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.
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 e-learning (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.
Contents
Colloquium Keynote Dr Engela van Staden, DHET
Conference Keynote 1 Prof Kethamonie Naidoo, CHE
Conference Keynote 2 Dr Thomas Hülsmann
Aluko, F. R.
Baloyi, G. P.
Bester, P. & Esterhuizen, E.
Bireda, A, D. Dr
Chipunza, L.
Combrinck, M.
De Kock, M.
Fadokun, J.
Fadokun, J. & Ojo, K.
Ferreira-Meyers, K. Dr. & Yongxin, Du, Dr.
Fourie, L.
Heydenrych, J. F.
Isabirye, AK.
Kirsikoi, K. F.
Krull, G.
Lephalala, M. M. K.
Maboe, K. A.
Mafenya, P. N.
Makhubela-Nkondo, O. N.
Makhubela-Nkondo, O. N., Lenka-Bula, P., & Jobodwana, N
Makina, A.
Mallinson, B.
Mathibe-Neke, J. M. & Makhubela-Nkondo, O. N.
Mathipa, E. R.
Matjila, T.
Mays, T. J.
Mbati, L.
Mokwena, G. K., & Tshephe, G. P
Ndeya-Ndereya, C. N., Makhakhane, B. & Wilkinson, A. C.
Neethling, M.
Nel, R.
Njiro, E.
Ntuli, Z.
Ooko, M.
Pillay, P.
Rafiki, M. & Mlanga, E.
Rugnundan, P.
Rastogi, S.
Semuli, Q. K., Mathipa, E. R., Nkonyane, V. A., Lekalakala, M. H.
Singh, A. & Naidoo, R.
Taole, M.
Tshephe, G. P. & Dichaba, M. M.
Wells, R. S.
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 1Prof 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
2.Delegate abstracts
Note: Abstracts are included in alphabetical order based on the surname of the first named presenter.
Aluko, F. R.
Dr. FR AlukoUniversity of Pretoria
Faculty of Education / Date/Venue
24/06/14
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.
Dr GP BaloyiUniversity of South Africa,
Department of Adult Basic Education and Training / Date/Venue
25/06/14
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 CoLframework 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.
Bester, P. & Esterhuizen, E.
Dr P Bester & Dr E EsterhuizenUnit 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
Dr. AsamenewDemessieBiredaUniversity South Africa
Ethiopia Centre for Graduate Studies / Date/Venue
25/06/14
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 ChipunzaThe 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 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 CombrinckUniversity of North West
Quality and Curriculum Design Unit for Open Distance Learning / Date/Venue
25/06/14
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
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 30000 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 KockThe 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
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.