Open Distance Learning Context Research Articles

Use of online interactive tools in an open distance learning context: Health studies students' perspective

BackgroundOpen distance learning (ODL) institutions provide educational challenges with specific reference to the training of nurses. They have adopted online technologies to facilitate teaching and learning. However it is observed that most nurses do not use or minimally use tools such as a discussion forum for online interaction to facilitate teaching and learning. ObjectiveThe purpose of this study was to determine how the discussion forum as an online interactive tool be used in an ODL institution to enhance student-to-student and student-to-lecturer online interactions. DesignQuantitative and descriptive in nature. MethodNo sampling was done. An online questionnaire was sent to all 410 second and third years Health Services Management students around the world registered with a specific ODL institution during the second semester. Eighty seven students responded to the questionnaire. Data analysis was done quantitatively and descriptively in the form of diagrams. ResultsThe findings indicated that 84.9% of students own computers, and 100% own cellular phones, but only 3.8% participated in online discussion forum. Some students indicated that they were technologically challenged. Some lecturers interact minimally online and are not supportive to them. The institution does not give them the support they need to acquire the necessary skills to utilise these technologies. ConclusionThe article suggests that lecturers, active interaction in an online discussion forum as a way of supporting students, are fundamental to effective teaching and learning. The university should consider providing intensive mentoring to students to enable them to utilise the available technologies optimally.

On-campus mine surveying practicals: their contribution in training mining engineering students in an open distance learning context

On-campus mine surveying practicals: their contribution in training mining engineering students in an open distance learning context

‘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.

Space and Academic Identity Construction in Higher Education: An Open and Distance Learning Perspective

Research suggests that higher education changes affect the work and identity of academics. The consequent challenges often mentioned include too little time, work overload and limited autonomy among academic staff. Space is rarely mentioned, especially in relation to the context of open distance learning. This article reports on the findings from a study that was conducted in an open distance learning institution to understand how the institutional space is experienced by academics as they construct their identity. Institutional policy was examined, semi-structured interviews were conducted with academics and observations were made. The findings suggest that imagined institutional space is sometimes different from the lived space due to academics’ differing preferences of space. It is recommended that the institution should find the common ground between academics’ spatial needs and the institution’s imagined space as provided for through institutional policy.

Unravelling procurement skills and capacity constraints in an open distance learning (ODL) environment

Competitive economies depend on skilled procurement professionals to develop and sustain integrated strategies. Such professionals are in short supply in South Africa and globally. It is for this reason that the skills improvement of procurement employees in an ODL context becomes essential. Despite the strategic importance of ODL institutions in capacity development, procurement skills growth initiatives in such institutions seem to be lagging behind. This article seeks to unravel the skills and capacity constraints in the procurement division of an ODL institution. A qualitative approach was used following a single case design. The findings revealed a paucity of skilled capacity in the procurement division at an ODL institution in South Africa. It is recommended that effective skills and capacity development initiatives, such as education and training, be implemented in order for the institution to curb procurement inefficiencies and realise a sustainable competitive advantage.

Multiplicity in supervision models: the supervisors perspective

Supervision is a vital aspect in the success of postgraduate students and even more so in open distance learning (ODL). Various factors influence supervision success, some relating to the student, some to the supervisor and others to the institution. This article addresses an over-arching factor, namely the number of stakeholders involved in a supervision relationship, that is termed multiplicity. The allocation of more than one supervisor has capacity implications which have to be traded against improvements in quantitative success measures and quality factors such as richer pools of knowledge and complementary expertise. The study reported on investigated the perceptions of 22 supervisors on multiplicity. All the supervisors had undertaken supervision in ODL contexts. The research strategy was qualitative, based on an open-ended questionnaire survey and interviews. The main contribution was a set of dimensions, comprising factors that influence postgraduate supervision relationships, and the identification of conditions for considering more than one supervisor.

Teaching research methodology in an online ODL environment: strategies followed and lessons learnt

This article provides an overview of an open distance learning (ODL) honours online research methodology module. The module was developed to address the requirements of the Department of Higher Education and Training (DoHET) for the new Programme Quality Mix (PQM) Honours degrees. This semester module involves 15 active weeks of learning, culminating in the submission of a Portfolio of Evidence summative assessment task. Specific features of the module are described to illustrate how teaching the content was approached in an ODL context. The aim of the approach followed was to enhance student motivation, while maintaining consistent progress in achieving the required learning outcomes throughout the semester. Initial results and student feedback are presented.

CROSSING BOUNDARIES: LECTURERS’ PERSPECTIVES ON THE USE OF WHATSAPP TO SUPPORT TEACHING AND LEARNING IN HIGHER EDUCATION

While literature continues to promote mobile learning and, in particular, the use of mobile phones for teaching and learning in blended and open distance learning (ODL) to bridge the digital divide, many lecturers still struggle to understand and engage with it to support their teaching practices. Using the theoretical notion of ‘boundary crossing’, this study reflects on how three South African higher educators introduced WhatsApp, a mobile instant messaging application, into their teaching practices, within a blended mode of delivery, both for distance education but also campus-based learners. Following their experiences with using WhatsApp as a boundary object in their engagement with learners, we explore how a pedagogical model, rules of engagement, group ownership and learner profile impacted on their teaching and their students’ learning practices. In this article we argue that mobile technology such as WhatsApp can, by acting as a boundary object, assist in increasing immediacy and connection not only in informal, but also in formal blended and open distance learning contexts, facilitating reflection, coordination, identification and, in some cases, with students’ control and ownership, transformation. However, more research is needed to include experiences of students, to explore in more depth the ethical issues of using WhatsApp in particular contexts, and to assess the potential to transfer these findings into larger ODL contexts.Â

Chemistry post-graduate student training from an open distance learning perspective

ABSTRACTThe University of South Africa's (UNISA) College of Science, Engineering and Technology (CSET) stands unique in the world by offering laboratory-based disciplines through Open Distance Learning (ODL) at both undergraduate and postgraduate levels. Lack of postgraduate programmes in chemistry at the very few ODL institutions offering undergraduate chemistry courses is presumably the consequence of the high costs associated with chemistry research and the requirement for sustained access to laboratories, analytical facilities and instructors by the students. The practice of offering postgraduate programmes in laboratory-based disciplines within the ODL context is discussed in detail by considering the practices of the chemistry department at UNISA. The department has a history and culture of research and postgraduate student training dating back to the correspondence era. The pitfalls and misconceptions are highlighted and working models for research-based postgraduate student training within the ODL framework are projected. The pitfalls and misconceptions are highlighted in the manuscript and working models for laboratory-based postgraduate student training within the ODL framework are proposed.

NEW TECHNOLOGIES AND SCIENCE TEACHERS EDUCATION WITHIN THE CONTEXT OF DISTANCE LEARNING: A Case Study for the University of Lagos

The Open and Distance Learning (ODL) education for science teachers is seen as a solution to the problems of equity and access to teacher education in Nigeria. It is used to provide cost-effective Science Teacher Education, and to train large numbers of teachers within a short period of time. The need for training science teachers through ODL systems is becoming more critical and necessary. The study explored the contribution of Science Teacher Education within the context of Open and Distance Learning in the following areas: time spent on electronics devices, skill development in the use of computer technologies and applications, Extent of use of IT in courses and course management system features. The study used a survey method. Stratified sampling technique was adopted. Two hundred and fifty (250) questionnaires were sent out and one hundred and seventy three (173) were returned. The result shows that that there is a significant positive correlation between science teachers education within the context of Open Distance Learning and time spent on electronics devices, skill development in the use of computer technologies and application, Extent of use of IT in courses and course management system features at R=0.688, 0.625, 0.165, 0.607, 0.500, with the p value of < 0.05 level of significance. This result implies that increase on each of these variables will further enhance Science Teacher Education.

Snapshots of student-teachers' experiences of DVDs in a learner support programme in a developing ODL context

The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen participants from rural and remote areas of Namibia took part in a semi-structured focus group and individual interviews. A first phase analysis identified a set of codes and categories that guided the researchers to two themes to using DVDs: frustration and attitude. Student-teachers' frustration and attitude towards DVDs are linked to sufficient appropriate information, also available as a paper-based tutorial package. Although electronic learning material can assist in achieving curriculum goals and enrich students' learning experiences, students' expectations are paramount in the design and development of instructional DVDs.

Examining Student Teachers’ Perceptions on Mentoring During Field Experiences in Distance Learning: A Pilot Study

This paper is a pilot study that examines the perceptions of mathematics student teachers on the mentoring they received during practicum. Pre-service teachers' views about teaching - and also their ideas regarding their own teaching abilities - are highly dependent upon their mentor teachers. A question may be posed: are mentors helpful to open distance learning (ODL) student teachers? A structured questionnaire was employed to collect data, which was analysed quantitatively using descriptive statistics. The results are discussed in the categories of responses about support with lesson preparation, being coached, teaching experience, mentor's feedback, views about the course and the subject, mathematics. The results on the perceptions of pre-service teachers on the mentoring they received during teaching practice were generally positive. These involved mentors helping them to identify teaching material, to prepare lessons, to provide them with useful feedback and to coach them on how to teach. The findings from this research will help to provide insights on the usefulness of the present mentoring system. It is recommended that strategies to improve and strengthen social relationships to the mentoring system in ODL contexts be planned.

An online collaborative document creation exercise in an ODL research project module

Online technologies to support collaborative learning provide lecturers in distance higher education with ever more opportunities to extend their teaching in beneficial ways. Students are also increasingly familiar with the online environment via social networking sites. How well this familiarity with online environments translates into the online collaborative learning space in an open distance learning context was examined. We report here on one cycle of an action research project involving 11 fourth-year computing students producing shared survey questionnaires and interview questions collaboratively online. Feedback on the collaboration exercise was obtained by means of a questionnaire which was analysed using grounded theory techniques. The expectation was that collaborative text creation software would be used but somewhat surprisingly, given their academic background, the students used email as the tool of choice. The students' reflections on the collaborative process showed that they noted and appreciated the benefits of collaborative work but also confirmed some of the previously reported frustrations of online collaborative work – in particular differences in levels of commitment and effort, and the free rider effect. Overall, the results pointed to the need for lecturers to be involved in a collaborative process to critically question and guide choices being made.

An assessment of work-integrated learning for public relations in an open distance learning context

Education institutions are increasingly required to ensure the employability of their students through quality and relevant educational programmes. Organisational change, in response to current global challenges, is not a new occurrence and impacts on all levels and functions of the organisation. This is of particular relevance to the field of public relations as an organisational function and it is therefore essential to match theoretical learning with practice, to ensure that the function operates effectively in the broader organisational context. It, moreover, re-establishes the need for the continuous assessment of educational programmes to ensure competent and employable public relations students.Against this background, the questions underlying this study are whether the public relations students of the University of South Africa (Unisa), as prospective public relations practitioners, possess the necessary skills to add value to organisations in their attempt to meet the challenges they face today, and what is the contribution of work-integrated learning in acquiring the necessary industry skills.

Project-based learning and assessment of an IT module in an ODL context

This article introduces project-based learning and assessment in an Information Technology (IT) module offered in an Open Distance Learning (ODL) context. The literature review explains the main arguments relating to project-based learning and assessment in terms of the module researched. The methodology used (an e-mail survey) to investigate the influence of an intervention to enhance student success is described. The findings presented show that the majority of respondents experienced an increase in the effectiveness of teaching for successful learning in an ODL context. Most students believe that sufficient information had been provided to complete their projects successfully, which also helped improve their self-confidence. This article also includes recommendations and implications for the possible future use of project-based learning and assessment in similar modules. In conclusion, the way in which project-based learning and assessment assists in solving problems experienced in a vocational IT module offered in an ODL context is summarised.

The Praxis of Quality Assurance in Open Distance Learning Contexts

The Praxis of Quality Assurance in Open Distance Learning Contexts

Students' Sense of Coherence, Study Engagement and Self-Efficacy in Relation to their Study and Employability Satisfaction

This study reports on students' sense of coherence, study engagement and self-efficacy in relation to their satisfaction with current studies and employability. Participants included a convenience sample of 127 employed adult learners enrolled for third year level open distance learning (ODL) undergraduate studies in industrial and organisational psychology. A quantitative survey approach was followed, collecting primary data. Data analysis consisted of correlational and standard multiple regression analyses. The results revealed students' dedication to and perceived meaningfulness of undergraduate studies as significant predictors of their study and employability satisfaction. The participants' self-efficacy did not relate significantly to their satisfaction with their current studies and employability. These findings contribute new knowledge that could be used to inform the design of learner support interventions aimed at increasing students' motivational levels in the open distance learning context.

The Significance of Student Teachers’ Involvement in Co-Curricular Activities

Around the world teacher training is increasingly offered through open distance learning (ODL). Distance education institutions need to ascertain whether they are producing appropriate made-tomeasure skills that will enable student teachers to educate learners to internationally competitive levels when entering the teaching profession. To reach such levels of competence teacher training should include co-curricular activities, which has also applies to co-curricular activities as these activities are an integral part of teaching. The specific purpose of the research under review has been to determine students’ perceptions of their participation in co-curricular activities during teaching practice periods in schools. The research was qualitative and driven by the following research question: What are student teachers’ perceptions of the significance of their participation in co-curricular activities for their own professional development? The aims of the research under review were to determine student teachers’ perceptions of the following: (1) the nature of cocurricular activities; (2) the value of co-curricular activities for learners; (3) the value of student teachers’ participation in co-curricular activities for their own professional development; (4) the effectiveness of teaching practice as presented in an ODL context; and (5) student teachers’ recommendations regarding their participation in co-curricular activities by means of ODL. Semistructured and open-ended questions were used to gather data from the participants. Results confirmed the importance of active participation in cocurricular activities in order to prepare students for their teaching career.

Implementing Electronic Conferencing Within A Distance-Based University: University Of South Africa Case Study

The outcome of this paper is primarily to survey and analyse student interactions with electronic conferencing systems and to reflect on the impact of such a system on the students’ learning within an open distance learning context. This pilot study is articulated within action research methodology to generate critical reflection on collaborative, online environments such as electronic conferencing systems for teaching and learning. This study aims to assess the benefits and feasibility of integrating such a system within the University of South Africa’s (UNISA) current organisational structure. These results are intended to generate debate and further research within the university into possible evolution in practice within the institution that would address contemporary learning needs of students. As this was a feasibility study, a comparative study of the current tools available for electronic conferencing was warranted. The findings of this study may be used as a basis for further investigation on the challenges that might face the university if online learning were to be implemented. The success of the online conference is nevertheless significant within the context of the University of South Africa. It provides the opportunity to re-examine the current print-based delivery system, and to devise strategies and solutions to significantly increase the quality of learning within the organisation.

Comprehensiveness and the Challenges of Harmonization of Study and Research Programs in the CSET within ODL Context: Chemists’ Perspective

This article examines the comprehensiveness of the University of South Africa (UNISA) as an Open Distance Learning (ODL) institution and the challenges faced by experimental disciplines within ODL. Those challenges are brought about by the attempt to harmonize study and research programs in the College of Science, Engineering and Technology (CSET) following the merger and harmonization of programs from the former distance learning UNISA and Technikon South Africa (TSA). The paper discusses the current realities with the aim to promote further debate on the place of ODL in science and technology programs in tertiary education such as UNISA in general and CSET in particular.