Expanding Quality Provision in an
Integrated Post-School System
NADEOSA Conference 2014
Abstracts Booklet
Hosted by the Distance Education Unit of the University of Pretoria at the Groenkloof
Campus, 24-25 June, 2014.
Page 1 of 47
Expanding Quality Provision in an
Integrated Post-School System
Pre-conference colloquium
Theme
 Exploring the policy implications for flexible provision in
an integrated post-schooling system
The conference theme will be explored through the following
sub-themes, focusing on Technical and Vocational Education
and Training (TVET), the FET Sector, higher education and
other post-schooling initiatives:
 Differentiated forms of admission requirements and
articulation across the Further Education and
Training/Higher Education interface
 Uses of technology to enhance teaching and learning
 ICT infrastructure and integration
 Policy, theory and research in open, distance and elearning (ODeL)
 Competition, collaboration and professional
development
 Student support to enable access for success in ODeL
 Models and practices for more flexible provision that
provide increased access and
success in
programmes of high quality
 Quality benchmarks/criteria for ODeL.
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Contents
Colloquium Keynote Dr Engela van Staden, DHET ................................................................. 5
Conference Keynote 1 Prof Kethamonie Naidoo, CHE ............................................................ 5
Conference Keynote 2 Dr Thomas Hülsmann ........................................................................... 5
Aluko, F. R. ............................................................................................................................. 6
Baloyi, G. P. ............................................................................................................................ 6
Bester, P. & Esterhuizen, E. ................................................................................................. 8
Bireda, A, D. Dr...................................................................................................................... 8
Chipunza, L. ........................................................................................................................... 9
Combrinck, M. ..................................................................................................................... 10
De Kock, M. .......................................................................................................................... 11
Fadokun, J. ........................................................................................................................... 12
Fadokun, J. & Ojo, K. ........................................................................................................... 13
Ferreira-Meyers, K. Dr. & Yongxin, Du, Dr. ....................................................................... 14
Fourie, L............................................................................................................................... 15
Heydenrych, J. F. ................................................................................................................. 16
Isabirye, AK. ........................................................................................................................ 17
Kirsikoi, K. F. ....................................................................................................................... 18
Krull, G. ................................................................................................................................ 18
Lephalala, M. M. K. .............................................................................................................. 19
Maboe, K. A. ......................................................................................................................... 20
Mafenya, P. N. ...................................................................................................................... 21
Makhubela-Nkondo, O. N. .................................................................................................. 22
Makhubela-Nkondo, O. N., Lenka-Bula, P., & Jobodwana, N ........................................... 23
Makina, A. ............................................................................................................................ 24
Mallinson, B. ........................................................................................................................ 24
Mathibe-Neke, J. M. & Makhubela-Nkondo, O. N. ............................................................. 26
Mathipa, E. R. ...................................................................................................................... 27
Matjila, T. ............................................................................................................................. 28
Mays, T. J. ............................................................................................................................. 28
Mbati, L. ............................................................................................................................... 29
Mokwena, G. K., & Tshephe, G. P........................................................................................ 30
Ndeya-Ndereya, C. N., Makhakhane, B. & Wilkinson, A. C. .............................................. 31
Neethling, M. ....................................................................................................................... 32
Nel, R. ................................................................................................................................... 33
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Njiro, E. ................................................................................................................................ 34
Ntuli, Z. ................................................................................................................................ 35
Ooko, M. ............................................................................................................................... 36
Pillay, P. ............................................................................................................................... 37
Rafiki, M. & Mlanga, E. ........................................................................................................ 38
Rugnundan, P. ..................................................................................................................... 38
Rastogi, S. ............................................................................................................................ 39
Semuli, Q. K., Mathipa, E. R., Nkonyane, V. A., Lekalakala, M. H. ..................................... 42
Singh, A. & Naidoo, R. ......................................................................................................... 43
Taole, M. .............................................................................................................................. 45
Tshephe, G. P. & Dichaba, M. M. ......................................................................................... 45
Wells, R. S. ........................................................................................................................... 46
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1. Keynote addresses
COLLOQUIUM KEYNOTE DR ENGELA VAN STADEN, DHET
Exploring the Policy Implications for Flexible Provision in an Integrated Post-Schooling
System
CONFERENCE KEYNOTE 1 PROF KETHAMONIE NAIDOO, CHE
Expanding Quality Distance Provision in an Integrated Post-Schooling System
CONFERENCE KEYNOTE 2 DR THOMAS HÜLSMANN
Economic model(s) for distance education
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2. Delegate abstracts
Note: Abstracts are included in alphabetical order based on the surname of the first named
presenter.
Aluko, F. R.
Dr. FR Aluko
Date/Venue
University of Pretoria
24/06/14
Faculty of Education
15:35, V1
Sub-theme: Professional Development
From evaluation to reflection-on-action: Lessons learnt from the impact of a distance education
programme
Reflection-on-action is necessary to derive meaning from one’s experiences. This paper revisits
research data from an elongated study on the impact of a distance education programme on the
professional practice of graduates. The study focused on 300 graduates and 128 principals, selected
through multi-stage and purposive sampling. The researcher used a mixed-methods research
design with specific focus on Kirkpatrick’s, and Baldwin and Ford’s training evaluation models. The
researcher’s curiosity was triggered by the need to understand possible reasons for the participants’
views, as these are contrary to the norm. This account indicates a clear institutional policy on quality
assurance, practices guided by the policy, an ongoing monitoring of the distance education
students’ profiles, improved programme design, student support structures, programme design
and research focused on programmes as possible reasons. The author argues that higher education
practitioners, irrespective of delivery mode, could benefit from the valuable lessons learnt from the
exercise.
Keywords: Distance education, evaluation, impact, professional development, quality, reflection,
reflection-on-action
Baloyi, G. P.
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Dr GP Baloyi
Date/Venue
University of South Africa,
25/06/14
Department of Adult Basic Education and Training
10:25, V2
Sub-theme: Student Support
Student support in Open Distance and Elearning context using Community of Inquiry model
The recent global growth and popularity of open and distance learning (ODL) has been attributed
to its advantages, such as flexibility for students who wish to study while working. Moreover, ODL
is an effective tool in extending participation to students from less privileged social groups who are
unreachable due to geographic location or cannot access higher education due to diverse factors,
such as financial constraints or domestic arrangements. In the light of this, this study investigated
learner support in the Department of Adult Basic Education and Training (ABET) at the University of
South Africa (Unisa), the largest, dedicated ODL institution in South Africa. A review of literature
study identified the Community of Inquiry model proposed by Garrison, Anderson and Archer
(2001) as useful in this context and will be used as conceptual framework for the empirical inquiry.
The researcher carried out a random sample of 400 students (n= 400) from a total number of 1 808
students enrolled in the Higher Diploma in Adult Basic Education and Training. A quantitative
research approach was employed to investigate the research questions.
The CoL framework proposes that successful learning takes place when there are three presences
in a class, namely social, teaching and cognitive presences (Garrison et al. 2000). The study will focus
on the social presence of the model. The CoI theoretical framework represents a process of creating
a deep and meaningful (collaborative-constructivist) learning experience.
According to Engelbrecht (2003:39) e-learning models provide valuable frameworks for
understanding the integration of technology and pedagogy and may help to identify key disparities
between the current and desired situation. Given the access and communication facilities of the
internet, an elearning environment has distinct advantages as a means of providing support to
communities of inquiry to promote higher order learning.
The majority of the students (66, 1%) feel comfortable talking to one another during teaching and
learning. The students use myUnisa to talk about the teaching and learning activities. The findings
here are that students use myUnisa to communicate comfortably amongst themselves. There is
student to student interaction and this promotes learner centredness.
Key words: Open Distance Learning (ODL), University of South Africa (Unisa), Learner Support, Adult
Basic Education and Training (ABET), Online learning.
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Bester, P. & Esterhuizen, E.
Dr P Bester & Dr E Esterhuizen
Unit for Open Distance Learning, North-West University (Potchefstroom Campus)
Date/Venue
25/06
11:50, V1
Sub-theme:
The realities of tablet technology in distance education: A pilot
Despite various national and international guidelines, regulations and policies to enhance
information and communication technology (ICT) in higher education, implementing ICT remains a
challenge. This led to the activation of a pilot aimed to evaluate tablet technology combined with
interactive content management and a Sakai-based learning management system (LMS) to a
purposive sample of 45 postbasic students enrolled in an Advanced University Diploma in Health
Service Management through distance learning. These students are enrolled at a university in the
North West Province. The objectives of this pilot are to explore and describe i) the most suitable
tablet technology for distance learners in support of a blended learning model; ii) tablet technology
combined with supportive academic content and a Sakai LMS; iii) technology adoption of tablet
technology by students in a postbasic nursing programme through distance education; iv) cost
implications to provide tablet technology in open distance learning; v) the collaboration between
internal and external role players in the realisation of tablet technology with interactive academic
content within blended learning and a LMS. This pilot was activated on 17 May 2014 and ends on
13 September 2014.
Three different types of tablet devices were selected, with different operating systems, namely
Apple, Android and Windows. This will enable the exploration into the realities of developing,
populating and downloading academic content to tablets. The pilot brings tablet technology that is
Wi-Fi-equipped, to adult learners with no previous ICT training within a programme presented with
paper-based learning content only. A pre-and post- test will be conducted by means of a technology
adoption survey and focus groups. The results of this pilot will enable the researchers to formulate
an evidence-based report with recommendations regarding the realities of tablet technology use in
distance education to adult learners in South Africa.
Bireda, A, D. Dr
Date/Venue
25/06/14
Dr. Asamenew Demessie Bireda
University South Africa
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Ethiopia Centre for Graduate Studies
10:25, V1
Sub-theme: Professional Development
Doctoral Students’ Perception of Research Supervision Support in Open Distance Learning
The quality of supervision support provided to doctoral students is an important factor that can
considerably affect postgraduate students’ success in completing their research. Thus this article
explores doctoral students’ perceptions of the research supervision process at the University of
South Africa. For this research, a total of 90 doctoral students was selected using a convenient
sampling method. They completed a short survey which has both a four point Likert scale items and
open ended questions developed for this purpose. Descriptive statistics was done for each
individual item on the scale and then thematic analysis was done for the qualitative data that came
from the open-ended item. Overall, the findings showed that doctoral students have generally
positive views about research supervision. Most of the students asserted that supervisors
understood their difficulties, and supervision was available when they needed it; they received
good guidance and the feedback was helpful and timely; nonetheless they still maintain that their
expectations of supervision was fairly met and was not spectacularly excellent.
The
abovementioned notwithstanding, some students flagged critical concerns in the supervision
support provided them, which concerns include: delays and quality of feedback, mismatch between
supervisor expertise and students’ research area, communication problems and a plethora of
administrative problems.
Key words: supervision, doctoral students, open distance learning research management
Chipunza, L.
Dr Linda Chipunza
The Da Vinci Institute
Date/Venue
24/06/14
14:15, V2
Sub-theme: Student Support
Student Support to enable access for success in Open, Distance and e - Learning (ODeL)
For South Africa to meet its multiple skills needs, all channels for learning and development must
be used consciously and purposefully if the focus of higher education, which is to expand the current
provision and training in South Africa as articulated in the White Paper is to be addressed fully.
Open and distance learning has been put forward as part of the solution to bridging this gap.
However, the system of education in most of the country’s schools, which work as the feeder
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streams to higher education, is ill equipped to meet the challenge of preparing learners to work on
e-learning platforms productively. This is due to inadequate and in most cases non-existent
technological and competent human resources to meet e-learning needs. If the students are to
benefit fully, e-learning must be treated as a formal programme situated in a Learning Delivery
Environment where a thorough analysis of learner needs, learning styles and pedagogic approaches
has been done. In practical terms, all constraints that may impact on the programme must be
recognised. The learning objectives of the programmes to be loaded onto e-learning platforms and
those of the students when they take part in e-learning activities should be clearly understood by
the design team. If the student is to receive relevant support, then a clear picture of the students
themselves must also be gathered. This must include the basic demographic profile, computer
literacy levels, time and hours of study, as e-leaning has the potential to transform how and when
students and employees learn. Given the background of most of the learners in our environment,
it would be expedient to take into account all categories of e-learning, the growing importance of
information sharing as evidenced by the popularity of chat rooms, the use of different e-leaning
methodologies and e-learning tools that make it possible to give guided support to learners. What
is needed to formalise student support towards greater uptake of e-learning is a process model that
will guide the use of e-learning strategies in higher education through well designed pedagogical
and androgynous frameworks evaluated against student needs. Institutions wishing to migrate fully
to e-learning must work on providing foundational support to students to whom this mode of
learning is not only foreign but also inaccessible beyond the institution’s library or workstation in
many cases.
References
Bain, J. Introduction to the special edition,. Learner centred evaluation of innovations in higher
education. Higher Education Research and Development, 18 (1) 57-75.
Inglis, A., Ling P., & Joosten, V (1999). Delivering digitally: Managing the transition to the knowledge
media. London, Kogan Page.
Lorraine, M. 2007. Strategies to engage Online Students and Reduce Attrition Rates. The journal of
Educator Online
Combrinck, M.
Martin Combrinck
Date/Venue
University of North West
25/06/14
Quality and Curriculum Design Unit for Open Distance Learning
10:25, V3
Sub-theme: Technology Enhanced Learning
Students’ perceptions for the use of interactive white boards in the delivery of open distance
learning programmes
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Due to the need for higher education in South Africa, the country experiences a rapid growth in
open distance learning, especially in rural areas. It is difficult for people to enrol fulltime at contact
universities, owing to work and financial constraints. The Unit for Open Distance Learning (UODL)
at the North West University (NWU), Potchefstroom campus, South Africa was established in 2013
with its main function to deliver open distance learning programmes to about 30 000 students from
the Faculties of Education Sciences, Theology and Health Sciences.
The UODL has established fifty five open learning centres across Southern Africa and Namibia. Each
of the open learning centres is equipped with at least two Interactive White Boards (IWBs). There
are nine multimedia studios at the Potchefstroom Campus, equipped with IWBs, podiums and
document cameras from where the lectures are broadcast. With the use of IBWs, the NWU and
UODL are now able to deliver lectures to students’ concurrently at all fifty five regional open
learning centres across Southern Africa as well as to an unlimited number of individuals with
Internet access worldwide. Although IWBs are not new, our initiative is to use them more
extensively in order to create more contact between lecturers and students.
To be able to ensure and enhance quality education it is vital to determine students’ perceptions
on the delivery of programmes by means of IWBs. Therefore, the aim of the study is to explore
students’ perceptions for the use of IWBs in the delivery of programmes.
This quantitative study is based on a survey (questionnaire) conducted amongst a group of students
(n= 400) from the faculties of Educational Sciences and Health Sciences who received tuition from
lecturers who broadcast their lectures by means of IWBs to all open learning centres.
Questionnaires were distributed at the open learning centres, and a total of 92 questionnaires were
returned. Although it is not a representative sample it was an important study to highlight the
strengths and shortcomings using IWBs.
The identified findings provide valuable insights that the UODL and faculties at NWU need
considering in order to enhance quality in the delivery of their open distance learning programmes.
De Kock, M.
Dr Marthie de Kock
The Da Vinci Institute
Date/Venue
25/06/14
10:25, V1
Sub-theme: Professional Development
Engaging a meta framework for online learning and research: Sharing experiences
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Online learning organisations all strive towards active engagement of students in a collaborative
and reflective practice to achieve higher order learning outcomes. In supporting transformation in
education the Da Vinci Institute is convinced that these outcomes can only be reached by creating
an online community of inquiry in which reflective and experiential (phenomenological) learning is
blended with the student’s professional development. An interactive Da Vinci Meta framework,
founded on Kolb’s experiential learning model, was developed with the conviction that all people
reflect and that learning and research are based on experience. The Meta framework exposes
students to various concrete experiences embedded in the Da Vinci Institute’s learning
environment from which each learner can choose a personal learning paradigm. Learning is
supported by reflective observation of the self, others and the social context to ensure a spiral of
deep learning and research, while constantly observing the journey through the lenses of a Mode
2 institution (abstract conceptualization). In combination, students need to demonstrate their
ability, vigorous co-creation and final contribution through active experimentation. This paper
discusses a research project in itself which is about creating a research journey of discovery for the
student and not knowing the outcome before you start the project. It was found quite a challenging
situation entrenching the learning framework in a distance learning context in which student
engagement is very much influenced by technology. Creating a digital teaching environment
without online learners in mind is senseless, while facilitating a group at a distance can be a
vulnerable exposure for the lecturer. The challenge is to link theory and practice and to connect
technology and pedagogy while still ensuring to keep the learning experience interesting and
exciting. The objective of the Da Vinci Meta framework is then to engage students in a blended
learning design exploring resources that they would otherwise never have explored. The aim is to
teach students how to learn and become aware of their metacognitive abilities, emotional
intelligence and behavioural adaptability. This online tool anticipates to support iterative discourse,
engage new learning through reflection and include competencies of critical thinking, ethical
reasoning, appealing learning experiences and digital literacy. The Meta framework development
and experiences are shared in this paper.
References
Garrison, D.R. and Vaughan, N.D. (2008). Blended learning in Higher education: Framework,
Principles, and Guidelines. London: Wiley.
Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development.
Upper Saddle River, NJ: Prentice Hall Inc.
Fadokun, J.
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James Fadokun
National Institute for Educational Planning and Administration, Nigeria
Date/Venue
24/06/14
15:35, V2
Sub-theme: Student Support
An Evaluation of the usefulness of learner support in open and distance learning in
Nigeria
In today’s learning society, student support in institutions of higher learning is a topical
issue. The recent global growth and popularity of open and distance learning (ODL) has
been attributed to the unique advantages of this form of learning (e.g. flexibility for those
students who wish to combine a working life with further studies. The learners’ support
system is an important service that needs to be provided by the institution to the learners
because of the characteristics of distance learners themselves. ODL students are mainly
isolated and come from diverse backgrounds – economic, social, educational and
occupational. The provision of such an educational support system ensures the facilitation
of communication between students, the academic staff as well as the administration. It
also assists in addressing the administrative needs of the students This study investigates
the extent to which NOUN learners are using the learner support services provided by the
institution. It evaluates, from the learners’ perspective, the usefulness of these learner
support services. The study therefore identifies services which contribute the most to
learner satisfaction. The study also recommends learner support services which students
may require and are currently not offered by the institution.
Fadokun, J. & Ojo, K.
James Fadokun & Kehinde Ojo
National Institute for Educational Planning and Administration, Nigeria
Date/Venue
25/06/14
10:25, V3
Sub-theme: Technology Enhanced Learning
Assessing the importance of mobile learning in higher education in Nigeria
The demand for education in Africa has continued to unrelentingly increase. This raises the need to
identify more affordable ways of improving access to learning opportunities. Incidentally, similarly
being witnessed is an unprecedented explosion in the number of cellular telephones, especially in
Nigeria. The technology which is arguably the commonest means of communication, could play a
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pivotal role in extending the possibilities for teaching, learning, and research in educational
institutions. Mobile technologies are playing an increasingly important role in college students'
academic lives. Devices such as smartphones, tablets, and e-book readers connect users to the
world instantly, heightening access to information and enabling interactivity with others.
Applications that run on these devices let users not only consume but also discover and produce
content. As such, they continue to transform how college students learn, as well as influence their
learning preferences, both within and outside the classroom. The popularity of mobile technologies
among college students is increasing dramatically. This paper discusses the benefits and prospects
of implementing mobile learning in Nigeria. It also takes a critical look at the available infrastructure
and the level of readiness and familiarity of the open and distance learners (ODL) with mobiles
phones. The study finally identified the challenges which will be responsible for the sustenance of
mobile learning by ODL educators and students.
Ferreira-Meyers, K. Dr. & Yongxin, Du, Dr.
Dr. K. Ferreira-Meyers
Institute of Distance Education, University of Swaziland
Date/Venue
25/06/14
10:25, V3
Dr. Du Yongxin
Shanghai Open University, Shanghai, China
Sub-theme: Technology Enhanced Learning
English as a Second and/or Foreign Language teaching: how do learners view their learning
management system?
This particular study aimed at determining the meanings/sense learners give to their autonomous
learning situation in an online learning management system. The problem is centered around the
learners and seeks to find out how these learners rate/perceive their learning process an whether
the instructional design of the online environment can assist in the learning of English (as a Second
or Foreign Language). It also seeks to find out whether there are significant differences between
respondents from the Institute of distance education IDE (University of Swaziland, Swaziland)
(distance learners) and respondents who take the same course on a full-time basis, in a
conventional university set-up, and distance learning respondents from the Shanghai Open
University (Shanghai, China).The objectives assisted the researchers to look at previous TAM
Models and determine whether Moodle as it is used at the University of Swaziland fits in the model.
The research proposes an adjected TAM model.
The main research questions were the following:
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Research question 1: What is the learners’ feedback on the institutional delivery of their English
course(s) in the online learning management system? Research question one has various
components, including perceived usefulness of the LMS, actual usage, etc.
Research question 2: Is there a significant difference in the feedback between distance learners
(off-campus) and traditional (on-campus) students?
In general the researchers positioned their methodology from a qualitative approach. In order to
answer the main research question, namely what meaning/sense do learners give their
autonomous learning situation in an online learning management system, or how learners view
their learning process, the researcher used a questionnaire which was distributed to all participants
in the study – 29 in total for the University of Swaziland and 132 in total for the Shanghai Open
University. In addition to the above-mentioned topics which were surveyed using a multiple choice
type of question, there were five open-ended questions to further probe the respondent’s feelings
and opinions. These looked at the reasons for liking or disliking the learning management system,
the actual experiences with the LMS, the way the lecturers “used” the LMS and how the
respondents felt the University could use the LMS to enhance the teaching/learning environment.
Keywords: learning management system – distance learners – English language – TAM model
Fourie, L.
Linley Fourie
Center for teaching and learning
University of the Free State
Sub-theme: Professional Development
Migrating from a paper module guide to an e-guide: Lessons
learned
Date/Venue
25/06/14
10:25, V1
Amongst academics, it is broadly accepted that teaching with technology is here to stay. Instead
of yielding to this relentless phenomenon, academics should learn to wield it for maximum gain.
In 2014, an academic module for first-year students migrated from a paper-based module guide
to an electronic module guide (e-guide). Reasons that contributed to the migration, amongst
others, are: the large number of students in the module (4500); accessibility of content materials;
printing expenses; and a desire for increased interaction. However, two reasons tower above the
rest. Firstly, the academic module was in the process of ‘flipping’ the classroom, wherein video
lectures replaced face-to-face lectures, requiring content to be organised in a methodical
manner. The second motive was the academic module’s expansion to other universities. The
migration was more complex than simply converting the paper guide into a PDF version to display
online. A complete re-design was necessary to translate content into an interactive and user-
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friendly interface. This paper shares guiding principles of the development of an e-guide- the
challenges faced and the lessons learned- to serve as a starting platform for literati to expand
from. It bears relevance, specifically in the South African context, to e-Learning in
higher education. The e-guide can be considered as an interactive and innovative learning
platform, but does it accommodate all learning styles and are students at the appropriate
technology level to gain the full benefit thereof?
Keywords: Interactive module guide, e-guide, e-learning platforms, higher education.
Heydenrych, J. F.
Dr J F Heydenrych
Milpark Business School
Date/Venue
24/06/14
14:15, V2
Sub-theme: Student Support
Student throughput and success in distance education: Entry level skills and personal factors
According to DHET (2013) the graduation rate among undergraduate students in South Africa’s 23
public universities is 15 percent. The rate for Master’s students is 20 percent and for doctoral
students 12 percent. These figures include DE which contributes 40% to higher education
enrollments. Subotzky and Prinsloo (2011: 178) reports the research conducted by Scott, Yeld and
Hendry (2007) who found that only 30% of students registered in the year 2000 completed their
degrees. These figures evoke concern and it is possible to use these low completion rates to justify
the perception that distance education (DE) is synonymous with poor quality.
Student throughput can be influenced by student readiness for higher education. If the relationship
can be established between certain competences achieved as part of the National Senior Certificate
(NSC) then these skills can be identified as entry level requirements for DE in order to contribute to
higher levels of students throughput, or students can be better prepared. Secondly, various
personal factors can influence student success in higher DE. If the most prominent categories of
factors can be identified then these can be targeted at the point of enrollment.
With above scenario in mind the following questions will be pursued in the proposed research:
Part 1: What entry level competencies are needed to be successful in DE?
The data from two cohorts of students on a higher certificate will be used to investigate a possible
relationship with NSC-based competencies and student achievement (informing throughput).
Part 2: Which personal factors influence student success on DE?
Personal interviews will be conducted with a cohort of students (students who have already failed
one or two modules and who therefore have low chances of success) in order to identify the
personal factors that are present in their lives and that influence their chances of success.
The aim of this research is to assist decision makers and planners with the planning of student
access and entry requirements – this can inform student preparation for success in higher DE. The
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identification of categories of personal circumstances can also assist student support staff with
initiatives that can counter the effects thereof.
Isabirye, AK.
Date/Venue
24/06/14
15:35, V1
AK. Isabirye
Vaal University of Technology
Sub-theme: Professional Development
Staff development for innovative teaching and learning at the University of South Africa
Though academics in various distance institutions are exposed to different kinds of staff
development activities, little is done to find out how they perceive and experience these
staff development activities. This qualitative study investigated staff development
experiences of academics at the University of South Africa (UNISA). A qualitative research
design, using Giorgi’s phenomenology was used. The semi-structured interview was used
as the major instrument of data collection. Phenomenology allowed the respondents to
incorporate their emotional and intellectual perception concerning staff development, elearning and e- teaching. Data analysis followed Giorgi’s framework and revealed a number
of themes connected to the participants’ experiences and perceptions. It emerged that
staff development at UNISA provided valuable knowledge and skills to the academics and
this in turn enabled innovativeness in form of e-teaching and learning. Whist the research
set out to explore the lecturers’ experiences and perceptions, it also provided some insight
with regard to their development needs and the problems they encountered as they
adapted and implemented e-learning and teaching. The participants indicated that they
were initially introduced to the training (Orientation), after which they were exposed to
practical activities (authentic online learning). Through this exposure they acquired the vital
online teaching skills (acquisition of skills and knowledge). Nevertheless, participants were
concerned (participants’ concerns) that among several other things, there was little focus
on subject content (subject content), there were no follow up sessions (lack of follow up
sessions), and the environment was not as supportive as they would have liked it to be.
Participants noted that factors like facilitator’s teaching orientation, the duration of
training programmes and a supportive virtual learning environment influenced the quality
of the training programmes. The study adds to the body of knowledge in a sense that it
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brings to the fore what academics perceive as positive staff development and aspects that
should be incorporated in the current staff development frame work to ensure meaningful
learning and implementation of innovative teaching approaches.
Keywords: Staff development, E-Learning, innovative teaching practise, academics,
University of South Africa.
Kirsikoi, K. F.
Kisirkoi Florence Kanorio
Maasai Mara University
Date/Venue
24/06/14
15:35, V3
Sub-theme: Technology Enhanced Learning
A breakthrough in integration of ICT in education for improved teaching and learning in Kenya
Integration of information Communication Technology in teaching and learning has been an uphill
task for most schools in Kenya but one secondary school has made a breakthrough and is enjoying
the benefits. This has improved teaching and learning process resulting to improved learning
outcomes. The school’s mean score in the Kenya Certificate of Secondary Education has improved
from 6.2 to 8.4 from 2007 to 2013.The study was motivated by research reports that teaching and
learning in schools was teacher-centred leading to passive learners. It has also been reported that
use of ICT enhances learner engagement in their learning leading to motivation and enthusiasm in
learning and that use of ICT was a challenge in many schools in Kenya due to many obstacles faced.
A case study was conducted. The researcher made visits to the school and used observation and
interview schedules to collect data. Population of the study was the 600 students and the 28
teachers in the school . Simple random sampling was used to sample 60 students and three
teachers. The findings were that all the students and teachers are computer literate and are able to
manage computer applications. Teachers locate online content, customise it, prepare lessons using
online materials and send holiday assignments online and learners send back to teachers corrected
work online. Learning is practical with learner interactions and activities. Use of ICT as teaching
learning tool improves learning environment and outcomes. Many schools need to emulate the
school for improved learning environments and outcomes.
Key words: ICT integration, teaching, learning, improved outcomes
Krull, G.
Greig Krull
SAIDE
Date/Venue
24/06/14
14:15, V3
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Sub-theme: Technology Enhanced Learning
The Rise of Openness in Online Learning
Higher Education Institutions in Africa are increasingly facing reducing budgets and looking to make
use of technology to support and enhance their teaching and learning practices. Although
worldwide there has been a dramatic increase in exposure for the use of educational technology,
for example, in the case of Massive Open Online Courses (MOOCs), “the real revolution is that
universities, with scarcity at the heart of their business models, are embracing openness” (Daniel,
2012).
The term “openness” itself has varied meanings from permission to use to no cost. Openness can
also vary in terms of content and platforms. Open Educational Resources (OER) are resources that
are freely available for use by educators and learners, without an accompanying need to pay
royalties or licence fees. Open Source Software (OSS) is software that can be freely used, changed
and shared by anyone. MOOCs have received widespread attention where large numbers of
students register for courses in online environments. This paper will explore the rise of openness in
higher education through the affordances of educational technology. Specifically it will look the
implications of openness in higher education teaching and learning. It will consider the potential
impacts of MOOCs, OER and OSS. These impacts include investment in different ways of teaching
and learning, an understanding of open licenses and a review of institutional policies.
Reference:
Daniel, J (2012). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility.
Journal
of
Interactive
Media
in
Education.
Available:
http://wwwjime.open.ac.uk/jime/issue/view/Perspective-MOOCs
Lephalala, M. M. K.
Date/Venue
24/06/14
14:15, V1
Prof Mirriam MK Lephalala
Department of English Studies
University of South Africa
Sub-theme: Quality
Shifting from Policy Reform to Quality in Practice: Transforming Academic Writing Practices in
Open Distance Learning
The 2013 White Paper on Post School Education does not only identify Open Distance
Learning (ODL) as the main mode of increasing student participation in higher education
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but also highlights the need for quality practices at institutional level. However, quality
remains elusive and has adverse implications on institutional and academic practices which
tend to limit access and thus perpetuate exclusion. This paper examines academic writing
(AW) as a teaching and learning practice which is often taken for granted and overlooked.
Often students who are unfamiliar with this practice are labelled as intellectually inferior,
weak or lacking academic quality. As Lillis (2002:40) contends the problem with academic
writing is that it ‘involves and invokes particular ways of meaning/wording and can
consequently serve to exclude others’. Consequently, instead of transforming teaching and
learning practices to accommodate non-traditional students, it is often taken for granted
that students should meet specific conventions which are contested, contextualised and
heterogeneous with little assistance. Drawing on the Literacy Studies approach to academic
writing development the paper explores the challenges students faced by ‘non-traditional
students’ struggling to make meaning of an unfamiliar teaching and learning practices and
suggests possible strategies that can be used in addressing the challenges of academic
writing effectively and positioning AC as central to teaching and learning practices in ODL.
It concludes that if ODL is to accommodate a larger and more diverse student population
then it is critical that academic writing be positioned as central to student access with
success. Thus universities need to acknowledge and develop the different literacies that
widening participation students bring with them to university.
Key words: widening participation, access, ODL, quality, student writing, practice
Maboe, K. A.
Dr KA Maboe
Date/Venue
24/06/14
14:15, V3
University of South Africa
Sub-theme: Technology Enhanced Learning
Interacting together on-line in an Open Distance Learning institution (ODL): Health studies
students’ perspective
Purpose:
Page 20 of 47
The purpose of this study is to explore the students’ on-line interactivity with their peers and
lecturers in an ODL institution.
Methods:
Explorative and descriptive approaches in the form of focus group interviews were used for data
collection. It should be noted that South Africa has nine (9) provinces. This study was conducted in
2012 at six provinces in South Africa where there are regional campuses of the researched ODL
institution. A non probability purposeful sampling technique was chosen. The sample was second
and third year health services management students. The total number of participants from the six
settings was fifty –four (54). Ethical consideration was done. Consent form was signed by the
participants. Data was analysed qualitatively by using Giorgi’s phenomological approach.
Results:
The findings revealed that students benefitted from on-line interactivity although more challenges
were encountered. Challenges were academic, institution and administrative in origin. Lecturers
not responding to on-line discussion, inability of students to open on-line interactive tools
following computer illiteracy, delay in on-line registrations and no on-line tools connectivity
specifically in rural areas. Students indicated that they need support their lecturers and the
institution.
Conclusion:
The conclusion is that not all learners benefit from on-line interaction. Learners needed support
academically, technologically and institutionally. Irrespective of that, the lecturer motivated
learners to use on-line interactive tools to bridge the gap of time and distance. It was recommended
that there should be collaboration of top management of the researched ODL institution,
government, educators’ students and information communication technologists to address the
challenges. Orientation and teaching of how to use the prescribed on-line interactive tools and also
checking the basic computer skills by an ODL institution is also recommended.
Mafenya, P. N.
Patrick Nkhangweleni Mafenya
Institute for Open and Distance Learning
University of South Africa, Pretoria, South Africa.
Date/Venue
24/06/14
14:15, V1
Sub-theme: Quality
The pedagogical implications of quality assurance as a tool to enhance teaching and learning in
open and distance learning programmes
The purpose of this study was to explore the pedagogical implications of quality assurance as a tool
to enhance teaching and learning in open and distance learning (ODL) programmes. The research
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question: What are the pedagogical implications of quality assurance in teaching and learning in
open and distance learning? Underpinned the focus for the study. To answer the above research
question, the study used interviews to collect data. Data were digitally collected, transcribed and
analysed using Kvale (1996) and Collaizi’s (1978) data analysis frameworks. The results of the study
revealed that to maintain effective and high-quality distance learning offerings, a quality culture
that puts the interest of the learner and facilitation of learning at the centre of its activities at every
level should be maintained. Furthermore, the study found that quality assurance is a major concern
in teaching and learning, be it in conventional or distance education institutions.
Key words: Quality assurance, teaching and learning, open and distance learning, pedagogical
implications
Makhubela-Nkondo, O. N.
O.N. Makhubela-Nkondo
University of South Africa
Date/Venue
24/06/14
15:35, V3
Sub-theme: Technology Enhanced Learning
Simulated Clinical Nursing Practice: Technology-enhanced teaching and learning at North West
University Mafikeng Campus
Nursing education and training was previously carried out in nursing schools or colleges attached
to hospitals. Currently their learning takes place in the context of higher education and is validated
by the South African Nursing Council which registers nurses upon successful completion of the
programme. The aim of this paper is to provide a comparative analysis of the post-school structure
for student nurses with reference to the technology-enhanced clinical nursing practice at North
West University. Data was collected through naturalistic observation, in-depth interviews albeit
recording was not done conspicuously. The observer was immersed in the North West culture and
saw post-school simulation of clinical practice through their perspective. The findings suggest that
student-preceptor contact was relatively high. Preceptors attached to the university, available to
merge theory and practicum as prescribed for clinical practice over the four year programme.
Simulation occurred in a laboratory resembling a technologized ward; equipped with mannequin
and other gadgets.
Background
Nursing education and training was previously carried out in nursing schools or colleges
attached to hospitals. Currently their learning takes place in the context of higher
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education and is validated by the South African Nursing Council which registers nurses upon
successful completion of the programme.
Aim
Provide a comparative analysis of the post-school structure for student nurses with
reference to the technology-enhanced clinical nursing practice at North West University.
Method
Naturalistic observation, in-depth interviews albeit recording was not done conspicuously.
The observer was immersed in the NW culture and saw post-school simulation of clinical
practice through their perspective.
Results
The student-preceptor contact was relatively high. Preceptors attached to the university,
available to merge theory and practicum as prescribed for clinical practice over the four
year programme. Simulation occurred in a laboratory resembling a technologized ward;
equipped with mannequin and other gadgets.
Keywords
Simulation, clinical practice, preceptors, technology-enhanced, nurse students
Makhubela-Nkondo, O. N., Lenka-Bula, P., & Jobodwana, N
Prof. ON Makhubela-Nkondo (UNISA)
Prof. P. Lenka-Bula (UNISA)
Mrs. N. Jobodwana(UNISA)
Sub-theme:
Post-School Education and Training for Students with Disabilities
Date/Venue
25/06/14
10:25, V2
Open Education Resources (OER) availability is a grim reality hence distributive justice debate and
removal of barriers to educational resources for all students; in particular to students with all types
of disabilities - for the efficacy of an expanded, effective and integrated post school system. The
aim is to explore Open Education Resources for post school education and training; and recommend
strategies for barrier free accessible distance based post school education and training setting.
The Rapid Assessment Process was undertaken to determine prospects for accessible, quality and
cost-effective use of OER. Dominant discourse data collection was undertaken through participant
observation. Paying particular attention to contemporary strategies meant to improve the capacity
of infrastructure, learning and human resources for a reasonably accommodating post-school
education and training system for students with disabilities – prioritizing collaborative, shared
infrastructure for barrier free access, corrective, communicative and distributive justice - to enable
learning through varied approaches of providing and creating knowledge for inclusive harmonized
distance based sites.
Page 23 of 47
Keywords: Open Education Resources, barrier free access, corrective, communicative and
distributive justice, inclusive harmonized distance based sites.
Makina, A.
Antonia Makina
Date/Venue
25/06/14
10:25, V1
Sub-theme: Professional Development
The challenges in re-centering the lecturer in higher education ODL institutions towards online
teaching
The multiple and diverse responsibilities of open distance learning Higher Education institutions are
ultimately key to the well-being of modern society although it adds to considerable complexity and
many challenges. In the last few decades curriculum development has been challenged tremendously
by rapidly changing social needs and perpetually changing global realities transformed by among other
innovative technologies. However, little research has been done to identify the real feelings and
experiences by lecturers during the change towards online teaching and learning.The aim of this paper
is to document the challenges of lecturers at an open and distance learning institution, during the
change towards online teaching.
Through a case study within the framework of UNISA, the experiences of four lecturers and four
support staff were analytically and qualitatively documented through face to face interviews. This
study was of an exploratory nature and used an inductive qualitative approach to gain insight into why
many lecturers continue to be negative and struggle towards technology integration practices. Results
brought about new questions and answers towards understanding the broader role of an open
distance learning institution, while moving towards online teaching. It revealed the first step to dealing
constructively with the challenges of staff development on the change horizon. The practical
implications of this paper provide universities and university management with suggestions for
technology acquisition, distribution and staff development.
Mallinson, B.
Brenda Mallinson
SAIDE and Rhodes University
Date/Venue
25/06/14
10:25, V1
Sub-theme: Professional Development
Exploring the Design Science Research Process (DSRP) as an approach to addressing Digital
Fluency for Academics: the case of Open University of Tanzania (OUT).
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Problem Identification: Many academic staff at higher education institutions are experiencing
pressure to engage with using ICTs to support and enhance their teaching and learning, research,
and academic administration. However, Open Universiy of Tanzania (OUT) has recognised that the
skills now necessary for academics to engage meaningfully with ICTs require more attention than
simply providing general digital literacy training.
Objectives of a solution: In order to address this issue, OUT, in collaboration with Saide’s OER
Africa initiative, has conceptualised a course on ‘Digital Fluency’ to be provided as an Open
Educational Resource (OER) and made available for OdeL provision. The initial topics were crafted
by eliciting requirements from OUT senior management and academic staff, in consultation with
their Institute of Educational and Management Technologies (IEMT). Five constituent modules
were identified: General Digital Literacy, Academic Integrity, Working with OERs, Learning Design
for Online Provision, and Virtual Storage and Access.
Design and Development: A decision was taken to model shared educational beliefs in
conceptualising, designing, developing, piloting, and implementing the course. This was evidenced
by an inception ‘Learning Design in the Open’ workshop using the University of Leicester’s (2012)
7Cs OER Toolkit, facilitated by the OER Africa representative, at OUT in October 2013. The
objectives in mind were threefold: firstly to explore the suitabiity of the methodology for the
purpose of the Digital Fluency course design; secondly to workshop 2 draft modules (Virtual
Storage and Access; General Digital Literacy) as examples in order to expand their concept and
design; and thirdly to form the basis of a further draft module (Learning Design) by contextualising
and adapting the methodology on the Moodle platform for propogation as an internal
professional development workshop at OUT. With the shared vision of designing the course for
wider access, further related activities include taking into account accessibility for hearing and
visisually impaired learners, scalability, and exploring the use of open digital badges for providing
modular credentials.
Demonstration: The inception workshop was well received and inspired the local OUT team to
adopt the 7Cs methodology for further institutional learning design. All three objectives were
acheived and the activity provided a foundation from which to engage further with the remaining
design and development of the Digital Fluency course.
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Evaluation: The intention is to pilot the course modules in association with other regional
institutions.
Communication: The final course will be released as a licenced OER in order to propagate wider
dissemination.
Reference List:
Mallinson, B., 2013a. OUT Next Steps Elaborated - September 2013. OER Africa / Saide.
Mallinson, B., 2013b. OUT Trip Report - October 2013. OER Africa / Saide.
Peffers, K., Tuunanen, T., Gengler, C., Rossi, M., Hui, W., Virtanen, V. and Bragge, J., 2006. The
Design Science Research Process: A Model for Producing and Presenting Information
Systems Research. In: Proceedings of the first international conference on design science
research in information systems and technology. (DESRIST). Claremont, CA.: CGU, pp.83-106.
University of Leicester., 2012. The 7Cs of Learning Design Toolkit — Institute of Learning
Innovation. [online] Www2.le.ac.uk. Available at:
<http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit>
[Accessed 17 Apr. 2014].
Mathibe-Neke, J. M. & Makhubela-Nkondo, O. N.
Prof. ON Makhubela-Nkondo (UNISA)
Dr. JM Mathibe-Neke (UNISA)
Date/Venue
25/06/14
10:25, V2
Sub-theme: Student Support
ODeL and community engagement: integrated school health programme for students with
albinism
Educational resources that are openly available for use by educators and students, without an
accompanying need to pay royalties or license fees are desired as a matter of urgency by students
with all disabilities; including those students with albinism. The implementation of the White Paper
for Post-School Education and Training: Building an Expanded, Effective and Integrated Post School
System which was promulgated on the 20 November 2013 - applied research is appropriate in this
regard. The aim of this paper is to explore prospects of accessible and affordable open educational
Page 26 of 47
resources; define learning through diverse modes of provision, generate knowledge on inclusive
landscape, provide complementary distance-campus-based settings, generate policy research data
and communicate the school health related message. This study uses applied research
methodological which is crucial in drawing abundant data precise analytical base and theoretical
background – Applied research is appropriate in this study because of the recent policy decision.
The idea is to investigate the most efficient ways to implement White Paper for Post-School
Education and Training: Building an Expanded, Effective and Integrated Post School
System. Comparative analysis will be critical to suggest/deal with implementable strategies to
enable all student; in particular students with albinism.
Mathipa, E. R.
Prof E R Mathipa
Unisa –College of Education
Date/Venue
24/06/14
14:15, V2
Sub-theme: Student Support
The fault is not in students: but in the programmes and the teaching ODL
provide: a case of ABET assignments
institutions
This paper examined over a thousand ABETS students’ assignments to determine why they scored
poorly in essay questions which allowed them space to express themselves to the best of their
ability. From the assignments it was clear that students lacked the requisite skills for structuring
their essays according to accepted conventional standard of scholarship. They lacked the skills of
presenting their answers in terms appropriate headings and sub-heading, but preferred to simply
write long paragraphs that did not speak to each other and to one another because the contents or
argument of each paragraph stood alone like an island. Paragraphs of an essay must flow
systematically and logically in conveying a common point of view that articulates an answer to a
given question. Here at the Department of ABET we view assignments as our only medium through
which we teach our students because we do not have the opportunity to meet them face-to-face.
It was while trying to teach my students through marking each assignment thoroughly that I realized
that the majority of them lacked the essential skills to answer the essay questions as expected. I
then became interested in finding out what the problem was. My findings are as flow: students
failed to write down questions in words before answering them; they did not have an introduction,
sub-headings, conclusion, references and a table of contents. This observation made me to go
through Modules/Study Guides that were provided students to determine where the fault was. I
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was shocked to find they did not assist students to compile acceptable assignments, hence the title
of the paper.
Keywords: Fault, students, programmes, teaching, ODL, institutions, provide, case and
assignments
Matjila, T.
Tonny Matjila
Tuition and Facilitation of Learning- Gauteng Unit:
University of South Africa
Sub-theme: Student Support
The role of career counselling in ODL
Date/Venue
25/06/14
10:25, V2
This study sought to determine the services provided by counselling units in open distance learning
institutions as one of the student support structures. The study is based on the Proactive
Motivational Support Theory to establish the role of career counselling in the University of South
Africa which is an open distance learning institution transforming to be a fully Online ODL University
in Africa. All the universities in South Africa have counselling units however there is a difference in
context on how services are rendered in open distance learning and this study aims to establish (i)
when students access counselling services (ii) types of counselling services they access, (iii) how
they access those services throughout their journey from application towards graduation. The study
also tries to find out how students feel about the services rendered by the counselling unit.
A mixed study was carried out using questionnaires (closed and open ended questions) to collect
data. Data will be obtained from four hundred students applying simple random sampling.
Quantitative data will be analysed by determining percentages and relationship among variables
using SPSS and content analysis for qualitative responses.
Keywords: Career counselling, Open Distance and e-Learning, Student Support, University of South
Africa
Mays, T. J.
Tony Mays
Saide
Date/Venue
24/06/14
14:15, V1
Sub-theme: Quality
Open approaches to improve access with success
Page 28 of 47
The challenges facing the post-school education and training system are well known and similar in
many parts of the world. This paper argues that Open Distance Learning (ODL) supported by Open
Educational Resources (OER) and underpinned by Open Educational Practices (OEP) can make a
contribution to overcoming some of these challenges by increasing both access and quality in an
affordable way. It provides some recent examples of practice related to these dimensions and
suggests that we are most likely to maximise impact if all three elements are present and can
reinforce one another. However, it is suggested that while practices might be changing, the core
principles that should inform these practices remain the same.
Mbati, L.
Dr Lydia Mbati
Date/Venue
Senior Researcher: Institute for Open and Distance Learning
25/06/14
University of South Africa
10:25, V3
Sub-theme: Technology Enhanced Learning
Technology, society and pedagogy: an ongoing synergetic relationship in driving open, distance
and e-learning practice
This conceptual paper presents the view that the development of open, distance and e-learning
(ODeL) is inextricably linked to the interwoven and synergetic relationship between technological
advances, societal influences and pedagogical approaches. The paper traces the development of
ODeL from its earliest known forms to current practices in the field. The paper juxtaposes the
influences of technology, society and pedagogy on ODL to present time and the changing
educational landscape as a result of this relationship.
This paper explores industrial information systems which formed the basis of the creation and
exchange of information. The advent of the knowledge society, characterized by ideas, innovation
and creativity, which has had an impact on the design of teaching and learning has led to the
potential maximization of learning through cognitive means and the expanding and changing
repertoire of research-informed teaching practices, continuous professional learning and selfmonitoring, teamwork, learning partnerships, collective intelligence and problem solving. Coupled
with these developments are technological interventions used to facilitate teaching and learning
which also evolved, and this study addresses some of the key developments in this field that impact
on ODeL. These technological developments occurred in congruence with pedagogical and, in some
cases, societal changes.
This paper presents schools of pedagogical thought as emerging at various times in history,
although there is evidence of overlapping and in some cases concessions between the beliefs. The
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pedagogical developments are presented in terms of their influence on the practice of ODL through
preceding times.
Mokwena, G. K., & Tshephe, G. P
Gladys Kedibone Mokwena
Date/Venue
24/06/14
15:35, V2
Geoffrey Pinagase Tshephe
University of South Africa
Sub-theme:
Community Colleges in South Africa twenty years later: A case of Mercy Winterveldt Public
Adult Learning Centre; Pretoria
It has been 20 years into the South African new age and the country has a good transformation
story to tell. The story line includes community education and related policies, integration of
technology in teaching and learning in the community colleges and other institutions of learning.
These innovations mark the dawn of democracy not only in political settings but also in teaching
and learning however it remains a bone of contention to many scholars and stakeholders. Given
the country’s community education history and its continuing legacy in the new dispensation, many
scholars have cautioned that the concept of a community college has not received the attention it
deserves. The study draws its population from Mercy Public Adult Learning Centre (PALC) situated
in the Winterveldt, a poverty stricken area in the northwest of Pretoria. Winterveldt is characterised
by high unemployment rate. The centre is identified and developed in an attempt to find an
innovative way of providing unemployed and undereducated youth and adults in the community
with opportunities to learn. The purpose of the study is to explore the journey of Mercy Winterveldt
PALC as a community college and the particular characteristics that have identified the centre as
such. The qualitative enquiry method based on a case study is used. Data is collected using semistructured interviews, observations and analysing documents. The findings of the study depict
community college to be serving the community, born and grown out of community participation.
The results further displays that the participants indicate that there is a need to use Technology
Enhanced Learning (TEL) tools.
The study concludes with a recommendation that Mercy
Winterveldt be formally launched as a community college which uses technology to enhance
learning by the National Department of Higher Education and Training so as to increase its
accessibility to diverse members of the community.
Page 30 of 47
Key Words: Community education, Community participation, Community college, Democracy,
Transformation, Technology Enhanced Learning (TEL)
Ndeya-Ndereya, C. N., Makhakhane, B. & Wilkinson, A. C.
C. N. Ndeya-Ndereya
Date/Venue
B. Makhakhane
24/06/14
A.C. Wilkinson
14:15, V2
Centre for Teaching and Learning
University of the Free State
Sub-theme: Student Support
Evaluation of the student support system at an open and distance learning institution
Since distance learning students are geographically separated from the institutions that offer them
tuition, they are likely to be isolated from their learning facilitators as well as from their peers (Koul
& Bhatt 1989:12). This exposes students to loneliness which may lead to anxiety and confusion
(Qakise-Makoe 2005:52) as well as withdrawal from the learning programme. Therefore, there is
an obligation for open and distance learning (ODL) institutions to provide adequate and relevant
support to enrolled students in order to enable them to cope with the challenges exacerbated by
the mode of learning they have chosen. Such support also aims to enhance effective learning.
An empirical investigation aimed at the identification of shortcomings in the student support
services offered by an open and distance learning institution in Southern Africa was conducted.
Based on the findings of a preliminary study, it had been envisaged that an evaluation of the student
support services would shed light on the inadequacies of the institution’s support system and the
ultimate goal was to develop an improvement plan that would address the identified critical issues
regarding the quality of distance student support at the institute.
The triangulation mixed method design was employed to conduct the investigation. Data were
collected from students and academic staff through a questionnaire survey and focus group
discussions. A resource inventory of the institution’s distance learning programme was also
compiled. Eventually, data were merged and presented according to strengths, weaknesses,
opportunities and threats.
The findings revealed a number of critical elements that need attention, including tutors’ lack of
skills in dealing with adult students; the unsatisfactory quality of course materials; a lack of
technological support; and the unsatisfactory provision of library services. The study clearly
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indicates the need for commitment to informed planning and monitored implementation of the
principles of effective student support in distance learning. Although this was a case study, other
ODL institutions will learn valuable lessons from the findings.
Neethling, M.
Marinda Neethling
Date/Venue
24/06/14
15:35, V1
North West University
Sub-theme: Professional Development
Bringing distance Education home through Participatory Action Learning and Action Research.
(PALAR)
Teachers are struggling to close the gap between theory in the modules and the actual approach and
practice of inclusive education in the classroom. It appears that the theory in the programme
addresses the teachers’ need to gain knowledge, instead of applying their skills and knowledge to
assist learners with barriers to learning. As a DE lecturer it is important to acquaint myself with the
“world” of my students in order to bridge the gap between theory and their actual values,
assumptions, and beliefs underpinned in practice and teaching methods. I argue that teachers being
at the coal face are best equipped to provide insight into practical and relevant methods that will
marry theory and practice. It is critical that teachers must take ownership and be involved in the
development of the programme by incorporating their experiences and insight.
Through critical self-reflection by the teachers and I, we can implement alternative methods in
teaching and learning. This will most likely lead to transformative learning, resulting in a welldeveloped and relevant learning support training program.
Research method
I make use of Participatory Action Learning and Action Research (PALAR). PALAR is a process that
alternates between action and critical reflection on our practice. The teachers and I formed an action
learning set and meet regularly.
The Foundation Phase Teachers and I are co-researchers in
the project
I conduct my enquiry with the teachers not about them. Capable
individuals and not passive followers
Teachers are viewed as
Figure 1.1
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PALAR happens through concrete learning-, on practical home base-experiences and critical reflection
through group discussions focusing on trial and error, in the process of discovering and learning from
and with each other (Zuber-Skerritt 2011) during the process the teachers and I create our own
resources, identify our own problems and form solutions.
The research process unfolds in two cycles, based on two iterative cycles.
Figure 1.2
Findings: The analysis of data is a continuous process because the cyclical process of collecting and
analyzing data is inter-linked and reflection is integrated in every session of data collecting.
Phase 1: Baseline data from 50 teachers enrolled in the ACE program, through open-ended
questionnaires and interviews. The findings underlined the gap between theory and practice.
Phase 2: Since we are currently in the cycles of inquiry (Figure:1.2) the findings for NADEOSA’s purpose
will be on the success of using PALAR in distance education.
Nel, R.
Prof Reginald Nel
University of South Africa
Date/Venue
24/06/14
15:35, V3
Sub-theme: Technology Enhanced Learning
Social media and online learning: reflections and experiences from The Matrix
I came into Open and Distance Learning, being brought up on a solid diet of face-to-face
schooling and university learning. For most of us as students this was considered to be
“normal” and “social”. However, is there only one “normal” and “social” and how does
Open and Distance Learning respond to the plurality of student backgrounds and
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experiences- with a student-centered focus? Most of the recent reflections on the role of
new technologies, in particular social media, revolves around the question, how can we
bridge the gap (the distance) between the student and the lecturer in ODL.
The question is however do we as distance learning practitioners, have to try to compete
with the social experience of a face-to-face institution? Is the use of technology only a way
for us to return to a “normal”, i.e., where we are coming from? The real question that I
would like to pursue is whether there only one kind of “normal” or, standard, only one kind
of “social experience” which is real?
In this respect I introduce the notion of The Matrix, from a very popular movie, but also my
experiences at Unisa, in using MyUnisa, in comparison to an experiment at the University
of Pretoria in using the social media platform of blogging as a social experience. I argue that
the social, media and online learning can connect to lead students into a deeper
engagement in Open and Distance Learning.
Njiro, E.
Esther Njiro
College of Education
Department of ABET and Youth Development
UNISA
Date/Venue
24/96/14
15:35, V2
Sub-theme: Student Support
Adult Educators’ Quality Student Support in Open Distance e-Learning (ODeL)
Quality in education has been recognised as significant for guiding all improvement efforts for
student learning over many years yet little attention has been paid to the quality of adult educators
in open distance e-learning (ODL). The purpose of this paper is to highlight that e-learning could use
the existing coherent conceptual quality assurance framework to improve the quality of adult
education in UNISA’s ODL context. The research for this paper utilised a qualitative design approach
that allows researchers to peruse literature in less researched areas for the purpose of documenting
changes in complex relationships over time. This approach is also concerned with making sense of
the social meanings attached to phenomena such as e-learning for adult educators and it offers an
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inquiry for documenting and analysing relationships, patterns of interaction, networks and critical
events. The study found that there is need for continued improvement in infrastructure and
multimedia communication. Development of alternative e-learning platforms to provide student
support in form of necessary software resources for knowledge generation interactions and online
activities that promote self-directed learning suited to adult learners is necessary.
Ntuli, Z.
Mrs Zodwa Ntuli
Date/Venue
University of South Africa, College of Graduate Studies,
24/06/14
Institute for Open and Distance Learning
15:35, V2
Sub-theme: Student Support
Students’ experiences of a learning management system in an open and distance learning
institution
Lack of interaction between students and their lecturers; administrative staff and peers is one of
the main challenges of Open and Distance Learning (ODL) providers. Hence, most ODL organisations
have made attempts to address this challenge through the use of technologies to enhance their
students’ learning experience and success. The University of South Africa (Unisa) uses MyUnisa, the
Management Learning System (LMS) on the Sakai open platform, to improve interaction between
students, lecturers and administrative staff.
This paper explores and describes how students experience the use of myUnisa for enhancement
of interaction for learner support purposes. I wanted to get a deeper insight into the lived
experiences of students using MyUnisa. I used phenomenology to describe the essence of MyUnisa
from the perspective of those who have experienced it. To uncover the essence and meaning of the
students’ experiences, I used in-depth interviews using one question to capture the lived
experiences of students at an ODL institution using MyUnisa. The question was “Tell me about your
experiences of using MyUnisa to interact with academic and administrative staff for support on
your studies.”
The findings suggest that students experience the use of MyUnisa as useful for interaction between
them and staff as well as between them and other students at Unisa. The study also found that
some staff members delay responses to students’ requests posted online.
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The study concludes that Learning Systems serve as useful for interaction technologies for
enhancement of interaction between students and their lecturers, administrative staff and peers.
Enhanced interaction has a potential to improve distance students’ experience and success in ODL.
Keywords: Learning Management Systems, technologies, Open and Distance Learning, interaction,
student experiences, myUnisa, University of South Africa.
Ooko, M.
Nombulelo Phewa
University of South Africa
Date/Venue
24/06/14
14:15, V3
Sub-theme: Technology Enhanced Learning
An investigation of the adoption of technology to support teaching and learning in the distance
learning programme at Africa Nazarene University
The use of technology has impacted, to some degree, on almost every aspect of human life. This
impact is felt by students who are ever fascinated by an array of technology, both at home and at
university. In distance education, technology has become a more compelling task because
institutions must prepare students for better use of technology as part of technological
transformation. The successful use of technology depends to a significant extent, on how the
students use it to support teaching and learning. This study proposes to examine how students
accept, adopt and use technology to support teaching and learning in distance education. A greater
knowledge of the factors that affect IT adoption and their interrelationships is a pre-cursor to a
better understanding of student acceptance of e-learning technological systems. In turn, this will
help and guide those who develop, implement, and deliver e-learning technological systems. In this
study, an extended version of the Technology Acceptance Model (TAM) will be used to investigate
the underlying factors that influence students’ decisions to use learning technological systems. The
purpose of the study is to determine the extent that technology is adopted and used to enhance
teaching and learning in a distance education context. The research methodology will be through
simple random sampling technique which will be used to select a sample of 198 students
representing 33% of the study population on their perceptions of using technology for teaching and
learning. This will assist to establish the level of adoption amongst instructors and students. The
ultimate aim is to develop a proposed context specific framework that will guide the Institute for
Open Distance Learning (IODL) in the Africa Nazarene University. The findings and recommendation
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of this study will help to develop strategies for implementation of technology enhanced learning
for distance learning students.
Pillay, P.
P. Pillay
Date/Venue
24/06/14
15:35, V3
Sub-theme: Technology Enhanced Learning
A South African perspective on the development of technology with regards to facilitating
distributed learning in the post-schooling environment
A basic definition of distance education describes it as the delivery of the educational process to
receivers who are not in proximity to the person or persons managing or conducting the process
(Lewis, Whitaker and Julian 1995, 14). The term distance education can also be used in generic
terms to describe any approach that replaces the same time, same place, face-to-face environment
of a traditional classroom environment. The development of technology and worldwide networking
together with innovative pedagogical changes made possible a transformation of conventional
distance education into a new pedagogical paradigm: Distributed Learning (Dede 1996a, 1996b).
Distributed learning is a type of distance education which is defined as technology-enabled
learning-team focused education, facilitated by a content expert, and delivered anytime and
anywhere (Lotus Development 1996). Distributed learning emphasises the learning itself rather
than the type of technology used or the separation between teacher and learner; makes learning
possible beyond classrooms; and when combined with classroom modes, becomes flexible learning
(Source: The Commonwealth of Learning – An Introduction to Open and Distance Learning).
Today interactive media and the World Wide Web dominate distance education with interactive
television offering the closets replication of the face-to-face learning experience across multiple
time zones and institutions (Fleming and Hiple, 2004). This study aims to ascertain the current
deficiencies with regards distance learning and the impact of creating a distributed learning
environment to alleviate the challenges presented to post-school students within an African
perspective. The perceived connection between creating a distributed learning environment and
improving the throughput of students in distance education lead to the development of the
following hypothesis:
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There is a causal relationship between the incorporation of technology and the learning experience
of students with regards to distance learning
The study found strong support for the creation of a distributed learning environment and the
resultant popularity and effectiveness of distance learning. The study was conducted through a
literature survey which was underscored with empirical evidence provided by leading researchers.
Rafiki, M. & Mlanga, E.
Meschac Rafiki, University of the Witwatersrand
Mhlanga, E., Saide
Date/Venue
24/06/14
15:35, V3
Sub-theme:
Pedagogical use of tablet computers to enhance the quality of teaching and learning
In the past few years we have seen tablet computers penetrating the educational setting. Many
schools have embraced them and others are still grappling in order to come to terms with the
technology. In South Africa the White Paper on e-Education encourages use of ICT in order to
transform teaching and learning. The White Paper acknowledges the role of ICT in shifting teaching
from teacher centred to learner centred approach. Convinced of the potentia pedagogial benefits,
many institutions are making heavy investments in ICT facilities and infrastructure. This year the
Gauteng Department of Education intends to distribute 88 000 Nashua tablets in all the public
schools in order to enhance the quality of teaching and learning ( GDE, 2013 ). Whilst this is a
positive development, it is important to realise that mere access to ICT tools does not necessarily
translate into effective teaching and learning in schools. This paper argues that the teacher is the
most important human agency mediating the extent to which use of ICT will yield maximum learning
benefits ( Dron, 2012; Goodwin, 2012 ; Pegrum, Howitt, & Striepe, 2013). In the South African
context, most teachers are not familiar with using computers for teaching and learning
purposes,hence their limited use of the technology. Unless strategic measures are taken in order to
equip teachers with the relevat technological skills and develop positive attitudes towards learner
centred pedagogy that harness the potential of educational technologies, investments in ICT may
not bring about any significant changes in teaching ad learning. The educational value of tablet
computers will therefore depend on the teacher’s ability to make informed decision on which
technology to use and how best to use it.
Rugnundan, P.
P. Rugnundan
Date/Venue
Page 38 of 47
24/06/14
15:35, V1
Sub-theme: Professional Development
A perspective on practices in governance and management in quality distance provision
Rastogi, S.
Prof. Satish Rastogi
University of Swaziland
Date/Venue
24/06/14
14:15, V1
Sub-theme: Quality
Quality Control Measures at Institute of Distance Education
Basic philosophy behind the system of Distance Education is “Word of Mouth is Word of Hand.”
Whole system of Distance education revolves around this philosophy. No doubt, Distance education
has very rapidly changed its modes throughout world. In beginning, it was “Correspondence
Education” based totally on Print material used to send by post in small units/lessons to students
by organisation. The students were supposed to read the same and write assignments given to
them. They were sending these assignments to their respective teachers/counsellors/tutors for
examinations. Thus, this two way feedback was totally based on postal communication. It was later
on supplemented with contact sessions to wash out Queries/ Confusions/Questions which might
have come in the mind of learners at the time of learning. Later on, an explosion of Information and
Communication Technology (ICT) has provided a wide variety of Electronic devices which have
made this communication more easy, effective and economical too.
The birth of eLearning, use of Mobile Phones, Radio, Television, Social media, Mass Media etc. has
become a very common in various countries offering programmes through Distance Education
mode. The potential of Distance Education system for imparting Mass education has been
witnessed at global level. Now, there is a global discussion to use Distance Education mode for Staff
Development in various sectors. Recent conference by Commonwealth of Learning during 2-6
December 2013 at Abuja (Nigeria) had witnessed keynote addresses as well as some research
papers about Staff Development using Distance Education mode. But, the society has recognised
Distance Education mode as a secondary and alternative to the Conventional system of education.
It is thought as a system which is for those who fail to join the Conventional system of education.
The reason behind this idea is supported with an argument that the quality of product (students
coming out with success) is inferior to that produced by the Conventional system of education. Such
ideas have been generated by persons who think learning is an activity which can take place only in
a face to face situation in classrooms. In fact, learning takes place when learner mind is ready to
receive and retain information easily and use the same in future as and when needed. It needs a
learning environment which may be generated by the teacher in classroom, or also, out of
classroom, with the help of a Man-Machine combination. Distance education is a Multi-media
approach for creating a learning environment. A justified use of Machines by competent persons
may create this learning environment to produce a quality product being useful to society for
various social requirements. A discussion and implementation of various ‘Quality control measures’
in Distance Education system is essential.
What is Quality?
It is an Adjective and not a Noun. It defines status of some object, incident, action etc. in comparison
with other one. Therefore, Quality may be a matter of bridging the gap between ‘Perception’ and
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‘Expectation’.Our discussion in this paper would make a systemic analysis of various activities and
then examine the perceptions and expectations for various activities.
Systemic analysis of Distance Education System
The basic purpose of this system is to create a learning environment among distant learners mind
by using a “Man –Machine” (Mix Media) combination. We know that a quality input will make
process as expected and finally produce a desired product being competent to accept various roles
as needed for various social activities.
INPUT
PROCESS
OUTPUT
We may go for a systemic Analysis of all these three stages and see how a gap between
perception and expectation is bridged to bring quality.
According to Science of Management every Input covers 5 M being Man, Machine, Money, Material
and, Method. It is expected that in a distance education scenario, these 5 M should be in perfect
coordination with each other for an expected process and finally a competent product capable to
work successfully in society. Man means a group of persons working full time as well as part time
at IDE, UNISWA. They are from different fields being experts in Media, Technology, Material
development, Making Multiple copies of learning material, Academic support, Student support,
doing research on various systemic problems, as well as providing Human support to distance
learners during Contact programmes. Machine covers the learning material and various teaching
aids(Electronic and non- electronic).Money is needed everywhere .It may be in terms of Fixed Cost
as well as Variable Cost too. Material is our students they come as raw material and go as product
after programme completion.These students may be considered as Customer of Education and
customer satisfaction is a mark of Quality measure. In this case continuous feedback from these
customers is essential to meet their queries/confusions/questions etc. The last but not least M is
Method. It covers art of communication in a Distance Education scenario. Use of different available
Media for communication with students is an Expectation. Feedback and Interactivity with students
by using various media will make communication more effective. Peer Group interaction among
students for same stage of every programme is an expectation for immediate feedback to meet the
confusions/queries/questions among them. It will motivate them to involve in study and finally
control dropout rate among them. Interaction is mother source of learning.
Giving strength to these 5M is “Capacity Building”. We have to work for the same to meet the
expectation level. Following chart explains manpower role in Distance education.
Stages
Knowledge Skills
Attitude
Activities
Tutoring/Material Development (Print,
1
2
3
Electronic,& eLearning )
Research on systemic Issues/problems.
4
5
6
Participation
in
Extension
work
like
7
8
9
Workshops/Seminars/Symposiums/ Conferences etc.
within UNISWA and outside also.
We have to analyse Expectations as well as Perceptions at these 9(Nine) stages and organise
Orientation programmes to enrich the Manpower to bridge the gaps (if any).All full time as well as
part time academics have to interact among themselves about their problems in meeting learners’
queries/confusions/questions. Seminars/Workshops/ Symposiums/ Conferences etc. by inviting
these academics, may try to find an amicable solution for the same. This is an observation that part
time academics are delivering lectures on a topic of their own choice in the name of providing
human support to distance learners. These academics are expected to diagnose learners
Confusions/Queries/Questions etc.and make their deliberation in such a way that all these
Confusions/Queries/Questions etc. are washed out. IDE has to short out academic needs of part
time staff from time to time, and, accordingly organise Orientation programmes for them. Main
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purpose of all these is to tone and tune learner mind for an optimum learning in a Distance
Education scenario.
The Process stage in Distance education system is different than that in conventional system. It is
because the Word of Mouth is Word of Hand. The IDE Academics (part time & full time) and
students have to communicate with each other in writing. UNISWA has allotted every student and
every academic a unique Email address which may be used to communicate with each other as well
as with a group at a time. Hardly anyone is using this free available facility for academic
communication. The students are given ‘Assignments’ for writing answers .It involves them in
learning through drill and practice. But, it has been observed that they copy from each other and
submit for assessment. In fact, they receive same Question and so they copy with each other. They
may not copy from each other, if they are given different Question for the same Lesson/Unit. This
is possible if the teachers are oriented about Bloom’s Taxonomy of Cognitive Domain. Also, Projects
are allotted, but, chances for teacher guidance are little in comparison with that in conventional
system. Some good Dissertations as a model/sample be made available to the Distance learners so
that they may understand the trends and styles for their own Dissertation. Sunday and Saturday
are two week days when they may meet their teachers during contact programmes. But, presence
in Church is a common excuse for not attending contact sessions. The students should exploit all
possibilities of getting optimum teacher support to meet their questions/queries/confusions which
might have come during learning alone by remaining at a distance. Learner Association for the same
stage of every programme is an expectation. It would help them to meet or talk on phone or Email
each other during free time. Interaction among learners may meet lot of
confusions/queries/questions.
The students which complete programme successfully are the Product of IDE at UNISWA. It is
expected that the quality of this product should not be inferior to the product of conventional
system. Programme Evaluation by a Third party and an opinion survey from the employers of these
past students is desired. It would reveal short comings among our IDE students. There are some
psychological needs of every learner. These may be – Motivation, Sustaining Interest in study, and
Inferiority complex among students as they have failed to join conventional system and are studying
through an inferior system. An interaction, from time to time, with some past (high achiever) IDE
students be organised to meet these psychological needs. Programme Evaluation is needed by
seeking past students opinion. The student is a customer of education and his opinion would be of
much use for making necessary changes to make various activities as learner friendly. The learning
material is also IDE product, and so, an opinion survey about this product from the past students
being course users is essential for making the same more user friendly.
Plan of Action
The quality filters from top to bottom. Therefore, a firm determination to implement various
measures is essential among UNISWA authorities. A monitoring committee be formed by IDE with
someone as its Coordinator. Following may be a plan of action to bridge the gap between
Perception and Expectation for various activities as well as for manpower.
1) Manpower deployed for providing Human Support to students be oriented about their role
and responsibilities with Distance learners. A staff development programme may be
chalked out for them using distance education mode. Following literature produced by IDE
may be used for this purpose.
a) Academic Counselling – A Human Support
b) Educational Technology for Effective Teaching
IDE may organise Workshops/Symposiums/Conferences/Seminars for these academics. IDE full
time academics may work as Resource persons during these activities.
2) Student Orientation must cover their role and responsibilities in Distance education system.
For this purpose “Student Handbook” may be redrafted and few topics be added .These
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3)
4)
5)
6)
7)
may be like- How to study in a Distance education scenario; Skills for writing Assignments;
Generating Motivation and Interest for study; Optimum use of various Media like Email,
Fax, Phone, Cell, etc. to contact Teachers, IDE Staff and fellow students for an early solution
of the academic and non-academic Queries/Confusions/Questions. Sample Assignments
and some tips for learner-learner interactions etc. are to be added.
Course maintenance of the learning material may be done by seeking the help of experts
working either in UNISWA or outside. It will make the learing material more enriched with
latest information and with more explanation by adding some Pictures, Charts, examples
etc. ISO 9000 for ODL- An Analysis explains a detailed programme for examining the quality
of Distance learning material. A copy of the same is as annexure to this draft.
Necessary financial requirements (Budget) be prepared and submitted to UNISWA
authorities for allocation.
The Programme Coordinators in IDE must organise a monthly meeting with concerned
teachers to smell their academic and administrative problems and bring it before IDE staff
meeting for an appropriate solution.
Students be motivated to form ‘Student Association’ for different stages of every
programme. It would help for a peer group interaction among them as and when they feel
so. Use of Email, Cell, and Phone etc. may be beneficial for them. A contact with past IDE
students for same programme and discussion with them on various academic and nonacademic issues may also be initiated in such meetings organised at local level. The students
have not to see every time towards IDE for every problem.
A strong networking is needed among sister organisations (offering Programmes through
Distance Education mode) in Southern African region.It would help each other to exchange
views and accept best practices among them.
Outcome of this Scheme
The system of Distance Education has emerged for Mass Education. A large number of students can
study at their own rate, pace, and, time. The success of this system depends upon the efforts of a
‘Man-Machine’ combination. It is essential to follow above cited plan of action to orient the
manpower for optimum use of machines and fulfil the desired role and responsibilities. It will bridge
a gap between Perception and Expectation from manpower working with IDE as full time as well as
part time academics. Students who have joined as raw material would become as competent
product when compared to Conventional learners.
The system of distance education is a ray of hope for mass education among people of Swaziland.
It would attract a large number of students for different programmes in future, and, may fulfil the
country’s requirements of competent manpower. This is possible only when the system imparts a
quality education which is not inferior to that which is offered by Conventional system.
Semuli, Q. K., Mathipa, E. R., Nkonyane, V. A., Lekalakala, M. H.
Date/Venue
24/06/14
15:35, V1
Dr QK Semuli
Prof E R Mathipa
Dr V A Nkonyane
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Mr M H Lekalakala
UNISA - College of Education
Sub-theme:
Exploring possibilities of using competition to promote collaborative
professional development in the schools
The thrust of this paper pivots around the notion of positive competition as against the
negative version that has destructive tendencies which includes jealousy and hate that
further breeds mistrust, distrust, ill-will, spite and resentment instead of engendering the
atmosphere of cooperation, sharing, teamwork and unity with the goal of achieving the
spirit of live and let live, and give and take. This paper looks into the plight of the township
schools which are under-resources and tries to advocate a positive type collaborative
competition. The prevailing tendency is for the schools to compete on an unequal and
uneven playing field instead of sharing the scare resources and promote the spirit of live
and let live through positive competition based the dictum of give and take. Mr Lekalakala
who is a Deputy Principal in a township school and is one of the authors of this paper, paid
a few Model C schools a visit to find out how they were resourced, how they taught,
managed their schools and also implemented departmental policy and official curricular.
His observations were very instructive and educative in many areas. For instance, he found
the schools being well-resourced and the teachers having a free hand in selecting what to
teach and how to teach it. The management of the schools was democratic and well
systematized and structured such that everyone knew well what was expected from him or
her. The teachers did not adhere slavish to departmental policy and curricular but
innovated a lot. There is much that can be shared.
Keywords: exploring, possibilities, using, competition, promote, collaborative,
professional, development and schools
Singh, A. & Naidoo, R.
Singh,A.
Date/Venue
Naidoo,R
24/06/14
Institute for Open and Distance Learning
15:35, V2
University of South Africa, Pretoria, South Africa
Sub-theme: Student Support
Using ODL to improve mathematics teachers understanding of school mathematics:
A case study.
Page 43 of 47
Teachers of mathematics need to have a special knowledge of mathematics, as well as how to teach
mathematics (Ma: 1999, Shulman: 1986, Ball, Hill, & Bass: 2005). The National Senior Certificate
examinations diagnostic report of (2013:126) stated that “The algebraic skills of the learners are
poor. They struggle with Mathematics in Grades 11 and 12 because they cannot do the basic
mathematics of Grades 8, 9 and 10… and, “There is a definite lack of understanding of and ability
to apply exponential laws” (2013:128).
One of the reasons advanced by the AMESA (Association of Mathematics Educators of South Africa)
from the Annual National Assessments for Grade 9s was in, “ didactical obstacles, i.e. the quality of
the teaching that children receive. This implies that the Department should attend to appropriate
teacher professional development”.
ODL is believed to be an effective substitute for face to face (or on campus learning). It can be used
to provide education/ learning opportunities to all sectors of a society and is far more accessible
than traditional face to face lectures. ODL is also a cost effective method of providing education to
the masses. Since the introduction of the internet, web based learning has become a viable option
for ODL. The internet has become increasingly more accessible to the masses through smart
phones, tablets and laptops. Internet data costs have become cheaper in the recent past. These
technologies have paved the way for using the internet to improve teachers’ understanding of
mathematics knowledge for teaching – both knowledge and didactical knowledge (Mohd & Maat
2013)
A pilot study was performed to determine whether ODL (Open distance learning) improves
mathematics teachers’ understanding of school mathematics concepts. Since mathematics
concepts are large in number only the exponent concept was considered. Further grades 8,9 and
10 learners struggle to learn the exponent concept.
A sample of fourty mathematics teachers at a primary and secondary school were chosen. Within
the sample twenty teachers were randomly selected for an experimental group and control group
respectively. Quantitative and qualitative analyses were performed. For quantitative analysis the
pre-test post-test experimental design was chosen. Both the experimental and control group were
subjected to a pre-test to determine a baseline for the teachers’ current mathematical knowledge.
The control group was excluded from all further interventions, whilst the experimental group was
subjected to the intervention of ODL. This was used to determine whether ODL intervention was
successful. Using the amended Mathematics Knowledge for Teaching questionnaire, teachers’
scores were recorded prior to the intervention and post intervention. Both groups were clinically
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interviewed using problem solving tasks. The protocols were qualitatively analysed using teaching
and learning theories viz connectivism and neural theories.
As the study is work in progress the part of the results will be expounded during the conference.
Taole, M.
Prof Matshidiso Taole
Date/Venue
Department of Curriculum and Instructional Studies,
24/06/14
University of South Africa
14:15, V3
Sub-theme: Technology Enhanced Learning
An exploratory study on the use of blogs to enhance reflective practice among distance student
teachers
Over the last decade the use of blogs on the internet, as a tool for sharing opinions and views with
like-minded individuals, has increased. The increasing availability of technology-enabled learning
tools in education has led scholars to explore ways in which learning could be enhanced through
the use of emerging technologies such as social media. For this reason, any attempt to make
teaching and learning relevant and appropriate for students needs to incorporate the use of social
media. This paper explores the use of blogs as an alternative tool for encouraging reflective
practices among distance education students. The participants were Post Graduate Certificate in
Education students enrolled for one-year teacher education programme at the University of South
Africa. The data collected were qualitative in nature and consisted of the messages and comments
posted by student teachers on a university-hosted blog. Students’ postings were read, coded and
analysed, and the meaning was extracted by means of a research technique called content analysis.
The results showed that students shared their frustrations and experiences in general during their
teaching practice. They even commented on things they were not clear about in their teaching
practice module. However, there was little indication that the students understood reflective
practice. Subsequently, suggestions for the use of blogs to promote reflective practice among preservice teachers are discussed.
Keywords: blog, support, social distance, teacher presence, immediacy, reflection
Tshephe, G. P. & Dichaba, M. M.
Date/Venue
25/06/14
10:25, V2
Geoffrey Pinagase Tshephe
Mpho Mildred Dichaba
University of South Africa
Sub-theme: Student Support
Change for better or for worse: The students’ perspective
Page 45 of 47
The end of the 20th century to the beginning of the 21st century marks the beginning of the
use of computerised technologies to enhance learning and teaching in Higher Education
(HE). Since that period, technology has been a main driver of education, and learning has
always been delivered to students using technology. This new development gave birth to
what Waltons referred to as the ‘third generation’. One of the main drivers behind the use
of technology in education is to broaden the access and the curriculum. South African HE
institutions have also joined the technological swift move and most institutions are moving
towards going the eWay. However, having said that, the use of technology in education
comes with its own challenges. It is the intentions of this paper to report the results on the
perceptions of the second year students at the Medunsa campus of the University of
Limpopo (UL) on the use of technology to enhance learning. The literature study and the
empirical investigation conducted brought into light how students perceive the use of
technology at the UL. An online questionnaire, developed using Survey Monkey was
administered to all the second year students. The findings of this study exhibited that most
of the student community at UL are from rural provinces and those who can use the
computer are self-taught. With regard to the connectivity, students feel that internet
connection is not reliable on campus and those who are residing with their parents or
privately do not have access to connection. Although the 21 st century students’ are
perceived to be ‘Digital Natives’ or ‘Techno-generation’, it is thought-provoking to note
from the study that majority indicated that they are not interested in using technology and
they are not sure what TEL is. Based on these findings, the paper concludes with some
recommendations for possible areas of development in the implementation of TEL
strategies as a means of improving the quality of learning and teaching in HE.
Keywords: TEL, HE, Digital natives, Techno-generation, computerised technology
Wells, R. S.
Date/Venue
25/06/14
10:25, V3
Dr RS Wells
Head: Student Counselling
Gauteng Region
University of South Africa
Sub-theme: Technology Enhanced Learning
Investigating the Efficacy of Technology based Student Counselling in an ODL environment
Page 46 of 47
This paper reports on the findings of the survey which investigated the extent of students’
satisfaction with regard to technology based counselling that the University of South Africa (Unisa)
provides in its Gauteng regional hub.
Because student counselling is a daily activity, the activity theoretical framework was used in this
research. For data collection purposes, a questionnaire comprising both multiple choice likert scale
and open ended questions was used. A sample consisted of 19 students who visited the Counselling
Unit. Quantitative data are being analyzed by means of SPSS whist those that are qualitative in
nature are analyzed using Atlas.ti.
Key words: student satisfaction, technology- based counselling, activity theory, evaluation
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