COVER SHEET FOR CONTRIBUTION TO NADEOSA CONFERENCE 2011 We are submitting the following contribution to the Programme Committee for consideration for presentation at the2011 Nadeosa conference to be held in August 2011 in Gauteng. NOTE: Please complete a separate cover sheet for each presentation you are proposing. Title of presentation: Initials and surnames of ALL authors: Spatial and social presences in ODL virtual learning environments (VLEs): Exploiting video conferencing (VC) 1. C. Butale 2. J. Nyoni Details of author to whom feedback must be submitted Name: J. Nyoni Institution/organisation: Unisa Postal address: 1 Preller Street Muckleneuk Ridge P. O. Box 392 UNISA 003 South Africa Work telephone number: 012 429 4474 Home telephone number: 012 386 4701 Fax number: 086 599 2974 Cell/mobile phone number: 084 688 6226 E-mail nyonij@unisa.ac.za Spatial and social presences in ODL virtual learning environments (VLEs): Exploiting video conferencing (VC) Abstract One of the aspects of ongoing research of the virtual learning environments (VLEs) is the use of spatial and social presence and their impact on learning. Videoconferencing (VC) technology plays an increasingly important role as it provides a rich communication environment in which a wide range of remote collaboration tasks can be successfully accomplished in creating virtual realities (VR). The quality and the reliability of web based video conferencing tools has improved over recent years, aided by the explosion of the internet and advances in modern network technology (Hauber et al: 2005) Changing the misconception that correspondence education was associated with non-formal adult education and also characterized by failure to meet minimum set quality standards for achievement in formal education systems is a constant battle for open and distance (ODL) learning institutions. Education in all forms is never static in transitional societies particularly so when impacted by upon by the explosion of social media. Formal education systems provide abundant affordances for both spatial and social presences that ODL battle to achieve. The paper reports on the experiences of students who use VCs links between Unisa and Ethiopia. Findings indicate that students appreciate spatial and social presences afforded by VC connectivities. Students get more engaged when they begin to interact with their peers and the lecturers particularly so when the distance between the students and the institute is bridged. We argue that the effective use of social media to enhance spatial and social presences such as VC can serve as a magnet to attract more students into viewing ODL as an alternative option to quality education. We used the qualitative interpretive phenomenological analysis (IPA) case study to record experiences of Unisa postgraduate students who used video conferencing links between Unisa (South Africa) and Ethiopia. Key words Spatial presence, social presence, video conferencing (VC), virtual learning environment (VLE), virtual reality (VR) Introduction Traditional institutions of higher education, universities and colleges, have been somewhat slow to realize the potential impact of these technologies, but many of them are now beginning to develop and deliver web-based courses (McCormick 2000). In this article we define the virtual learning environment (VLE) concept and, drawing on technology-mediated learning theory, develop a conceptual framework that identifies the primary dimensions of a VLE and their relationship to learning effectiveness in open and distance education (ODL). Today, virtual learning environments (VLEs) have a variety of technologies readily available that can deliver teaching and learning affordances nearly instantaneously. These technologies range from the most commonplace and affordable, such as television and radio, to newer technologies, such as mobile telephones. Portable digital phones are now capable of searching the internet, displaying cable television news channels, sending and receiving text messages, and standard voice communication. Moreover, the change from analog to digital has also had effects on how people view television news (Spence, Lachlan, & Westerman, 2009). Presence is the main attribute, the defining experience for virtual reality (VR). This is shown in almost all the definitions researched by specialists coming from different fields. Heim, with a philosophical perspective, stated that ‘virtual reality pertains to convincing the participant that he or she is actually in another place.’ Philip Zhai in his philosophical adventure in VR described it from a tele-presence aspect, “the experience of being in one place while located physically in another place during one’s normal state of consciousness.” Philosopher Pierre Lévy referred to the virtualisation of the body stating that we can be here and there at the same time by exploiting communication and tele-presence technologies. Most of the researchers with a philosophical perspective refer to Heidegger’s work “Being and Time” for whom presence is synonymous with being and is a function of temporality. In the sociological context, Riva & Mantovani described VR as an advanced communication tool both in single-user and multi-user situations in order to avoid the limitations of technology-based definitions. The authors proposed a cultural concept for presence as a social construction, its key-features being a cultural framework and the possibility of negotiation. Virtual learning environment (VLE) in Open and distance learning (ODL) Distance education has progressed through correspondence, sound and video signals (telephones, radio and television) and computer technology supported learning (Tatkovic & Ruzic, 2006). The technology-based distance education initially integrated instructional slides and motion pictures as far back as 1910 (Jeffries, n.d.). The transition from the media used during the first and second generations of distance education to the new media and the development of virtual universities is a complex process. Subsequently, open and distance learning ODL mode of instruction, which encompasses all forms (blended) of learning and teaching in which those who learn and those who teach are for all or most of the time in different locations, dominates discourse agendas of policymakers, administrators, faculty, and students across the educational spectrum. Possessing the pedagogically relevant features of ODL mode of delivery, distance teaching universities that structurally favour their transformation into virtual universities are better positioned to remain relevant in today’s transitional societies. By looking at the establishment of the ‘learning space virtual university’ we can see that all distance universities are experimenting with the new media, often with the declared aim of establishing a ‘virtual university’ in which the complete process of teaching and learning will be determined by an integrated system of new media. Distance teaching universities in which degree courses can be taken online are already approaching this goal. The main focus is to rid ODL institutions of their ‘faceless’ armour that characterised their operations by bridging the gap that existed between the student and lecturer. Today, telecommunication technologies such as satellite, fibre-optic, radio, television, computer, and others are used to deliver the instruction of distance education.The main reason of using these technologies is to increase interaction between lecturers/facilitators and students. The interaction is playing a key role to effectively and efficiently plan the instructional activities of distance education. Therefore the ability to see and hear an instructor offers opportunities for behaviour modelling, demonstrations, and instruction of abstract concepts to students in open distance and learning (ODL) is heart-warming and encouraging indeed. Video techniques for distance learning are often characterized by the transmission media (videotapes, satellites, television cables, computers, and microwave). There are two categories of telecommunication technologies based ODL education, synchronous and asynchronous. Synchronous system requires the simultaneous participation of all students and instruction. The advantage of this system is that students and teachers can interact in real time. In this system, interactive TV radio, and satellite video conferencing system are used. The caption below refers fundamentally to the findings by National Planning Commission (NPC) of the failure by Further Education and Training (FET) and Tertiary Institutions (TIs) to incrementally improve throughput rates in with increased students’ enrolments despite the use of synchronous and asynchronous systems: Despite the significant increases in enrolment a number of challenges remain. Throughput rates have not improved as fast as enrolment rates. Problems in the schooling system have transferred the problem to ill-equipped further education and training and tertiary institutions which are failing to cope with the increased number of learners and demands for academic support. The net effect of the myriad of problems results in a system that is not able to produce the number and quality of graduates demanded by the country (NPC, 2010). The study was therefore constituted in order to explore, in depth, how students experience and ascribe meaning to the use of video conferencing (VC) in the process of interactive learning and teaching within virtual learning environments. Only one question was paused to the purposively selected students; What are the critical views of open and distance learning (ODL) students on issues of spatial and social presences during the process of using video conferencing as an interactive tool? Theoretical perspectives The work of Dewey, Piaget and Vygotsky on collaboration, interaction between peers and learning that is socially situated may be familiar to many (Wood 1994; Pound 2005). Other theories include behaviourism, learning styles, multiple intelligences, constructivism, constructionism and right brain/left brain thinking (Cuthell 2005). Behaviourism has held sway for most of the last century. It focused on observable behaviours and defines learning as the acquisition of a new behaviour. Behaviourists see learning as a relatively permanent, observable change as a result of experience (Pritchard 2005). Good pedagogical practice has a theory of learning at its core. Technology is rarely designed for education and as a result there are really no models of e-learning, only adaptations of existing models of learning (Peachey 2004). For many theorists it’s the interaction between student and teacher and student and student in the online environment that enhances learning (Mayes and de Freitas 2004). Pask’s theory that learning occurs through conversations about a subject which in turn helps to make knowledge explicit has an obvious application to learning within a VLE (Allen, Seaman et al. 2007). Seymour Papert’s constructionist theories have been applied in Mathematics through the programming language Logo and in English with the use of the simulation Sim City. Rourke et al. (2001) speculated that the term “social presence” extended from Mehrabian’s (1969) concept of immediacy that was defined by “those communication behaviors that enhance closeness to and nonverbal interaction with another” (p. 203). Immediacy occurred when face-to-face communication took place and was evidenced by body language, eye contact, and other nonverbal cues, and was a way of extending oneself into the social fabric. The lack of face-to-face interaction in the web-based classroom, the reliance on textual hints for cues, and “the inability of [text-based] media to transmit nonverbal cues” would lead to the adoption of the term “social presence” when referring to immediacy in mediated communication (Short, Williams, & Christie, in Rourke et al., 2001, Social Presence Section). Social presence is the analog of Mehrabian’s (1969) concept of immediacy which is the non-verbal interactions and visual cues that promote closeness in a face-to-face setting. Rourke et al. (2001) noted that immediacy was a significant factor, that there was a positive correlation between immediacy and affective, behavioral, and cognitive learning: “the amount that students thought they had learned in a course” (Teacher Immediacy section). Garrison, Anderson & Archer (2000) describe social presence as an integral part of The Community of Inquiry Model which describes the complete educational experience of those who participate in the didactic process, and is the intersection of three types of presence. They defined social presence as “the ability of participants in the Community of Inquiry to project their personal characteristics into the community, thereby presenting themselves to the other participants as ‘real people’” (p. 4). Teaching presence includes the design and facilitation of the learning activities. This overlaps with social presence to set the climate of the online experience. Cognitive presence refers to the participant’s ability to “construct meaning through sustained communication” (p.4). Cognitive presence and social presence overlap to support discourse, and teaching and cognitive presence overlap in the selection of content that supports meaningful learning. The authors argue that cognitive presence “is more easily sustained when a significant degree of social presence has been established” (p. 13). Shin (2002) described presence as “a distance student’s perceptions of psychological presence on the part of teachers, peers, and institutions” (p. 121), a construct labelled “transactional presence”. Shin noted that transactional presence can be defined in terms of two factors: that of tele-presence which refers simply to the awareness of the geographic location of the student, and social presence which refers to the “connectedness [and] refers to the belief that a reciprocal relationship exists between two or more parties” (p. 123). Lombard and Ditton (1997) also defined social presence as a construct, providing six conceptualizations that included: “presence as social richness, presence as realism, presence as immersion, presence as social actor, presence as medium as social actor” (Concept Explication section). In Lombard & Ditton’s definition, the user becomes oblivious to the medium being used and is immersed or connected with the other users as if they are in a ‘real’ situation. Interaction is frequently used interchangeably with the term social presence but a distinction needs to be made because they are not the same (Picciano, 2002). Rovai (2002) indicated that interaction might be task driven or socio-emotional in nature, the former being “the completion of assigned tasks while [the latter] is directed toward relationships among learners” (p. 5). O’Reilly and Newton (2002) noted that interaction might well include interaction with content as well as with others. Interaction can indicate a level of social presence but doesn’t necessarily mean that presence has been established. As Picciano concluded, “it is possible for a student to interact by posting a message on an electronic bulletin board while not necessarily feeling that she or he is a part of a group or a class” (p. 22). Student profile Generally ODL postgraduate programmes have attracted students with a different learner profile than those in traditional higher education. Peters (1998) provides a list of typical distance learner characteristics, many of which are exemplified in our students. To be precise, they are generally older and working in fulltime employment. Thus, they complete the degree part-time while attempting to balance work and personal lives. They generally have a greater life and work experience, which affects their attitude to learning, e.g. they usually possess a higher level of motivation and a greater ability to work independently. For some students this is an opportunity to gain a first qualification in higher education, while for others the programme represents a way to effect career change or progress. They may also have less fluency with information technology than a typical face-to-face cohort, which may impact learning if the VLE is difficult to use or if the speed of the Internet connection renders the system frustrating to use. When students are from overseas, a cultural dimension is added to this profile, which can vary significantly from country to country. Adult learning in ODL virtual learning environments (VLEs) The word ‘pedagogy’ refers specifically to children and assumptions for teaching children. Pedagogy is an archaic term that the ancient Greeks utilized to describe the education of children. Thus, pedagogy does not necessarily encompass the needs of ODL adults today. Underpinning andragogy are four assumptions regarding ODL learning: a self-directing self-concept; use of experience; a readiness to learn; and a performance-centred orientation to learning (Forrest & Peterson, 2006, 113). Even with these dynamic changes, it is ironic that an article in the inaugural issue of the Academy of Management Learning and Education (AMLE) prominently featured the concepts of pedagogy and pedagogical choices (Clair, MacLean & Greenberg, 2002). By adulthood people are self-directing. This is the concept that lies at the heart of andragogy. Andragogy is therefore adult student-centred, experience-based, problem-oriented, and collaborative: very much in the spirit of the humanist (Ubuntu) approach to learning and education. The whole educational activity turns on the student. Spatial and social presences There are many kinds of social and spatial cues that should evoke social and spatial presence in a SCV synchronous system. Social cues include human speech (Nass & Brave, 2005); text that includes social pleasantries (Nass, Steuer, & Tauber, 1994; Nass et al., 1993); and photorealistic or drawn and still or animated visual representations of a person’s or a character’s body or face (Nowak & Biocca, 2003; Reeves & Nass, 1996). Spatial cues likely to evoke spatial presence follow research with other media and include visual simulations of three-dimensional space via photos or drawings of environments, and text references to spaces and movement within spaces (Biocca & Delaney, 1995; Heeter, 1992; Held & Durlach, 1992; Lombard, 1995; Lombard & Ditton 1997). While these cues should lead to social and spatial presence, their absence or reduced use should evoke lower levels of presence. Spatial presence Spatial presence (also known as Physical presence) is defined generally as 'the sense of being there' (Biocca et al., 2001)p1., feeling as though you have left the physical world and are now somehow 'present' in the virtual one (Botella et al., 2003). Sadowski & Stanney (2005) discuss some variables that are thought to influence the level of spatial presence experienced. These variables include: ease of interaction and user initiated control. If participants have trouble with navigation in a virtual environment they are likely to perceive the environment as unnatural, which reduces the level of presence felt. When more than one participant is involved in an interaction there is the potential to produce Social Presence; the sense of being together with others and also having a sense of engagement with them (Biocca et al., 2001). Spatial presence occurs “...when part or all of a person's perception fails to accurately acknowledge the role of technology that makes it appear that the person is in a physical location or environment different from her/his actual location and environment in the physical world ” ([15], para.7a). Spatial cues such as 3D, audio, video, haptics and odors can be used to evoke spatial presence. Examples of this are seen in the experience of IMAX films, simulation rides and virtual reality. Social presence This is where one feels although they are co-present with the other; they gain an insight into the others emotional thoughts and can respond to their behaviours (Biocca et al., 2001). two Social Presence instruments developed by Biocca et al. (2001) and Short et al. (1976), which are considered valid measures of Social Presence. The task performed was solely discussion based. The ability to move about the room, change ones field of view and point to certain objects are further cues that promote Social Presence. Social presence occurs ”…when part or all of a person’s perception fails to accurately acknowledge the role of technology that makes it appear that s/he is communicating with one or more other people or entities” ([15], para.7e). Social cues can lead to social presence when, for example, a television anchor or character talks to the camera and thus apparently the viewer, computer software provides a friendly character that interacts with the user, or a computer or other technology itself seems to have a personality or otherwise ‘behave’ like a person. 2.1.3 Presence and Immersion Sadowski & Stanney (2005) state that the primary characteristic distinguishing virtual environments (VE) from other displays is the concept of immersion. Immersion, "whether physiological or psychological in nature" has the intention of establishing a belief that one has left the physical world and is now 'present' in the VE (Sadowski & Stanney, 2005). Presence is thought of by Presence-Research (2005) as the central variable for virtual environment application. Although many definitions exist, presence is usually thought of as "the psychological perception of 'being in' or 'existing' in the VE in which one is immersed (Sadowski & Stanney, 2005; Huang and Alessi, 1999; Schubert et al., 1999; Witmer and Singer, 1998; Ijsselsteijn et al., 2001; Lombard & Ditton, 1997). Immersion is emphasised by many authors. Slater and Wilbur (1997) define immersion as an objective measure, "the extent to which the computer displays are capable of delivering an inclusive, extensive, surrounding, and vivid illusion of reality to the senses of a participant" (Sadowski & Stanney, 2005; Huang & Alessi,1999). This places attention on the media's capabilities of replicating sensations from the real world. Video conferencing (VC) as interactive facilitation platform Video conferencing is interactive two-way visual and audio communication over a distance. It is often referred to as ‘videoconferencing" or ‘video teleconferencing’, both of which mean the same thing. It is one of many technologies within the domain of "video communications" including broadcast television, video streaming, video assessment and video collaboration. Today, video conferencing Videoconferencing (VC) is a relatively new concept but already many organisations avoid physical travel in favour of these technologies (Gabriel & Maher, 2000). More recently introduced into the teleconferencing arena is the idea of three-dimensional videoconferencing (3DVC) which is believed to overcome some of the shortcomings of previous videoconferencing software because of its ability to model the real world to a higher degree (Gabriel & Maher, 2000). 3DVC systems are modeling the real world to a higher degree than their traditional '2D' counterparts, they would promote higher levels of Social Presence among participants because more social cues are present (Gabriel & Maher, 2000). These include spatial hearing', the ability to determine where a peer is 'being able to tell who is talking in a room by where a voice is coming from looking (Regenbrecht et al., 2004). 3DVC: (three-dimensional videoconferencing) Videoconferencing exhibiting the idea of a virtual room. Participants may be represented as video streams or avatars that most often have the capability to move about the virtual space. 3D spatial sound is usually experienced also. Application sharing and other features such as a presentation screen are also available. Examples include Smart-meeting (SmartMeeting, 2005) and Alice Street (Alice Street Ltd, 2005). Lit review Videoconferencing communication technology environment plays in which an important various role providing collaborative tasks a rich can be accomplished (Hauber et al., 2005). Over the past years, with the 'boom' of the internet and advances in technology, web-based videoconferencing tools have improved. Organisations are already experimenting with these tools for activities such as presentations and meetings (Hauber et al., 2005). Communication through what are seen as 'conventional' videoconferencing tools is unnatural when compared to an actual face-to-face meeting, clue to the lack of social cues such as eye contact and gaze (Grayson and Monk, 2003), body gestures and spatial hearing, which are essential for effective interpersonal communication. These systems are said to lack "media richness" and "support for both verbal and non-verbal communication" (Hauber et al., 2005), p.1 Media richness is described by Newberry (2001), p.1 as the "ability of the medium to carry information". The criteria for ranking a medium's ability is often based on its capability to provide: immediate feedback in real time, feedback cues, relaying messages to an intended participant, and conveying ones feelings to another. (Newberry, 2001; University of Twente, 2004). A more recent teleconferencing technology is three-dimensional videoconferencing (3DVC), a name given by }Tauber et al. (2005) to distinguish them from the conventional Videoconferencing (VC) as an interactive tool in social and spatial presences Instructional message Instructional message Video component Verbal component Satellite component Individual and Group Learning Process Learning outcome Video conferencing (VC) in ODL Virtual Learning Environments (VLEs) Video conferencing allows for live sound and image sharing, which resembles the classroom environment closer than satellite broadcasting. Video conferencing is defined as an interactive means of communication between two or more locations. The interactivity is accomplished by 12 various means, but the most common include live video and audio feed in both directions. Video conferencing allows lecturers to use computers to display PowerPoint presentations or play music clips. The use of an interactive whiteboard similar to a flipchart allows students to see what the lecturer writes on it. The main purpose of video-conferencing is to promote discussion and interaction. Sessions need to be designed with interaction in mind if the best use is to be made of the medium (Niemann & Mays, 2010). Interpretive phenomenological analysis (IPA) This paper employs interpretative phenomenological analysis (IPA) and discusses one fundamental contribution it can make to open and distance learning (ODL) virtual learning environment (VLE). Epistemologies and antologies are framed within VLE current discourses, particularly in ODL context. Consonant with its theoretical commitment, IPA employs qualitative methodology. One important theoretical touchstone for IPA is phenomenology, which originated with Husserl's attempts to construct a philosophical science of consciousness. A second important theoretical current for IPA is hermeneutics- the theory of interpretation. A third significant influence is symbolic-interactionism (q.v.) which emerged in the 1930’s as an explicit rejection of the positivist paradigm beginning to take hold in the social sciences. For symbolic-interactionism, the meanings which individuals ascribe to events are of central concern, but those meanings are only obtained through a process of social engagement and a process of interpretation. Thus far, most IPA work has been conducted using semi-structured interviews which enable the participant to provide a fuller, richer account than would be possible with a standard quantitative instrument and allow the researcher considerable flexibility in probing interesting areas which emerge (Smith 2009; Tatkovic, N., & Ruzic, M. 2006; Finlay L, Ballinger C. 2006; Larkin M, Watts S, Clifton W. 2006; Smith J.A, Eatough V 2006) among others. Over and above the use semi-structured interviews, we engaged students using blogging method on SVC discourse. The study included a case of a group of students who were participants during SVC teaching classes. Interviews were taped and transcribed verbatim and then subjected to detailed qualitative analysis - attempting to elicit key themes in the participant’s talk. Research findings, discussion and recommendations Focus group Through the use of video conferencing facilities, students acknowledged felt spatial and social presences. They were able to debate issues, respond to questions and sought clarity from lecturers and fellow students. The video conference services came with interesting features of screen sharing, whiteboard, recording, file transfer and text chat for total involvement of team members in VR related activities. Moreover, a web laden platform is always there to help every team member respond and coordinate properly irrespective of limits on distance and time. Observation Based on interactive communication technology, video conference links up two or more people at different locations so that online interaction can be facilitated among them. With the both way passage of audio and video signals, users get a chance to participate in face-to-face class engagements and share their valuable academic ideas whenever required. The video conference services provided point-to-point (meetings between two users) or multi-point (meetings between several users at separate locations). Another reason for popularity of the innovative communication method of video conference was that it gave a more personalized touch to academic discussions and made them highly interactive. Thus video conference services strengthen interpersonal class connections which ultimately lead to integrated collaboration. Structured interviews Face-to-face allowed learners in the same class to socialize and collaborate. In addition to facilitator visits to remote sites, there is value in gathering all students in a common location. These activities could be used to provide access to labs or other technology, to learning resources not available locally, or to engage in cooperative or collaborative activities. Students noted that when these activities did take place, they were better able and more interested in communicating with other students. Opportunities to meet face-to-face is a strong incentive for student participation in all aspects of the course and program; therefore, face-to-face class meetings are a component of quality courses. Field notes Video conference system made on-site and face-to-face discussion classes look more realistic and enable the entire team to get engaged in a collaborative environment for a sheer rise in their work efficiency and productivity. The video conferencing calls assure students to get connected to their colleagues and associates no matter whether they are in same city or foreign locations in real time. Recommendations Common Uses of Video-Conferencing Video-conferencing activities can be used to: 1) Enhance and expand administration services and professional development activities for staff; 2) Enhance student learning in regular VR classrooms through the use of collaborations with other remotely distributed students, community experts, and distributed learning resources; and, 3) Deliver courses by distance education to small and remote schools where full programming options are often reduced because of small class sizes and/or shortage of specialty teachers. Conclusion Video-conferencing technology was observed to enhance regular classroom delivery by allowing students to engage in learning activities with peers, experts, and other educational resources outside of their traditional classroom. Students generally enjoyed VRs activities and seemed eager to expand their learning opportunities using the technology. The technology also fit with some inquiry-based learning designs and allowed students to interact first hand with experts and remote students with particular skills and interests. These enrichment activities were wide ranging and included linkages with students in other regions of Ethiopia and South Africa. In an era marked by pervasive networking, exposing students, educators, and administrators to the skills they need for effective use of these emerging learning and communications technologies not only enhances their performance and motivation, but also empowers them with lifelong learning skills and experiences. While video-conferencing technology can play an important role in adding immediacy to distance education delivery, when used alone it does not appear to provide as rich an environment as one in which various tools and techniques are blended to create more engaging and effective learning experiences. Tatkovic, N., & Ruzic, M. 2006). Educational Research Information Center. Retrieved July 17, 2007, Jeffries, M. (n.d). Research in Distance Education. MA Distributed Learning. Retrieved July 17, 2007, from http://www.digitalschool.net/edu/DL_history_mJeffries.html Finlay L & Ballinger C 2006. Qualitative research for allied health professionals: challenging choices. Chichester: Wiley. Larkin M, Watts S, & Clifton W 2006. Giving voice and making sense in interpretative phenomenological analysis. Qualitative Research in Psychology, 3(2), 102-20. Nieman, M & Mays, T. 2010. Report on an investigation into the use of satellite broadcasts and video conferencing in the College of Human Sciences (Research report commissioned by the Executive Dean of the CHS). Pretoria: Unisa. Molineux, M 2004. Occupation for occupational therapists. Oxford: Blackwell Publishing. Reid K, Flowers P, & Larkin M 2005. Exploring lived experience. The Psychologist, 18(1), 20-23. Shaw R 2001. Why use interpretative phenomenological analysis in health psychology? Health Psychology Update, 10(4), 48-52. Smith JA, Eatough V 2006. Interpretative phenomenological analysis. In: G Breakwell, S Hammond, C Fife-Schaw, JA Smith. Research methods in psychology. 3rd ed. London: Sage, 322-41. Smith JA, Osborn M 2008. Interpretative phenomenological analysis. In: JA Smith, ed. Qualitative psychology: a practical guide to research methods. London: Sage, 53-80. Wilcock AA 2006. An occupational perspective of health. 2nd ed. Thorofare, NJ: Slack. Wilding, C, Whiteford G 2005. Phenomenological research: an exploration of conceptual, theoretical and practical issues. OTJR: Occupation, Participation and Health, 25(3), 98-104. Willig, C 2008. Introducing qualitative research in psychology. 2nd ed. Maidenhead: Open University Press. ADDENDUM A: Satellite broadcasting scheduled for 2010 BROADCASTING Subject code MNG 1 M14 MNG 1M25 EXP 101D ESJ401X EX1301L EXP201G EXP301K EXP401N TQM101T TMA201L TMA301P AUE201L AUE202M MRL203L COM101X COM306D PUB3704 HORSTEH AUE302Q AUE304S AUE301P AUE303R AUE304S COM 102Y COM3029 COM311A COM 102Y CBC1501 BAC131R CBA101P 2008 1531 1295 8 6 31 21 2009 2508 1425 6 8 15 2 38 17 13 2 1828 2012 1976 3680 891 4 7 1 2012 2305 1458 1934 65 23 266 1271 1100 1442 1271 3279 961 161 3279 34 263 192 1570 320 1421 2043 387 218 2043 93 12 117 15