Open Distance Learning University Research Articles

Maturity Levels of Student Support E- Services Within an Open Distance E-learning University

The University of South Africa (UNISA) is one of the distance education universities that is shifting from open distance learning (ODL) to open distance e-learning (ODeL). UNISA started as a correspondence institution in the 1950s and it has since evolved into an ODeL university. The aim of this research was to assess and determine the maturity levels of UNISA lecturers’ and tutors’ explorations of various forms of e-learning technologies to support students in an ODeL environment. Semi-structured interviews were conducted with 12 academic staff members. A hybrid approach involving inductive and deductive reasoning was used to guide the whole research process. The online course design maturity model (OCDMM) was modified and adapted in order to guide data collection, data analysis, and the interpretation of results. The results of the study indicate that the maturity levels of UNISA’s student support e-learning technologies are at the basic levels of the maturity assessment framework for open distance e-learning. It is hoped that the results of this research will serve as a starting point that the University can use to constantly measure improvements made in advancing e-learning activities. 

Students’ Perceptions of the Flipped Classroom Pedagogy in an Open Distance e-Learning University

Students’ Perceptions of the Flipped Classroom Pedagogy in an Open Distance e-Learning University

Pedagogical strategies to support economics students' learning at an open distance learning university

Pedagogical strategies to support economics students' learning at an open distance learning university

Doctoral Student Connectedness in Open Distance Learning: A Case of Students and Supervisors

ABSTRACTThe focus of this quantitative study was to investigate doctoral students’ perception of connectedness in an open distance learning (ODL) environment. The study focused exclusively on Ethiopian doctoral students and investigated feelings of student-to-student and student-to-supervisor connectedness in an ODL environment. A total of 100 Ethiopian doctoral students attending studying at an ODL university were selected to take part in the study. Descriptive statistics, t-test and correlation analysis were conducted. The results showed that doctoral students experience less than desirable levels of connectedness with each other and also a slightly above average perception of connectedness with their supervisors. Moreover, the findings also showed that there is a positive relationship between student-to-student and student-to-supervisor connectedness scores. Based on the findings it is recommended that the university should implement initiatives to support socialisation and interaction among students and also with supervisors.

Flipping the Economics Class in a Teacher Education Course

This investigation explores student teachers’ perceptions of and performance using flipped classroom pedagogy (FCP) as a teaching approach in a teacher education course at an Open Distance eLearning university. An explanatory mixed methods design was used, and a pre-test and post-test online survey and Economics blog postings were employed to collect data for the study. Only postgraduate certificate of education and bachelor of education (B.Ed.: senior and further education and training phase) student teachers (n = 371) were purposively selected. It is reported that the FCP group outperformed the direct instruction group in the final examination scores. The results confirmed earlier studies that the FCP method enhanced the performance and perceptions of Economics students in an online open distance-learning environment in comparison with the direct instruction method. Furthermore, FCP encouraged an engaging atmosphere and fostered a collaborative, interactive synergy among student teachers. Finally, the findings revealed that the role of the teacher in the FCP design is crucial for promoting optimal learning experiences for student teachers. Several implications for using the FCP approach as a driver for an alternative assessment strategy at institutions of higher education, and for teacher education programmes in particular, emerged.

Mental Health in Higher Education: A Comparative Stress Risk Assessment at an Open Distance Learning University in South Africa

Universities depend on committed efforts of all staff members to function effectively. However, where occupational demands outweigh occupational resources, challenging work becomes stressful, followed by an exhausted, disengaged workforce. It is unlikely that disengaged university staff will provide adequate care and service to geographically distant and psychologically isolated learners. As students rely heavily on the support of both administrative staff, as well as academic staff, to manage their learning experience, the work stress experienced by both groups deserves research attention. This study employed a comparative mixed method design, including administrative and academic staff from an Open Distance Learning university in South Africa using the Job Demands-Resources measurement instrument. Findings established from 294 university staff members elucidated staff members’ experience of work stress within a mega-distance learning university in the developing world. Mindfulness about the stressors that influence university personnel can inform strategic interventions required to alleviate distress for each employment category.

Blog Phenomenology

The higher education sector faces new opportunities and dilemmas such as budgetary constraints, changing student profiles, demanding quality assurance practices, efficient course delivery modes, the changing role of academics, and reliable assessment practices. At the same time, exciting opportunities are presented by Web 2.0, for example blogs, and information technology-integrated teaching and learning sites. This article explores the usefulness of blogs in supporting Postgraduate Certificate of Education and Bachelor of Education students who are learning to teach Economics in open distance-learning environments. An Economics blog was created for students during their teaching practice period to critically reflect on their learning processes and share teaching practice experiences to enhance professional growth. A qualitative research approach, employing an interpretive phenomenology, was used to study phenomena that are experienced by student teachers. Findings showed the usefulness of blogs as a supportive e-learning tool in constructing a teaching philosophy and the identity of student teachers. Furthermore, blogs emerged as an empowering and attractive way of fostering self-directed learning and providing evidence of achievement for warranting purposes – particularly in the context of a teacher education course at an open distance-learning university. The positive lived experiences of student teachers indicated that the subject teacher mentoring and coaching effectively facilitated teaching Economics. Moreover, it emerged that blogs embracing reflective practices presented the opportunity for self-appraisal on personal values, teaching styles and strategies of learning, thus enhancing self-efficacy.

E-Portfolio as an Empowering Tool in the Teaching Methodology of Economics at an Open Distance e-Learning University

e-Portfolio as an Empowering Tool in the Teaching Methodology of Economics at an Open Distance e-Learning University

Determinants of e-resource usage by open distance learning university students

This study examines the association between socio-demographic and programme-related factors and usage likelihoods of two types of e-resource platforms (E-library and Learning Management System (LMS)) by Open Distance Learning (ODL) university students. Based on stratified random sampling measures, primary data were collected from 1,192 student respondents from an ODL university in Malaysia. Information on socio-demographic characteristics (age, ethnicity, gender, education level, household income) and programme related factors (location of regional centre, year registered, programme of study, attendance to orientation session) were elicited. Logistic regression analysis was applied on two separate outcome variables with affirmative (Y=1) and negative (Y=0) responses reflecting E-library and LMS utilisation. Results indicate that students who are more likely to use E-library consist of older, recent enrolees, and orientation session participants, while Chinese students are less likely to use the facility than their respective peers. Positive LMS usage likelihoods are associated with students who are younger, female, Sijil Tinggi Pelajaran Malaysia (STPM) holders, orientation programme attendees, Science and Technology majors, registered five or more years, and those hailing from the regional centres of Ipoh and Kuala Lumpur. Students from low income bracket households are less likely to utilise LMS than others. Based on these outcomes, several observations are noted to provide university policy-makers with a better understanding of the determinants of Elibrary and LMS utilisation among ODL university students.

‘I was not to forget that my reader comes from another world’: An Academic Literacies perspective on shuttling between the workplace and the academy

In response to pressure to participate in the ‘knowledge economy’, universities are offering a wide range of different masters programmes oriented to the professions. Universities are opening their doors without fully understanding what these programmes entail with little attention to the literacy challenges that students face together with supervisors and academic literacy teachers. This article contributes to our understanding of the mixed forms of academic discourse produced by postgraduates in professional masters programmes by focusing on students registered for the MTech in Policing at a large ODL (Open Distance Learning) university at the point where they are writing research proposals. I trace how students use recontextualization strategies, such as mimicry and transformation, to signal how postgraduate students engage with research literacies, as they shuttle between the workplace and academic contexts. Implications for supervisors and literacy instructors about the nature of social practices in an ODL context acknowledge and embrace hybridity as an emerging feature of the research literacy practices, rather than as a problem to be erased, based on a proposed hybrid PWU model.

THE EFFECTS OF VOLUNTEERING ON STUDENT VOLUNTEERS

The aim of this study was to find out how students are influenced by the practical work (‘volunteering’) they do as part of a course in psychology at Unisa. Psychological and educational theories that can be related to volunteering are discussed briefly. Qualitative research was done by analysing students’ feedback on their voluntary work. Students reported mostly on the positive effects of volunteering, which is consistent with existing research. The most prominent of the positive psychological effects is that of self-awareness. A further very important effect is increased open-mindedness with regard to people of other cultures and socio-economic backgrounds. Other positive effects found are career awareness, a sense of achievement, and the opportunity to put theory into practice. It is concluded that students at an open distance learning university benefit from doing practical work related to their field of study, and they also contribute to communities’ development nationally and worldwide. ‘Volunteering’ (implemented more than 10 years ago) is compared to newer concepts such as ‘work-integrated learning’, ‘experiential learning’ and ‘service-learning’, and it is recommended that future planning for this course should attempt to bring volunteering more into line with these new concepts. A further recommendation is that more intensive research be done on the effects of volunteering on the transactional distance between students and university.

The quality of teaching and learning of BCom honours degree students at an open distance learning university in South Africa

ABSTRACTStudent support at Unisa involves a range of stakeholders providing academic and administrative support. The study was conducted among Unisa BCom honours students. The main objective of the study was to determine the educational quality of teaching and learning offered. Students were contacted by e-mail and asked to complete an online questionnaire. New methods on problem solving, investigating problems and formulating problems were found very useful and students gained independence in developing their learning capabilities. Available resources and supervision were not utilized to the full. Adequate financial aid seemed to be a problem. Support should be optimized and students should realize that all resources made available to them are crucial for their success. Students are of all ages and levels of maturity and have different needs and views regarding their studies. Unisa should endeavour to meet as many of these needs as is practically possible.

Virtual Teaching Dispositions at a South African Open Distance Learning University

Previous research investigated academics’ use, knowledge and adoption of emerging technologies in an open distance learning (ODL) environment in some depth. Investigating the key characteristics and implicit competencies underlying online teaching at this South African ODL institution should further promote an understanding of academics’ uptake of virtually mediated instruction. The Virtual Teaching Dispositions Scale (VTDS) was used to assess the professional teaching dispositions associated with effective online instruction. The aim of this study was to identify associations between virtual/technological presence, pedagogical presence, expert/cognitive presence and social presence among academic staff members at an ODL institution, making suggestions for improving online teaching in this environment.

Unpacking Quality Assurance Issues in Distance Education, Using the University of South Africa, a Mega Open Distance Learning University as an Example

Unpacking Quality Assurance Issues in Distance Education, Using the University of South Africa, a Mega Open Distance Learning University as an Example