Comparative Analysis of Pedagogical Strategies Across Disciplines in Open Distance Learning at UnisaODL at Unisa

Fulufhelo James Masithulela,Kemlall Ramdass

doi:10.19173/irrodl.v17i2.2402

Abstract

<p class="Style2">Re-engineering technological strategies in teaching and learning in an open distance learning (ODL) environment is paramount as the demand for access to quality higher education escalates drastically on a year to year basis. The organisational framework requires change in order to accommodate the increasing number of students. In view of the changing higher education landscape and the increase in the number of students qualifying for higher education acceptance, open distance education has been opened to residential institutions. Despite the fact that demands is greater than supply in the higher education sector, the University of South Africa (Unisa), in reaction to the “competitive threat,” has embarked on the re-evaluation of ODL as a component of its teaching and learning methodology. Unisa focussed on its pedagogical approaches as a primary means of maintaining its competitive edge. The challenges in the higher education sector are also attributed to the basic education sector that does not prepare students sufficiently for higher education. ODL, if applied appropriately, could be a strategy to address the issues of access, equality, and equity in a democratic South Africa. Pedagogical strategies that are functional and appropriate need to be applied in the higher education sector. Hence the research question is to determine what ODL strategies can be implemented to ensure that students are on par with traditional universities. Therefore, this paper explores the pedagogical strategies that colleges may use with the intent to improve delivery of teaching and learning in an ODL environment.</p>

Highlights

In the context of “old pedagogies” the teacher was assessed primarily on the ability to effectively disseminate information in the form of knowledge
As per the research methodology, all colleges were invited to participate in discussions and focus group interviews to determine their current strategies and embark on re-engineering their pedagogical strategies in order to improve delivery of teaching and learning in open distance learning (ODL)
In a discussion by management, it was revealed that teaching and learning fully online may be detrimental to students who are in rural locations where information and communication technologies are limited and sometimes do not exist

Summary

Introduction

In the context of “old pedagogies” the teacher was assessed primarily on the ability to effectively disseminate information in the form of knowledge. Reengineering pedagogical strategies would mean the examination of the teacher’s repertoire of teaching strategies, enabling constructive discussion among stakeholders through partnerships in the process of mastering subject content and its application. Information and communication technologies may be recognised as a support service that offer facilitation and collaboration that enrich the learning experience through record keeping, tracking student progress, timely discussion, and feedback during the learning experience. The appropriate technology applications among all stakeholders may be used as an instructional tool that will enhance the learning experience of the student in particular. Blended learning requires appropriate pedagogical characteristics in emerging technologies where there are ways in which face -to-face teaching outcomes are integrated into the ODL environment

Methods

Results

Conclusion