Open Distance Learning Institution Research Articles

1 - Research-based Honours Degrees: The Perspective of Bachelor of Commerce Students at the University of South Africa

The study was conducted among Bachelor of Commerce Honours students at the University of South Africa, an open distance learning institution. The main problem pertains to the reasons students pursue this degree, the value and significance of the degree as well as the reasons for doing the honours degree instead of a postgraduate diploma in a similar field of study. The most important reasons found for doing the BCom Honours degree were that it would improve future job perspectives, that the field of study was interesting and that having the degree would make one eligible for a master’s degree. It seems that the ‘image’ of obtaining an honours degree is an overriding factor in choosing the honours qualification above the postgraduate diploma. The BCom Honours degree should be marketed and presented simultaneously with postgraduate diplomas, so that prospective students can make more informed decisions to meet their specific needs. Policy makers should consider making the research modules optional for the honours degree. This initiative would give all students the opportunity to obtain an honours degree with the required modules that meet their career as well as personal needs.

Student Access to and Competence in Migrating to a Fully Online Open Distance Learning Space

Aim/Purpose: This article aimed to explore student perceptions and experiences of migrating to a fully online mode during COVID-19. Background: The COVID-19 pandemic changed the mode of delivery from face-to-face or blended learning to fully distance learning. The introduction of the Disaster Management Act (2020) in South Africa forced all institutions of learning to close their doors and move to teaching and learning online. We, therefore, needed to investigate whether the students at an Open Distance Learning (ODL) institution had access to the necessary devices and to see how they responded to fully online learning. Subsequently, this prompted a need to investigate student access to and competence in online learning in a fully ODL space during COVID-19. Since COVID-19 is a recent occurrence, little is known about how students experienced a (forced) move to fully online learning. In South Africa specifically, much less is known about fully online learning. Methodology: The structured web-based survey was sent to all registered Bachelor of Education and Postgraduate Certificate in Education students. The structured questionnaire asking questions about students’ access to devices and their experiences of learning in a fully online mode, was administrated through Google Survey forms. There were 2,858 responses received. Descriptive statistics and exploratory factor analysis were used to uncover findings. Contribution: This paper sets out student teachers’ experiences of learning in a fully online mode during COVID-19 in a developing country such as South Africa. These experiences as representative of the global South, are previously unknown to scholars and can assist in designing future fully online programs in this context. Findings: Access to affordable data is an obstacle for students to access the learning management system. Students felt that the university took a long time to distribute laptops and also indicated that they lacked a suitable and stable internet connection. The digital divide was made more apparent and significant during COVID-19 although students indicated that they did develop necessary digital competencies. Recommendations for Practitioners: Practitioners in Open Distance Learning should understand students’ context regarding access to tools and connectivity when designing courses. Recommendation for Researchers: Researchers should explore theoretical framings to understand issues related to online education when access to tools and connectivity is limited. Impact on Society: The digital divide was exacerbated by COVID-19. Students and communities need support to move to online modes of engagement. Future Research: More studies of a qualitative and mixed-method nature should be conducted to fully understand student teachers’ context and challenges with online learning. Further research that includes student responses using non-digital means needs to be explored.

COVID-19 catalysing assessment transformation: A case of the online open book examination

Under COVID-19 lockdown conditions, the imposition of social distancing and restricted mobility, disrupted the traditional way of assessment in higher education. The closed book examination, conducted under proctored conditions, had to be substituted for the online open book examination (OOBE), posing challenges to both conventional and Open Distance Learning (ODL) institutions. The OOBE became a new experience to lecturers and students. Considering COVID-19 as a potential catalyst for educational transformation, the experiences gained in this format of assessment presents a valuable frame of reference for future learning. The aim is to extract lessons from this innovative learning experience to inform future assessment practices. The study is set in the context of a B.Ed. (Hons) compulsory module, offered at an Open Distance Learning (ODL) institution in South Africa. It is guided by the research question: “what were students’ experiences of their first online, open-book final examination and what are the implications for policy, practice and research?” This is a qualitative study, using as data, student emails on their experiences of the OOBE. The results show that the OOBE is an innovative assessment practice in higher education, in need of deeper understanding and (re)training. We conclude that the OOBE offers transformational opportunities in higher education assessment practices, to replace the traditional closed-book examination. We make recommendations to assist lecturers and students in approaching the OOBE in future.

Fostering Symbiosis Between E-tutors and Lecturers of an English Studies Module at an Open Distance Learning University in South Africa

E-tutors are viewed as major role players in supporting virtual collaborative learning. This is the view espoused by Kopp et al. (2012). Consequently, they are expected to bridge the gap between academics and students in an Open Distance Learning (ODL) environment. However, it has become apparent that the interaction between e-tutors and lecturers is somewhat problematic. This paper discusses the perceptions and expectations that e-tutors and lecturers of a module in the Department of English Studies, <em>Academic Language and Literacy in English</em> (ENG1503) at the University of South Africa (Unisa), an ODL institution, have about their interaction with one another. Data was obtained through responses to a survey completed by e-tutors and lecturers. Content analysis was conducted to find themes and patterns emerging from the e-tutors’ and lecturers’ comments. Preliminary findings indicate that the interaction between e-tutors and lecturers is concerning. Further research should explore ways of foregrounding the interaction between e-tutors and lecturers for the same module.

Effective Market Segmentation for Open Distance Learning Institutions’ Marketing Strategy

This study aims to examine prospective learners’ perceptions toward effective market segmentation strategies for Open Distance Learning (ODL) advertisements. A descriptive study was conducted to assess preferences based on the generational cohort. Self-administered questionnaires were used to obtain meaningful data from 282 potential learners in Malaysia. The potential learners were working adults based on generational cohorts, namely, Gen Z, Gen Y, Gen X and Baby Boomers. The study was conducted from October to December 2020. Based on the analysis, Substantiality and Accessibility between ODL institutions and the market were viewed by the majority of the respondents as more effective than Responsiveness and Identifiability. However, the standardised path coefficient shows that all variables are significant predictors of the effective market segmentation. Therefore, it is noteworthy to develop creative marketing strategies to attract the attention of a wider audience. The insights obtained can potentially assist ODL institutions to better understand the characteristics of effective market segmentation. The study adds to the existing marketing literature and has strong implications in both academic and ODL institutions, particularly regarding the aspect of prospective learners’ opinions pertaining to effective market segmentation.

Relationship between learning strategies and academic performance: a comparison between accreditation of prior experiential learning (APEL) and regular entry undergraduates

PurposeThe purpose of this study aims to compare the academic performance and types of learning strategies used by APEL and regular entry undergraduates. It also explored the relationship between the academic performance and the types of learning strategies utilised by these two groups of undergraduate.Design/methodology/approachThis quantitative study involved 400 undergraduates from an open distance learning (ODL) institution. A correlational research design was used in this study. Data were collected through archival data and questionnaire. Independent t-test and Pearson’s correlation analyses were performed using SPSS.FindingsRegular entrants were found to perform slightly better than APEL entrants. There is no significant difference between the types of learning strategies used by APEL and regular entrants. For both groups, the higher performers adopted time and study environment management as well as effort regulation strategies. Besides this, there was no correlation between cognitive skills and peer learning with their academic performance. Meta-cognitive self-regulation and help-seeking which were found to affect the regular entrants’ academic performance did not correlate with those of APEL entrants.Research limitations/implicationsThis study was conducted within only one institution. The generalisation of findings may therefore be limited. Future studies could be conducted to include students from several institutions.Practical implicationsTime management training could be provided to students. Additional support, like foundation courses and supplementary readings, could be provided to APEL entrants to support their learning.Originality/valueThe findings would be beneficial to ODL institutions who offer APEL entry to understand the academic performance and learning strategies used by APEL entrants relative to regular entrants.

Career development for students with disabilities in an open distance learning institution: A narrative inquiry

The transition from basic education to higher education and, finally, to work, can be difficult to negotiate for any young person. Such a transition can be challenging, particularly within the current labour market conditions accompanying the social and economic changes facing developing industrial nations. Students with disabilities face additional challenges in their career development and school-to-work transition. The Open Distance Learning (ODL) institutions tend to be the first and only choice due to the limitations posed by contact universities. Drawing from the life stories of two female students with disabilities at an ODL institution, this article interrogates how these young women negotiated (and continue to negotiate) their respective career pathways. The students share specific aspirations for their career and life development, their experiences of studying at an ODL institution, as well as their perceived employment opportunities. Also discussed here, are recommendations for practice. Points of interest People with disabilities do not receive adequate career development at school, or even upon entering higher education. Disability can influence how high, how quickly and how realistically young adults set career goals. People’s negative attitudes, have created career barriers for students with disabilities. Students with disabilities can succeed in their careers, if they have formed a solid identity, are determined, have a support network and create an environment which is conducive for their growth. The role of career practitioners is critical in providing the necessary career path materials in accessible formats, opening the conversation with the students with disabilities so that they make informed decisions.

A Gap Analysis of the Quality of Student Support Services in an Open Distance Learning Institution

This paper focuses on an investigation of the quality of student support services. The latter are important aspects in the development of a whole-person experience in any educational system. In the open distance learning (ODL) mode of education, student support services are even more important as they are the anchors of student success. Based on this, the main purpose of this paper is to observe the possible gaps between students’ expectations (the ideal standard) and their experiences (the perceptions formed) of student support services as provided by the University of South Africa (UNISA). The respondents of this paper were doctoral students of UNISA who live and work in Ethiopia. A multi-dimensional and “standardised” instrument was used as a tool to collect quantitative data. The theoretical framework adopted in analysing the results was the gaps model. Descriptive statistics (means and standard deviations) and dependent t-tests were the statistical tools employed. The findings show that there were gaps between the students’ expectations and experiences along the four dimensions of the instrument, namely Supervision Support, Infrastructure, Administrative Support and Academic Facilitation. It was therefore recommended that UNISA should focus on improving the relevant services it gives to its international students.

Using Community of Inquiry (CoI) to Facilitate the Design of a Holistic E-Learning Experience for Students with Visual Impairments

Information and Communication Technology (ICT) tools provide an ideal mechanism by which students can interact closely with their lecturers in an open distance learning (ODL) context. This is especially true for students with disabilities who require access through alternative formats. This paper demonstrates teaching and learning practices in an ODL institution in South Africa, with a focus on the indispensable role of lecturers and tutors in an online learning setting. The paper employs the Community of Inquiry, which sees the effective online learning environment through three elements: cognitive, social, and teaching presence. The findings shed light on the use of vision-based approaches in course design; limited implementation of open-access policies, and the academic faculty’s lack of knowledge on how to facilitate inclusive learning. The paper concludes by presenting a proposed student-centred framework that seeks to facilitate inclusive teaching and learning towards positive and inclusive learning experiences for students. The proposed framework could be beneficial during pandemic situations.

Enhancing student development through support services in an open distance learning institution: A case study in South Africa

This article sought to investigate the implementation of curriculum through using student support services to enhance teaching and learning among students. The participants for the study were selected from students who registered for the Postgraduate Certificate in Education in Open distance e-Learning institutions. Data was collected from 20 students who were selected, using multi-stage sampling. Data pertaining to the experiences of these students were sought, using semi-structured interviews. The findings reveal that student support services were available but were not accessed by most students. The study reveals numerous student support-related challenges including poor handling of the application and registration process, delays in delivery and receiving of study material and the absence of an effective assignment feedback administration system. The study recommends that ODeL institutions endeavour to strengthen their administrative services to be more responsive to students. Furthermore, the lecturers should be oriented to provide services to students.

Exclusion Reloaded: The Chronicles of Covid-19 on Students with Disabilities in a South African Open Distance Learning Context

Students with disabilities have been going through different forms of discrimination and exclusion. These include inaccessible learning materials and learning platforms, negative attitudes from lecturers, fellow students and more. This paper comes from a qualitative study that sought to explore how Covid-19 deepened these educational inequalities at an Open Distance Learning institution in South Africa. The results of the study reveal that institutions of higher learning had to quickly adjust their teaching and assessment to online mode. This led to heightened exclusion of students with disabilities as their examinations had to be postponed to second semester due to lack of preparations for special examinations. Students also reported experiencing extra pressure as they had to write double the examinations at the end of the year. Some students reported lack of access to assistive technologies which they normally borrow from the library, this was because the Post Office was not operating during the National Lockdown Level 5. The novel nature of Covid-19 is such that the real barriers it caused on people and students with disabilities in particular and it will keep revealing itself gradually. This paper ends by making recommendations on how an ODL institution could accommodate the needs of students with disabilities to enhance their learning experiences during pandemics or natural disasters.

Experiences of Nontraditional Students and Academics of the Recognition of Prior Learning Process for Admission to Graduate Studies: A South African Case Study in Open Distance Learning

The purpose of this study is to report on the recognition of prior learning (RPL) experiences of students and academics in a graduate context at an open distance learning (ODL) institution. Although students and academics are the key participants in the RPL process for access to graduate studies, their experiences regarding the process, specifically in an ODL context, appear to be under-investigated, given the limited number of studies conducted at distance learning institutions. Within an interpretative paradigm, the study followed a qualitative approach. A case study design was used to collect data employing open-ended questionnaires for students and academics involved in reviewing the RPL application students. The study involved research participants who were directly involved in the RPL process. The findings revealed that, apart from granting them admission to graduate studies, RPL candidates benefited from the process on a personal and academic level. The key aspects of RPL, such as preparation of evidence for assessment, which is similar to those of sustainable assessment, contribute to students becoming aware of their learning potential. This research contributes in a manner that provides more insight into this important academic experience of nontraditional students. This study recommends that an RPL process be an empowering and quality student experience that aims not only to prepare them for RPL assessment but also for the context after access to graduate studies.

Synchronising Informal and Formal Learning Spaces to Facilitate Collaborative Online Learning

While online learning is increasingly used to provide continuation and facilitate interaction between students, institutions are challenged by low participation rates on their learning management systems and high drop-out rates. At the same time, students engage in extensive, needs-driven informal collaborations on a spectrum of offline and online platforms in support of their learning. It seems pertinent to understand the process though which students self-direct their learning across different learning spaces. A combination of focus groups and personal interviews was used during a qualitative study to gain in-depth feedback from a variety of online students in an online course at the University of South Africa (Unisa). Unisa is a large open distance learning (ODL) institution in South Africa and hosts students from diverse social backgrounds. Insights about student collaborations emerged after a thematic analysis, grounding the results in a social capital theoretical framework. The results indicate that students engage in social networking across various learning platforms, establishing a variety of social ties with perceived learning benefits, deriving value from the social capital fund in the respective social ties. Online educators can gain useful insight from understanding the process and value of students’ self-initiated participation in informal learning spaces to find ways for improved student participation in online learning. Practical ideas are offered as to how student collaborative learning can be facilitated by integrating formal and informal learning spaces in a seamless learning environment.

CONTEXT MATTERS: STUDENT EXPERIENCES OF INTERACTION IN OPEN DISTANCE LEARNING

An important factor in online learning is how students are afforded opportunities for interactions to create their own knowledge and attain high levels of student satisfaction. In open distance learning, three types of interaction were initially distinguished: interaction with content, with the lecturer and with fellow students. As technology plays an essential role in online learning, interaction with technology was added. This study was conducted at an open distance learning institution using a blended learning approach. Since it was the first fully online course for first-year Education students, the purpose of the study was to determine students’ experiences of their learning in order to consider how offering the course online might affect their satisfaction and academic success. Within a connectivist paradigm, the research used a case study involving questionnaires with closed and open-ended questions. Findings confirmed the value of interaction on all levels and pointed towards the challenges in interaction with technology. Based on these findings, the study suggests that lecturers should consider the contexts of students when planning and designing online courses. As a result, it remains the university’s responsibility to put systems in place to support and prepare students.

INTERROGATING THE CONCEPT ‘OPENNESS’ IN OPEN DISTANCE LEARNING (ODL)

&lt;p&gt;Scholars in Open Distance Learning (ODL) often refer to distance education as ‘open’. The concept 'openness' on open and distance learning is very fluid and often misunderstood. It is the purpose of this desktop survey to review relevant literature and make interrogation of the concept 'openness'. We advance questions such as; How open is open and distance learning. In what aspects is ODL open and to what extent is the openness. We discuss openness concerning targeted potential students and entry requirements in ODL institutions, the openness of teaching, and learning approaches as well as openness concerning communication, the flexibility of curricula, and assessment. We conclude by answering whether or not ODL institutions are open as well as suggesting measures and ways of enhancing openness in ODL institutions.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0674/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Continuous professional development and student support in an open and distance e-learning institution: a case study

Faced with emerging technologies and a diversity of students entering higher education in South Africa, lecturers must continuously equip themselves with the necessary skills to teach and support today’s learners effectively. This article reports on the lessons learnt and experiences of academics at an open distance learning (ODL) institution who participated for the first time in the fully online teaching and learning programme at an international institution, through a partnership aimed at developing academic capacity in ODL. The author suggests that academics cannot impart and transfer to learners skills they themselves do not possess, and makes recommendations for striving towards an effective student support system through continuous professional development in distance education and e-learning. The study revealed that the participants appreciated the support they received and valued the skills acquired in the programme. They also indicated that they were planning to use the new skills to enhance their own teaching. The study followed a case study methodology and made use of a range of data collection methods and tools that are in line with qualitative studies.Keywords: continuous professional development (CPD), distance education, e-learning, student support, open and distance e-learning (ODeL), transactional distance, community of inquiry (CoI)

Comparison of Students Using Electronic Learning Website of the University of South Africa

It is almost impossible to perform academic activities, such as accessing study material or contacting lecturers and other teaching and learning processes, at an open distance learning institution without the use of computers and the internet. This article investigates and reports on the time taken by students with and without disabilities to complete certain tasks using the University of South Africa's learning management systems (LMS). The findings of the study indicate that the time taken by students with disabilities to finish tasks is much longer compared to the students without disabilities. The study established that well-developed e-learning platforms guarantee efficient and effective use by both students with and without disabilities. The study suggests that it is significant for all LMS stakeholders to be involved in the development of e-learning websites. This is to ensure that accessibility and usability of these websites are adhered to during the development of e-learning websites.

Library usage by university accounting students: a comparison of contact and open distance learning institution in South Africa

The level of library patronage among accounting students is examined both in a distance and a contact learning institution in South Africa. We used a structured questionnaire to collect data from a sample of 500 accounting students from both a distance and a contact learning institution in South Africa, out of which 379 returned a completed questionnaire, representing 76%. Findings show an apathy among South African university accounting students towards library services patronage, which is exacerbated by lecturers' practice of giving assignments that do not require students to search for information beyond what is in their recommended textbooks. The most significant factor that influences universities' accounting students' patronage of library resources is the expertise and interaction with library staff. This confirms the Expectation-Confirmation Theory that accounting students from both institutions examined based their level of satisfaction on their perception of the library services they received. Library management needs an understanding of the teaching and learning practices of the accounting discipline and collaborate with curriculum developers to improve accounting students' usage of library resources. In future, the number of universities offering accounting programmes in South Africa needs expanding and so that university libraries can cater for higher numbers of accounting students.

Coping with occupational stress in an open distance learning university in South Africa

The study explored the occupational stressors experienced by academics employed by open distance learning (ODL) institutions and their coping strategies. The participants were a convenience sample of 305 academics from an ODL university in South Africa (female = 64.3%; median age = 45.5 years). The participants were mostly lecturers who had been employed in higher education for more than 10 years. The participants completed The Comprehensive Coping Strategies Questionnaire. Multiple regression analysis revealed successful coping with occupational stress using cognitive coping, social support coping, and vacation time. The findings suggest a need for stress management practices to mitigate occupational stress among academics and promote the adoption of adaptive coping strategies.

Implementation of SDGs at the University of South Africa

PurposeThe purpose of this paper is to demonstrate how universities can play a pivotal role in implementing sustainable development goals (SDGs). It recognises the advantage that universities have in responding to social challenges through their functions and operations, mainly through research and innovation and academic prowess. Not much guidance is available on how they can contribute to SDG implementation. The research is a case study of the University of South Africa, a distance education institution. It showcases how its science campus in Johannesburg has incorporated SDGs in its operations.Design/methodology/approachData were collected through interviews with campus operations managers and sustainability office managers, a survey with environmental science honours students was conducted and observations of the Unisa Florida campus environment were undertaken to establish practices that contribute towards SDG implementation. Document analysis assisted in complementing the data collection process. Data were analysed by aligning practices with SDG indicators.FindingsThe research revealed a number of practices that align with SDGs in teaching, research, community engagement and campus operations management. Unisa is however challenged by financial limitations and as an open distance education and learning (ODeL) institution, it struggles to involve students in these projects. The paper concludes that while the most obvious contribution of universities to SDGs is towards quality education (SDG 4), higher education, including distance education institutions, can play an active role in implementing other SDGs as well.Research limitations/implicationsThis research was limited to one institution, Unisa, owing to time limitations. While this might seem like the research was too selective, it was intentional, as the aim was to research a distance education institution. The research targeted staff involved in campus operations at Unisa’s Florida Campus, which is located in Johannesburg. Interviews were limited to students pursuing BSc Honours in Environmental Management. This was a methodological decision to contain the research, but making sure that the targeted respondents were the most informed. Individual case studies are often critiqued for being insufficiently representative to allow generalisations to other contexts (Jupp, 2006). This applies to this research in terms of “populations and universes” (Yin, 2003, p. 10), but generalisations to “theoretical propositions” (ibid) are possible.Originality/valueThere are few studies in Africa which researched implementation of SDGs in universities, let alone in ODeL institutions. The research revealed the challenge of involving students in sustainability practices in distance education institutions and serves as a testimony that such institutions can still have successful projects on and off campus. It suggests involving students in applied research based on the current sustainability projects on and off campus.