Distance Education Institutions Research Articles

GRIT, RETENTION AND STUDENT SUCCESS IN A SOUTH AFRICAN DISTANCE EDUCATION INSTITUTION: A POSTGRADUATE TRIAD?

Psychological grit has gained substantial interest among traditional higher education practitioners, with many seeking the link between grit, academic performance and retention. The literature pertaining to distance education cohorts is scant, however, especially within the South African context, which holds unique challenges for accessing and completing a tertiary qualification. This study made use of a non-experimental design and used Grit-S and demographic data combined with records of student performance and progression to ascertain grit’s role in determining retention and degree completion at a mega distance education institution in South Africa. The sample comprised 775 honours students who registered for their qualification for the first time in 2017. Results from the final structural model highlighted the significant influence of perseverance and first-to-second year retention on student success (operationalised at qualification completion). A subsequent binary logistic regression revealed odds ratios of 1.98 (CI: 1.45 – 2.69) and 12.15 (CI: 7.40 - 19.95), respectively. The final model explained 24% of the variance in qualification completion rates, with the biggest contributor being first-to-second year retention (β = .45; p < .01). These results and subsequent implications are discussed.

THE IMPACT OF DIGITAL TRANSFORMATION AND LEADERSHIP ON ORGANIZATIONAL RESILIENCE IN DISTANCE EDUCATION INSTITUTION: HIGHER-ORDER SEM APPROACH

To overcome the difficulty and unprecedented suspensions due to the COVID-19 pandemic, every organization is required to consider strategic steps to sustain, one of which is by implementing digital transformation and developing leadership capability. This study aims to determine the impact of digital transformation and leadership capability in maintaining the organization, particularly in distance education. This study used questionnaires distributed to 402 students to obtain their opinions on digital transformation, leadership capability, and organizational resilience in Universitas Terbuka, a founder of distance education institutions in Indonesia. Data were analyzed using descriptive and Higher-Order Structural Equation Modeling analysis. Based on the modelling, it is shown that the modelling had a good value of the Goodness of Fit Indicator through a standardized loading factor (SLF) more than the tolerable loading factor limit (>0.50). The Variance Extracted (VE) and Construct Reliability (CR) values also showed that the questions on every indicator used in this study were sufficiently measurable and reliable. The results of hypothesis testing indicated that there was a positive and significant impact of digital transformation and leadership capability on the organızatıonal resılıence of Universitas Terbuka.

Juggling access vs retention and academic performance: The experience of a lecturer teaching in an open, distance e-learning institution

In response to the growing number of people requiring access to higher education, the student numbers at distance education institutions grew significantly over the last decade (Unisa 2013; 2020). Unfortunately, many students who enrol at open distance learning institutions are not ready for the demands of distance e-learning. More than half of students enrolled at the open distance learning institution where this study was done drop out and the reasons have been well researched (Joubert and Snyman 2018; Mashile, Fynn, and Matoane 2020). It seems that universities’ responses to Sustainable Development Goal 4 (SDG 4.3 ‒ equal access to technical, vocational and higher education) (Unesco 2021) may unintentionally have created new vulnerabilities for the very group of people they have targeted for progress to end poverty, hunger and discrimination. As nearly a third of all students in South Africa are enrolled at Africa’s largest open distance learning institution (Unisa 2018), it becomes crucial not only to increase access, but simultaneously to prioritise student retention and academic performance. This raises the question: How can and should lecturers teaching at distance-education institutions optimise the online teaching and learning environment in order to bridge the gap between access targets and academic performance targets? Following an autoethnographic research design, I share my own experiences of teaching two year-modules of the Bachelor of Education (B.Ed) Foundation Phase programme offered via a continuous assessment (CA) approach. Two theoretical frameworks, namely the socio-critical model of Subotzky and Prinsloo (2011, 184), and Luna’s (2018) theory of layers of vulnerability guided my understanding of the challenges associated with distance learning as well as my research design. My study reveals that the promise of CA does not always convert to optimal performance, and that contextual factors in distance education have a powerful impact on academic achievement despite the effort made by lecturers.

The impact of artificial intelligence on online assessment: A preliminary review

The purpose of this study is to examine the impact of artificial intelligence (AI) on online assessment in the context of opportunities and threats based on the literature. To this end, 19 articles related to the AI tool ChatGPT and online assessment were analysed through rapid literature review. In the content analysis, the themes of “AI's assistance role”, “automatic grading and feedback”, “improving assessment” and “time benefit” were obtained in the opportunities category, while the themes of “academic integrity concern”, “reliability issues” and “adaptability issues” were obtained in the threats category. The impact of AI on online assessment was explained within the scope of these themes. The results revealed that the most emphasis was placed on "improving assessment" themes in the opportunities category, and "academic integrity concern" themes in the threats category. At the end of this preliminary review, it was revealed that more studies investigating the integration of AI to online assessment are needed and all educational institutions, especially distance education institutions, should take measures to ensure the ethical use of AI.

The relations between personality types and academic achievement: A comparative study of formal and distance education

The problem of this study is determined by using the psychological personality models and the background of numerous studies on various aspects of the educational achievements of students conducted based on different theoretical approaches. By examining the correlation of cognitive and personality traits and their individual-typical characteristics in the inseparable structure of individuality, and the correlation of these with the educational achievements of students in formal and distance education institutions, the purpose of the study is to examine the effects of personality types on students' academic achievement. Therefore, a correlation design has been employed in the study. The population of the study is composed of students studying in higher educational institutions in Turkey. The sample of the study, on the other hand, consists of students who receive face-to-face and online education. The data required for the study has been collected by sending survey forms via the Internet. Students from 46 different universities in Turkey participated in the study. To solve the determined tasks and check the initial assumptions, a series of pedagogical research methods were used by utilizing the SPSS program: theoretical analysis of psychological literature in terms of the problem being studied and testing by statistical methods. As a result of these analyses, it has been observed that academic achievement has relations with personality types and students’ success has increased in distance education.

The impact of distance learning on the attitudes of nursing students: An online survey study

The COVID-19 pandemic has led to the transition to distance education in nursing education. However, Nursing students are not accustomed to learning through distance learning.This research aimed to determine the effect of distance education method on the attitudes of nursing students towards the profession during the COVID-19 pandemic. This research was cross-sectional in design. Data were collected with an online survey about distance education and the nursing profession through Google Forms in November 2020 and June 2021 at the nursing department. The students' views on distance education were moderate (46.66±8.81), and their attitudes towards the nursing profession were good (86±13.86). There was no statistically significant relationship between scale scores. There was no statistically significant difference in terms of students' grade levels, graduating from a distance education institution before, taking courses through distance education before the COVID-19 pandemic and clinical practice before the pandemic, and their attitudes towards both distance education and the nursing profession. Our study shows that the distance learning method does not affect students' attitudes toward the nursing profession.

A Compatible Marketing Strategy for the Faculty of Distance Education Institution

As a prominent distance education institution, Universitas Terbuka (UT) plays a vital role in enhancing educational equity for Indonesian citizens by offering flexible and cost-effective learning opportunities. However, the exposure of UT, particularly the Faculty of Education and Teacher Training (FKIP), requires further enhancement. The phenomenon that occurs must be addressed by choosing a marketing strategy that targets various groups, particularly millennials. The purpose of this study is to investigate the most compatible marketing strategy for faculty in distance education institutions. In the initial year of this study, two key questions are explored: First, the optimal strategy for UT, specifically FKIP, to market its study program, and second, the most effective approach to diversify and promote UT’s study programs. Employing qualitative research, data was collected from 131 respondents and 80 students across four regional offices, supplemented by insights from marketing experts. The findings reveal the necessity for a balanced approach incorporating both conventional and digital marketing strategies. While the conventional strategy emerged as more effective based on the questionnaire and FGD results, the research highlighted the importance of developing a digital marketing strategy aligned with UT’s identity as a cyber university.

Exploring Students’ Perceptions on Effective Online Tutoring at a Distance Education Institution

Online or e-tutoring is a component of e-learning that involves teaching in an online setting where the e-tutor provides support to a small group of students, which can increase confidence, improve topic comprehension and develop critical learning skills. To enhance e-tutoring in the Department of Financial Accounting at the University of South Africa, this study examined student perspectives or evaluations on the effectiveness of e-tutoring in a distance learning environment, as well as the challenges encountered during its implementation. The study adopted a quantitative design where online questionnaires were used as data collecting instruments. A total of 3,837 questionnaires were completed by students who indicated their willingness to participate in the study. Statistical Package for Social Sciences (SPSS) was used to analyse the data. The major findings revealed that e-tutoring has enhanced students’ learning options in financial accounting modules, through the provision of assistance and the promotion of interactive classrooms. The study revealed that students expressed a need for increased training for e-tutors to enhance their abilities in supporting academic goals, while technological challenges such as bad internet and internet cost were identified as significant barriers to successful e-tutoring. Recommendations include promoting e-tutoring in higher education institutions to support students’ academic endeavours, providing regular training for e-tutors to handle technical content and overcome technological challenges, and establishing effective communication channels to facilitate student-tutor interactions. These measures aim to improve teaching and learning in the online environment, fostering a supportive and engaging experience for students.

Learner support services at distance higher education institutions in the union territory of Jammu and Kashmir

PurposeThis paper presents the features and relevance of open distance learning in the context of the socio-economic conditions of people living in the Union Territory of Jammu and Kashmir (J&K) in India. Although the primary purpose of the present study was to ascertain the effectiveness of the learner support services (LSSs) and different facilities offered by the open distance learning (ODL) institutions in that specific region. On the basis of these findings, few suggestions are made for the improvement in the support services, in order to make the ODL system more responsive to the area-specific needs of the learners, especially those residing in inaccessible areas such as J&K.Design/methodology/approachA survey-based descriptive methodology was applied to conduct this study. The data extracted from primary and secondary sources were analysed to reach certain conclusions. In total, 1,200 distance learners constituted the sample of the research. A semi-structured questionnaire was designed and distributed amongst learners and academics in the region to obtain their feedback and opinion on different aspects of support services and facilities offered to ODL learners.FindingsResults of the study revealed that overall, the LSSs were satisfactory on different parameters, although they slightly varied from institution to institution. However, there was still scope for improvement in certain areas, where institutions further need to make serious efforts to address the identified gaps for improving the LSS and make teaching-learning more learner-centric in view of their specific requirements and local circumstances of J&K.Research limitations/implicationsThe present study focusses on presenting an overview of the only major components of LSS offered by ODL institutions and covers six distance education institutions (DEIs) located in different geographical locations within the limited jurisdiction of J&K. There is still scope to make focused (institution-wise) studies in a more specific situation and context to ascertain the problems in a more realistic way.Practical implicationsAlthough the study has been conducted in a specific territory of J&K, the findings reported in the paper may be equally useful for the other ODL institutions with similar characteristics or located in similar geographical locations, as support services are essential common components of institutions offering distance education programmes or courses.Originality/valueThe study is original research work conducted in the specific context of J&K, and its findings are based on the primary and secondary data collected from learners and other stakeholders of the selected ODL institutions. This work may be significant for the DEIs of J&K to get familiar with the essential components of LSS and develop a mechanism to further improve the academic and administrative support services for distance learners.

Validating the Grit-S scale among postgraduate students in a South African distance education institution

Grit has been associated with student success in a plethora of higher education (HE) studies. In order to measure and evaluate the predictive validity of grit in student success in a particular context, an appropriate, reliable and valid instrument is required. This paper examines the short grit scale’s (Grit-S) psychometric properties among a sample of 837 postgraduate students enrolled at the University of South Africa (UNISA). This appears to be the first study to explore the psychometric rigour of the scale among postgraduates within a South African distance education (DE) setting. An exploratory factor analysis (EFA) followed by partial confirmatory factor analysis (PCFA) revealed that the same two factors commonly reported in the grit literature could be detected in the items tested (i.e. ‘passion’ and ‘perseverance’ for long-term goals), and in combination explained 57.22% of the variance. Model fit indices for the two-factor solution were satisfactory (NFI = 0.984; TLI = 0.981; CFI = 0.991; RMSEA = 0.038). Further results from the item analysis indicated that both factors (passion and perseverance) were soundly reliable, as was the overall Grit-S scale, yielding Cronbach Alpha values of ≥0.77. Overall, the study provides promising evidence that the Grit-S scale can validly and reliably be used to operationalise grit (and the separate dimensions of perseverance and passion) among postgraduates pursuing their DE studies. Further theoretical and practical implications are discussed.

Avrupa Birliği Dil Eğitimi Politikalarının İncelenmesi

Abstract In the information age, the phenomenon of globalization has affected educational programs. It has become important to educate global-minded participants in schools. Changes in science and technology affect human life and education, which is the process of human education. Educational systems that are under the influence of many economic, social and cultural conditions are facing changes. The act of learning, which gains continuity throughout life by replacing traditional learning processes with information and communication technologies support environments, eliminates the need for people to be in a fixed environment to achieve this. It is aimed to Decouple the educational programs with the educational projects carried out between the universities of the member states of the European Community and to make education more qualified. Thanks to the academic networks in the European Union, the student-teacher relationship participating in the education and learning process is being carried to interactive multi-media. At this stage, information measurement and evaluation systems are being designed to test the knowledge acquired after learning, the validity and reliability of which are supported by information technologies. Individuals now believe that they save time by moving the physical mobility they perform for learning and educational purposes to a virtual environment and that they have a more effective and interactive learning and evaluation experience. Lingua (Language Learning and Teaching) Program; It is one of the eight sub-programs of Socrates, the EU General Education Program, which aims to teach the languages spoken in the member states of the Community as a foreign language to the citizens of the European countries that are members of these programs. The European Commission has developed different ways and methods to improve foreign language learning. e-Europe launched an initiative in 2000 with the name of using communication and information technologies such as the Internet and the web in all sectors with a decision taken by a commission. Thus, it is planned to establish a virtual higher education network between universities, open and distance education institutions by the end of Dec 2020. The new expectations that have emerged about the widespread use of media tools in education in Europe have turned into an inevitable, low-cost and socially necessary paradigm within the scope of the information society. Key Words: European Union, Education, Language Education

Who Gets the Highest Return to Distance Higher Education?

The economics of distance higher education have not attracted enough attention. Few studies have analyzed the different returns to distance higher education at various income levels. Based on empirical analysis of data from China Family Panel Studies (CFPS), this study explored the differences of return to distance higher education at different income levels by using Mincer earnings function and quantile regression. Compared with face-to-face education, the study found that distance higher education brought considerable benefits to learners. While the return to face-to-face higher education has continued to decline, return to distance higher education has risen. Comparing the returns to distance education at different income levels showed that low-income groups obtained greater benefits from distance higher education, which can help to improve the income of vulnerable groups and promote social equality. China’s distance education institutions should promote the idea that distance higher education can improve the income growth of low-income groups, and increase the financial support for low-income groups to access distance higher education.

Cultivating criticality in a neoliberal system: a case study of an English literature curriculum at a mega distance university

AbstractNeoliberal practices such as managerialism and academic casualisation impact higher education systems globally. While these practices can constrain any curriculum aimed at enabling transformative learning, this paper shows that they place particular limitations on arts and humanities curricula intent on cultivating criticality and a sense of social responsibility. I draw on data from an English literature curriculum study at a mega distance education institution in South Africa and use Legitimation Code Theory to take a close-up look at how two neoliberal practices: managerialism and academic casualisation cause misalignments between the underpinning values of the curriculum and the kinds of pedagogic and formative assessment practices that are employed. I conclude that decisions regarding administration, enrolments and staffing based on neoliberal values can frustrate students’ epistemological and ontological access to humanities disciplines and limit the potential of humanities curricula to offer a higher education in service of the social good.

DISTANCE EDUCATION STUDENTS’ INDULGENCE IN SIX SHARP PRACTICES: GENERAL LINEAR MODELLING OF PREDICTIVE PARAMETERS

This study examined the degree to which students indulge in six prominent misconducts in Distance Education Institutions (DEIs). The study also quantified how class size, instructional delivery and institutional policies predict students’ indulgence in sharp practices using a general linear modelling approach. A sample of 871 participants was drawn from 1,742 final-year students across two DEIs in Nigeria. A structured questionnaire was used for data collection. The questionnaire had acceptable psychometric estimates of dimensionality, content and construct validity, as well as reliability. Sharp practices such as cheating, plagiarism, falsification, impersonation, and arm-twisting were more prevalent in large classes, whereas only inducement was higher in small classes. Class size influenced students’ indulgence in sharp practices in DEIs. Instructional delivery and institutional policies negatively predicted students’ indulgence in the six sharp practices. Almost all the six sharp practices correlated positively and significantly, except for impersonation and inducement. Therefore, distance education students who cheat, plagiarize, arm-twist, falsify records, induce lecturers, and promote impersonation are more likely to indulge in other forms of sharp practices. It was concluded that large class sizes, poor instructional delivery, and poorly implemented institutional policies promote sharp practices among distance education students. Based on this conclusion, key policy and research implications are discussed.

Effectiveness of technology in Open Distance Learning

Technology was gradually embraced by distance education institutions to interact and instruct their diverse student body. To reach students in far-flung locations, the University of South Africa (Unisa) has embraced the Open Distance and E-learning (ODeL) paradigm. The digital gap is a problem as technology advances because it makes it difficult for pupils to access the Internet. The study went over the literature with a particular emphasis on the usefulness of technology in ODeL. To thoroughly examine the case, the study has chosen a qualitative research methodology. To analyze the data acquired from students enrolled in ODeL courses, the study has utilized a community of inquiry structure. The study made use of the interpretative paradigm, which holds that reality is a multi-layered, complicated phenomena that may be interpreted in several ways. The study is comprehensive in character since a qualitative research technique using a case study design method was chosen most appropriate for it. Twelve individuals were chosen by the researchers from two Unisa regional offices in the Eastern Cape Province using a purposive sample technique. The participants were questioned about their opinions and experiences with using technology during semi-structured interviews. Thematic analysis, a method of finding themes within qualitative data, was used to analyze the acquired data. The results showed that students who used technology well were better communicators, had better grades on their assignments, and fared well on tests

Lecturers’ Experiences of the Blurring of Work and Home Boundaries During the Covid-19 Pandemic at a South African ODeL University

The unprecedented extended Covid-19 pandemic lockdowns forced higher education institutions (HEIs) to find innovative ways to effectively deliver student tuition and support. The lockdown brought many challenges to the education sector, including increasing the blurring of the work–home boundaries. This study investigated how Covid-19 accelerated the blurring of lecturers’ work–home boundaries in the College of Education at a distance education institution in South Africa. Semi-structured interviews were used to collect data from 15 lecturers. The results showed that a lack of workspace at many lecturers’ homes forced them to work beyond normal office hours. One of the key findings was that complete segmentation and integration were impossible because these lines were continuously blurred during the pandemic. The demand for immediate feedback by students exacerbated the situation for many lecturers. There is a need for the design of fluid policies that can be readily implemented during times of emergency such as the pandemic.

Belonging in distance learning

Abstract The purpose of this article is to describe adult learners’ sense of belonging when studying remotely in Malaysia. The methodology of the research involved carrying out in-depth interviews with twelve adult learners studying in a distance education institution to uncover their sense of belonging. The collected data was then analysed with Nvivo Version Twelve. The results showed that the annual campus meeting, the e-Learning platform and peer support all contributed significantly to the learners’ feeling of belonging in their distance-learning programmes. Nevertheless, these findings do not imply absolute belongingness, because their sense of belonging was observed alongside their sense of isolation amongst their peers in distance-education programmes.

The Effectiveness of Hybrid Learning in Enhancing Academic Mindfulness and Deeper Learning of University Students

With the escalation of the Covid-19 crisis, many educational institutions have turned to distance education, especially universities and higher education institutions, which may affect the quality of learning outcomes especially those related to deeper learning and academic mindfulness. The present study aimed at investigating the effectiveness of hybrid learning in developing academic mindfulness and enhancing deeper learning of a sample of university students, in addition to shedding the light on the relationship among the study variables. The research sample consists of 350 university students from both humanities and scientific majors at two faculties in a university in Egypt during the academic year 2021\2022. A quasi-experimental research design was used in this study to investigate the relationship among the variables of the study and to answer the proposed questions. As shown through the obtained results hybrid learning is considered one of the effective teaching and learning approaches, especially in recent years. During the Covid-19 pandemic using online learning was the most effective and available way to continue learning, however after this situation ends hybrid learning should be the basic method of learning especially for university students. The present study shows a positive significant correlation among the variables of the study including academic mindfulness, deep learning competencies levels, and hybrid learning, which stresses the importance of applying hybrid learning to have a high-quality outcome of the educational process.

Professional development of academics for the implementation of online learning in African open and distance teaching institutions

E-learning has been recognized as the vehicle with the highest potential to improve education systems in African countries if implemented well. However, the sought after improvements are yet to be realized owing to the increasing failure of e-learning initiatives. This study investigated how academics were prepared for online teaching and learning at open and distance education (ODE) institutions in South Africa and Nigeria, where two of Africa's largest ODE institutions are located. Twenty participants from both institutions were selected to participate in the study. Qualitative semi-structured interviews were used to collect data, and a thematic analysis was used to analyze the data. Consistent with previous research, the findings of this study showed higher education institutions (HEIs) in Africa did not properly plan and manage their e-learning implementation projects. A lack of proper understanding of online learning and appropriate digital skills were the main reasons for reported failures of e-learning initiatives in these contexts. Consequently, this study positioned the professional development of academics as integral to e-learning innovation in higher education. The results of this study may resonate with other types of educational institutions, and the lessons documented may be valuable and helpful to other cases in similar situations. The development of needs-based and timely training interventions is recommended.
 Keywords: academic professional development, digital transformation, e-learning readiness, ODeL, online teaching, TPACK
 Développement professionnel des universitaires
 pour le déploiement de la formation en ligne dans
 les établissements africains d'enseignement
 ouvert et à distance
 Dr. Mpho-Entle Puleng Modise & Professor Olaf Zawacki-Richter
 Résumé : La formation en ligne a été reconnue comme le moyen ayant le plus grand potentiel pour améliorer les systèmes éducatifs des pays africains si elle est bien mise en œuvre. Cependant, les progrès escomptés ne sont pas encore réalisés en raison de l'échec croissant des initiatives de formation en ligne. Cette étude a examiné la manière dont les universitaires ont été préparés à l'enseignement et à l'apprentissage en ligne dans les établissements de formation ouverte à distance (FOAD) d'Afrique du Sud et du Nigeria, où se trouvent deux des plus grands établissements de FOAD d'Afrique. Vingt participants des deux institutions ont été sélectionnés pour participer à l'étude. Des entretiens qualitatifs semi-directifs ont été réalisés pour collecter les données, et une analyse thématique a été utilisée pour analyser les données. En cohérence avec les recherches précédentes, les résultats de cette étude ont montré que les établissements d'enseignement supérieur en Afrique n'ont pas adéquatement planifié et géré leurs projets de mise en œuvre de la formation en ligne. Le manque de compréhension de la formation en ligne et des compétences numériques appropriées sont les principales raisons des échecs signalés concernant les projets de formation en ligne mis en place dans ces contextes. Par conséquent, cette étude a positionné le développement professionnel des universitaires comme faisant partie intégrante de l'innovation en matière d'e-learning dans l'enseignement supérieur. Les résultats de cette étude peuvent trouver écho dans d'autres types d'établissements d'enseignement, et les leçons tirées peuvent être intéressantes et utiles pour d'autres instances dans des situations similaires. Le développement d'interventions de formation fondées sur les besoins et moments opportuns est recommandé.
 Mots-clés : développement professionnel universitaire, transformation numérique, préparation à la formation en ligne, FOAD, enseignement en ligne, TPACK

Implementation of Quality Assurance and Accreditation Policy in Open Distance Learning Teacher Education Programs in Pakistan

The study aimed to explore the existing practices in the implementation of accreditation and quality assurance measures of teacher education programs running through open distance learning in Pakistan and to probe dichotomy or policy disconnects in proposed implementation of an external accreditation and quality assurance system for teacher education program through distance education institutions.