Open and Distance Learning institutions. This approach was expanded by integrating face-to-face mode of delivery and online delivery with the purpose of increasing access and participation of students at Unisa. However, the practicality of this integration cannot be overlooked and this reality led to this study. Given the background, this dissertation presents a study on tutors’ perceptions of effective facilitation through the use of an integrated tutor model (ITM) in an Open Distance Learning (ODL) environment. This study sought to explore the views of Unisa tutors focusing on the success factors, challenges and the impact this model has on tutors’ behaviour in terms of tutorial delivery in the implementation of the integrated tutor model in tutorial classes. This was done with an aim of expanding access and participation. A qualitative research method was conducted with Unisa Gauteng Region tutors. Data was collected through face-to-face interviews. The findings of the study showed that the level of academic staff involvement in the tutorial program is very low and there was no involvement at all in other colleges. The training and development provided to ODL tutors is highly appreciated by tutors, however, it needs to be intensified to yield the desired outcomes. Findings further revealed that the institution needs to attend to the provision of access to students. Based on these findings, recommendations were made that academic staff members need to increase their level of involvement in the tutorial program in order to support tutors who provide support to students. Practical training of tutors on the use of technology is necessary and the institution must increase access to computers and the internet for students. / Educational Studies / M. Ed. (Open and Distance Learning)