Open Distance Learning Institution Research Articles

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.

Nigerian Open and Distance Learning Students and the Mandatory National Youth Service Corps (NYSC) Scheme

The principal means of accessing admission into higher educational institutions in Nigeria is the Unified Tertiary Matriculation Examination (UTME) carried out by the Joint Admission and Matriculation Board (JAMB). The total number of candidates looking for admission into the different Nigerian institutions of higher learning has been on the increase over the years. The main motivation behind setting up any Open Distance Learning (ODL) institutions in Nigeria is to give a scope of chance to admittance to advanced education to students who, for one explanation or the other, really like to have their schooling in a more adaptable way. Moreover, the low admission limit of Nigerian universities for full time studies places a limit on the number of prospective learners who can be admitted into universities thereby making a monstrous hole between the people who want higher education and the framework accessible to cater for their necessities. The National Youth Service Corps (NYSC) scheme is an obligatory programme set up by the Nigerian government to include graduates of Nigerian educational tertiary institutions who are 30 years and below with the aim of promoting national unity and integration as well as to contribute to the accelerated growth of the national economy. However, graduates of open and distance learning institutions in the country do not take part in the NYSC programme. An attempt is made in this paper to investigate the level of preparedness and interests of ODL students and their disappointment in their exclusion from the programme. To achieve this, a descriptive survey research design was adopted for the study with a random sample of 201 respondents comprising 114 male and 87 female distant learners within the stipulated age for the NYSC scheme. A researcher-developed questionnaire was used to gather data from respondents. Four research questions were raised and three hypotheses were tested at 0.05 level of significance. Data gathered were analyzed and presented using figures, simple percentages, frequency tables and the Independent T-test. The findings revealed that 98% of respondents believe that they are prepared for the NYSC scheme, while 2% of respondents are not prepared. 99% are interested and 97% are disappointed at their exclusion from the scheme. No significant gender difference was observed in the level of preparedness, extent of interest and degree of disappointment in exclusion from the scheme among respondents. The study recommends a collaborative effort of ODL institutions and their counselling units in addressing anxieties and disappointments among students. The study also advocates a review of government’s policy on the NYSC scheme for possible inclusion of young graduates of ODL institutions in the scheme.

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.

TECHNOLOGY SELF-EFFICACY AND DIGITAL LITERACY AMONG ODL STUDENTS: THE MODERATING ROLE OF GENDER

This study investigated Open Distance Learning (ODL) students’ technology self-efficacy and digital literacy levels and how the relationship between their technology self-efficacy and digital literacy is moderated by gender. The study adopted a quantitative survey research approach and data was collected from 522 students from a selected ODL institution in Nigeria using an online survey. A structured questionnaire consisting of 3 domains namely, demographic, technology self-efficacy and digital literacy were used as a data collection instrument for the study. Data generated from the study were analysed using descriptive statistics of percentages, frequency count, mean and standard deviation while correlation and factor analyses were performed to estimate the model’s consistency and construct validity. The moderating role of gender was done using the process macro (Model 1) developed by Hayes, (2018). Results revealed amongst others that ODL students’ technology self-efficacy is very high and their digital literacy rate is high. Also, technology self-efficacy was shown to exhibit a substantial positive influence on digital literacy among the students. However, the results indicated that gender played an insignificant moderating role in the relationship between technology self-efficacy and digital literacy. Based on the results, it was recommended that efforts at increasing digitization in ODL delivery in Nigeria should take into consideration these factors. Also, policy actions aimed at engaging ODL learners in more technologically sophisticated learning platforms must be anchored on students’ belief in their ability to use the learning platforms to achieve their desired learning outcomes irrespective of their gender.

The E-Tutor in the New Normal: Analysing the Changing Roles of Tutoring in an ODeL Environment during and post Covid-19

This article reports on a study that explored how an open distance learning (ODL) institution is integrating its online processes in handling e-tutors’ experiences as they transition from face-to-face to blended facilitation. The study examined the following key issues: firstly, conceptions of how the university strategy transitions conventional tutors into its open distance e-learning (ODeL) system; secondly, conceptions of how e-tutors bridge the gap between facilitation and student support; and thirdly, how e-tutors are integrated in the ODeL institution’s system in relation to their personal academic development. The study adopted a qualitative exploratory approach, which relied on documentary sources and the experiences of university e-tutors at the Botswana Open University (BOU) captured through telephonic and online interviews. It is argued that the world is changing due to the impact of the Covid-19 pandemic. The changes have been fast, radical, demanding and uncertain. However, ODeL institutions can do more to confront these challenges. The study findings indicated that BOU has positively responded to these changes by relying on its capabilities and strengths. The article provides insights for improved access, success, tutor identities and development. The article ends with recommendations on what could be done to improve learning, teaching and practice as facilitated by e-tutors within ODeL institutions as they recover from the ravages of the Covid-19 pandemic.

The supervisor as a ‘coastguard’ in the methodological preparedness of doctoral candidates

This study aims to explore the role of a doctoral supervisor in doctoral candidates’ state of methodological preparedness within a specific disciplinary and institutional context. The number of doctoral graduates per million is commonly used as an indicator of progress to high-level competence and growth, and has become a global policy priority. The throughput rate of doctoral candidates is closely associated with their methodological preparedness, for which doctoral supervision is one of the key antecedents. While several studies have explored supervisory qualities as perceived and experienced by doctoral candidates, the supervisor’s role, as perceived and experienced by supervisors themselves, appears to be under-researched. This study aims to provide a deeper understanding of this role from both the supervisors’ and doctoral candidates’ perspectives. This study departed from the view that researchers and participants share the world of doctoral supervision. Hence, we used phenomenology as an approach to the world of doctoral supervision, employing the Interpretive Phenomenological Analysis (IPA) method to understand how doctoral supervisors and candidates make sense of their lived experiences of doctoral supervision. We deliberately decided against survey studies as used in related studies. Although previous research utilised the ‘voyage by ocean’ metaphor concerning doctoral education, this study extends the discourse by applying an interpretive phenomenological design to provide a rich description of the supervisor’s role as a coastguard within the context of an open distance learning institution. Doctoral supervisors perform a coastguard role in ensuring that candidates meet the regulatory requirements for their doctoral voyage, are timeously rescued and supported during their voyage, receive the necessary navigation assistance to reach their destinations, and are cared for in a humanitarian way. We recommend that a similar study be conducted on a large scale and in different contexts to further inform the enhancement of doctoral candidates’ methodological preparedness.

Challenges faced by ESL in-service teachers enrolled in a teacher education programme via open distance learning in Malaysia

PurposeThe purpose of this study was to examine the challenges experienced by in-service English as a Second Language (ESL) teachers in an open distance learning (ODL) institution of higher learning in Malaysia. Many in-service ESL teachers who do not have the necessary teaching qualifications are seeking to obtain their teaching qualifications via the ODL mode of studies as it allows them to work as teachers while obtaining their teaching qualifications at the same time. They face multiple challenges which lead to high attrition rates, a concern for ODL institutions of higher learning worldwide.Design/methodology/approachA qualitative research design using a case study approach was used in this study where in-depth interviews were conducted with four in-service ESL teachers who are currently enrolled in an undergraduate Teaching English as a Second Language (TESL) programme conducted via ODL.FindingsThe research is exploratory in nature. Findings highlighted four major challenges by these in-service ESL teachers: (1) financial difficulties, (2) work commitments, (3) family sacrifices and (4) emotional stress. However, technological use was not considered a challenge as mentioned by literature.Practical implicationsFindings from the study may be useful to ODL institutions to provide relevant support to ODL students to improve student retention rates in ODL institutions.Originality/valueThis study may be considered as a baseline analysis on the challenges experienced by in-service ESL teachers in ODL institution of higher learning in Malaysia. Further in-depth studies are needed to understand how ODL institutions can better support their education programme students to complete their teacher education programmes.

The psychological and health benefits of using a continuous glucose monitor for a person with type 1 diabetes: A South African higher education context

Background: There has been an increasing focus on the unique health needs and experiences of people with chronic health problems, given health disparities between these groups and the wider population. The focus of this study is on understanding the psychological and health benefits of using continuous glucose monitoring (CGM) by people with type 1 diabetes (T1D)  and to present findings from interviews on their experiences. All interviewees were subsequently invited for intervention at an Open Distance Learning institution in South Africa. Methods: Data were collected using an online semi-structured questionnaire to gather information influencing the study participant’s decision to use CGM during the context of COVID-19. An invitation was sent via Facebook group ‘Type 1 Diabetics South Africa’ and attracted 30 responses.  The final study comprised of 10 respondents whose returned questionnaires met the inclusion criteria and took part in the in-depth interviews for analysis using Atlas.ti9 software.  Results: The results suggest that T1D participants benefited from using CGM in combating chronic medical and psychological (psychosocial) conditions. Many reported improvements in health and psychological factors; in time monitoring of glucose levels, low events of hypoglycaemia, improved self-confidence, improved concentration span, diminished numbers of hospitalization.  Some reported improved socialization, relief from finger pricking pains and better control of life. Graphical representations of the different results will be depicted in tables  and figures. Conclusions: The 4th industrial revolution is technology-based and continuous glucose monitoring is a form of artificial intelligence enabling people living with T1 diabetes to make smarter choices more often and at a faster pace with more information. If people with diabetes are unable to access this intelligent technology, they will be at increased risk of complications, hypoglycaemia, reducing their quality of life. The use of CGM by T1D, with complementary psychotherapy, indicated improved health related quality of life.

Determinants of the Behavioural Intention of Open Distance Learning Students to Use Digital Tools and Resources for Learning in Nigeria

This study investigated determinants of the behavioural intention of Open Distance Learning (ODL) students to use digital tools and resources for learning in Nigeria. The study utilized an online questionnaire to gather data from 522 ODL students from an ODL institution in Nigeria. The Unified Theory of Acceptance and Use of Technology (UTAUT) was the main framework used for the analysis in which attitude was included as an additional variable to seek out a much better model capable of improving the understanding of ODL students’ behavioural intention to use digital tools and resources for learning. Thus, an extended UTAUT model was developed and tested in this study. The model consisted of six constructs: performance expectancy, effort expectancy, social influence, facilitating conditions, attitude and behavioural intention. A Partial Least Square-Structural Equation Modelling (PLS-SEM) was used for data analysis. Results revealed that the proposed model successfully explained critical factors that determine ODL students’ behavioural intention to use digital tools and resources for learning. The study suggested that attitude, performance expectancy and facilitating conditions are the major determinants of behavioural intention to use digital tools and resources but attitude is the most prominent factor. Thus, implications and suggestions for further studies were highlighted.

Online Teaching and Learning in Correctional Facilities: Opportunities and Tensions

In a prison environment, inmates participating in online learning face numerous challenges. Access to education and digital materials must compete with security protocols that usually stifle innovative approaches to online learning. Education in prison environments is well-established, and studies attest to this notion. This article explores online learning in a correctional environment where inmates enrol with two distance education institutions, the Open University of the United Kingdom (OUUK) and the University of South Africa (UNISA). The study showcases the conditions, opportunities and tensions in online education in prison contexts in the nexus of providing access while ensuring security. The article further concedes that various countries are embarking on viable partnerships between correctional services, institutions of higher learning, non-governmental agencies, and other stakeholders. The two institutions, OUUK and UNISA, through well-guided Memoranda of Agreements (as argued in this article), have provided best practices and models that could be emulated to advance the agenda for the fourth industrial revolution in online learning. The qualitative documentary research that directed this article used a case study of the two open distance learning institutions, and it entailed a directed, inductive document analysis of national and institutional policies and Memoranda of Agreement (MoA). The research findings point to the continued impact of the tensions between access and security and strategies in ameliorating these tensions. Thus, with specific practices and multiple factors in each country, conditions and opportunities for online learning exist and are utilised to the best of each country’s abilities in offenders’ educational pursuits.

Components of Communication and Effective Service Delivery in Open Distance Learning Programmes in Southwest, Nigeria

Communication is germane to the management and success of every programme. Open and Distance learning institutions’ effort to positively reach out and go beyond imparting knowledge to their learners may never be realized without effective communication. Thus, the effective utilization of components of communication is important in the learning process. This study examined the relationship between the communication components in Open Distance Learning (ODL) institutions and effective service delivery of ODL programmes. Five objectives were developed to guide the study. The study adopted a mixed research design involving both qualitative and quantitative data collection techniques. 420 participants selected using a multi-stage sampling procedure involving both stratified random sampling and simple random sampling techniques. Both descriptive statistics and inferential statistics were used for data analysis.  The study, among other things, found a significant relationship between the communication components and the efficacy of the service delivery. Based on the findings, it was recommended that for service delivery to be effective, feedback mechanism must be varied, adequate and effective so that learners can use the one that best suit them; facilitators must be continuously trained on the use of different channels of communication to be able to produce and deliver quality content. 

Examining Student Support in Implementing Open Distance Learning during COVID-19

In times of crisis and the global spread of the COVID-19 pandemic, the world has observed exponential growth of online education as educators and students are required to stay at home and resume with online learning entirely. With the new norms in education, come new experiences and challenges. The demands in online learning have pushed both students and educators to maximise their information communication technology (ICT) skills and caused some to be unwillingly ready for the new normal. The purpose of this study is to describe the student support of registered students in open distance learning (ODL) institutions during the COVID-19 era. Active learning theory is adopted as a theoretical lens for the interpretation of the data. This study used a quantitative research method approach to gather insights regarding the student experience pertaining to technology integration in the ODL context during COVID-19. The findings uncovered challenges associated with online student support in ODL context. This paper provide recommendations to key stakeholders in higher learning institutions and future research directions. Keywords: active learning theory, COVID-19, information communication technology, open distance learning, student support

Students experiences of demotivating online formative assessment strategies at an open distance learning university

There is a growing body of research that suggests that improving the quality of online formative assessment strategies increases students’ motivation to participate in online assessment. However, the way in which course leaders at open distance learning universities communicate the expectations of learning to students through online formative assessment strategies largely determines how students approach online formative assessment tasks. The design of online formative assessment strategies is an important element that is needed to promote an interactive level of engagement needed for motivating students learning online. It is against this background that this paper investigated the experiences of students with demotivating online formative assessment strategies at an open distance learning institution. The study achieved this through phenomenography, a developmental, qualitative and non-dualistic case study research. Twelve purposively selected students from a postgraduate course were interviewed to understand their experiences with demotivating online formative assessment strategies. Students identified seven demotivating online formative assessment strategies that provided insight to course leaders in the production of more motivating assessment strategies. The study achieved this through phenomenography, a developmental, qualitative and non-dualistic research approach that used a case study, to interview twelve purposively selected students from a postgraduate course to understand their experiences with demotivating online formative assessment strategies. From the students’ own perspective, seven online formative assessment strategies that demotivated them to learn were identified to provide insight to course leaders to produce motivating assessment strategies.

Sustainability in Open Distance Learning (ODL): Adoption of Market Segmentation and Advertising Strategy

The purpose of this paper is to examine the prospective learner’s perception of effective market segmentation and advertising messages for open distance learning (ODL) advertisements. A descriptive study was conducted to assess the perceptions of prospective ODL learners in Malaysia. Selfadministered questionnaires were used to obtain meaningful data from 314respondents. The study was conducted from January to March, 2021. Based on the analysis, accessibility between the ODL institution and its market segments was viewed by the majority of the respondents as more important than substantiality. Furthermore, the respondents agreed that reminders and persuasive messages are significant in attracting audience attention to an ODL institution. The standardised path coefficients have shown that accessibility, reminders and persuasive messages are significant predictors of the sustainability of ODL institutions, whereas substantiality was perceived by the respondents as being insignificant. The results from this study will help ODL institutions be more focused when designing their advertising messages, and will deepen their understanding of market needs. These findings have strong implications for academic ODL institutions, particularly in the aspect of institutional sustainability based on effective market segmentation and the right strategy of advertising messages.

Exploring Faculty Members' Views on the Use of Open Education Resources: A Case of the Namibian Open Distance Learning Institutions

<p style="text-align:justify">Open educational resources (OER) are an innovation coined to bridge the educational divide by providing free quality learning resources. Consequently, this study explored the perception of the Namibian open and distance learning institutions' perception of the use of OER as a pedagogical approach. The study focused on faculty members from the three public ODL institutions in Namibia. Integrated theories with a qualitative case study and interpretivist paradigm underpin this study. Qualitative methodologies were used to collect and analyse data. This study showed an inconsistency between the faculty members' perceptions and OER use within the ODL institutions in Namibia. Although the faculty members displayed positive attitudes towards the use of OER, very little has been achieved in the use of OER within the institutions for the benefit of the Namibian ODL students. The study identified various challenges that impede OER adoption at the institutional level. Recommendations were formulated to address the identified challenges.</p>

6 - Availability of Study Time for Undergraduate Finance Students at an Open and Distance Learning Institution in South Africa

Adult learners at open distance learning institutions often experience in- creased demands from their employers, families and society. Continuously challenged by time constraints, adult learners are confronted with time allocation decisions of meeting academic responsibilities while maintain- ing a work–life balance. This research evaluated the time management of adult learners by determining whether adult learners commit the appropriate number of study hours to their academic responsibilities in accordance with the prescribed notional credit hours. An online questionnaire was distrib- uted to a sample of students studying towards a baccalaureate degree in financial management within an academic department at an open distance learning institution. The results suggested that students commit insufficient time to academic responsibilities measured against the notional credit hour system. To manage time better, adult learners should be informed of the rationale behind the notional credit hour system and be introduced to a time management tool whereby those students who fail to make adequate progress should be enrolled on time management courses.  

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.