Abstract
AbstractThe paper explores critical success factors (CSFs) in relation to the support structure for an online self-coaching pilot project, by the Centre for Innovative Education and Communication Technologies of the University of the Western Cape (UWC) in South Africa, in collaboration with UWC’s Social Work Department and the University of South Africa (Unisa). The CSFs focus on concepts of structure and agency. The research study is primarily qualitative but employs supporting quantitative data, and entails an interpretivist approach. The researchers highlight unfolding processes which led to an Instructional Designer (ID) taking on the role of an e-Coach within the pilot study. The importance of the creation of a well-designed environment to strengthen partnerships, and an effective learning pathway for student development is deliberated. The importance of the selection of appropriate eTools is emphasized in order to promote students’ personal learning and eSkills. Moreover, the pilot project is aligne...
Highlights
In the twenty-first century, institutions of higher education (HE) have been confronted by challenges around “supercomplexity”, or what Barnett (2000, p. 415) calls “conceptual overload”
The objective of this paper is to reflect on the design, development, and implementation of a support structure by the Centre for Innovative Education and Communication Technologies (CIECT) of the University of the Western Cape (UWC), for an online social work self-coaching pilot program
This study investigates how this formed part of CIECT’s larger support structure
Summary
In the twenty-first century, institutions of higher education (HE) have been confronted by challenges around “supercomplexity”, or what Barnett (2000, p. 415) calls “conceptual overload”. This complexity is magnified in developing world contexts, where educational institutions are faced with resource shortages coupled with pressures to expand education access to growing numbers of students. In South Africa, national discourse around student “access” and “success” has highlighted the imperative to not merely expand student numbers, but to improve academic achievement and throughput rates, considered “a very serious challenge for the university sector and [which] must become a priority focus for national policy and for the institutions themselves” The objective of this paper is to reflect on the design, development, and implementation of a support structure by the Centre for Innovative Education and Communication Technologies (CIECT) of the University of the Western Cape (UWC), for an online social work self-coaching pilot program. The research will contribute to this body of knowledge
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