Progressio: South African Journal for Open and Distance Learning Practice最新文献

Information Technology (IT) Users in Tertiary Education Institutions in Bulawayo, Zimbabwe: Case of Security Awareness 津巴布韦布拉瓦约高等教育机构的信息技术(IT)用户:安全意识案例

Progressio: South African Journal for Open and Distance Learning Practice Pub Date : 2021-12-29 DOI: 10.25159/2663-5895/6856

B. Ngwenya, Theuns G. Pelser

{"title":"Information Technology (IT) Users in Tertiary Education Institutions in Bulawayo, Zimbabwe: Case of Security Awareness","authors":"B. Ngwenya, Theuns G. Pelser","doi":"10.25159/2663-5895/6856","DOIUrl":"https://doi.org/10.25159/2663-5895/6856","url":null,"abstract":"Information Technology (IT) expansion exposes organisations in developing countries to IT security risks. Zimbabwe’s tertiary education institutions (TEIs) are not spared. Every year, cyber-attacks increase and become more sophisticated, resulting in losses of personal and financial data for individuals, organisations and governments. As the world is interconnected, small and big organisations share the same internet platform. Therefore, IT security risks that affect one, affect all. When IT users are unaware of the risks and uninformed of ways to protect their IT systems, they remain vulnerable. Like other organisations in Zimbabwe, TEIs are vulnerable to cyber-attacks. The study that directed this article employed a quantitative methodological approach in the collection of the data and its analysis. A sample of 261 respondents was selected from the population of IT users in TEIs in Bulawayo. The results indicated that IT security awareness of IT users in TEIs in Bulawayo is low. This is evidenced by the low IT drivers’ contribution towards building IT users’ security awareness, and inadequate implementation and utilisation of IT security awareness tools. The prevailing phenomenon exposes TEIs in Bulawayo to a high risk of cyber-attacks. The results indicated a positive and significant correlation between IT security drivers’ contribution and IT security awareness tools utilisation in TEIs in Bulawayo. The implication is that an increase in IT security drivers’ contribution and IT security awareness tools utilisation will lead to increased IT security awareness. The study recommends that IT drivers double their contribution towards building IT security awareness through adequate implementation and utilisation of IT security awareness tools. This will safeguard the information that tertiary education institutions generate.","PeriodicalId":364322,"journal":{"name":"Progressio: South African Journal for Open and Distance Learning Practice","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124496623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integrating e-Learning in Open and Distance Learning: The Case of Botswana Open University 在开放和远程教育中整合电子学习:博茨瓦纳开放大学的案例

Progressio: South African Journal for Open and Distance Learning Practice Pub Date : 2021-11-15 DOI: 10.25159/2663-5895/4935

L. Tladi, P. Nleya

{"title":"Integrating e-Learning in Open and Distance Learning: The Case of Botswana Open University","authors":"L. Tladi, P. Nleya","doi":"10.25159/2663-5895/4935","DOIUrl":"https://doi.org/10.25159/2663-5895/4935","url":null,"abstract":"The Botswana College of Distance and Open Learning (BOCODOL), presently Botswana Open University (BOU), was founded to provide nation-wide learning opportunities for out-of-school young adults using the Open Distance Learning (ODL) mode. The BOU used a number of strategies to enable it to deliver on its mandate; one such strategy being the implementation of e-Learning, following contemporary delivery trends internationally within the ODL field. This paper reports on the findings of a study that sought to investigate the extent to which organisational efforts (means) were able to produce organisational results (ends) and associated societal impact in e-Learning implementation at BOCODOL. The diffusion of an innovation theoretical framework and Organisational Elements Model (OEM) conceptual framework was used to underpin the study. Qualitative data collection methods of inquiry (ethnography, document analysis and written interviews) were used. After providing a relevant literature review, the paper firstly reports on the Botswana e-Learning landscape, as well as the nature of inputs and processes serving as means to e-Learning implementation at BOU. Secondly, it reports on the products, successes and challenges as well as outputs and outcomes during e-Learning implementation at BOU. The methodology and findings of the study directing this paper are discussed, and lastly, the paper acknowledges the impact of organisational results (outputs and outcomes) encountered during e-Learning implementation and their implications to the ODL field.","PeriodicalId":364322,"journal":{"name":"Progressio: South African Journal for Open and Distance Learning Practice","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126126671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Student-Generated Videos as a Learning Tool in Veterinary Education 学生制作视频作为兽医教育的学习工具

Progressio: South African Journal for Open and Distance Learning Practice Pub Date : 2021-05-07 DOI: 10.25159/2663-5895/6452

M. van Wyk, L. van Ryneveld

{"title":"Student-Generated Videos as a Learning Tool in Veterinary Education","authors":"M. van Wyk, L. van Ryneveld","doi":"10.25159/2663-5895/6452","DOIUrl":"https://doi.org/10.25159/2663-5895/6452","url":null,"abstract":"In spite of reported benefits of mobile devices, educational institutions criticise the use of mobile devices for learning because they are considered a distraction in class. Furthermore, researchers claim that the apparent mechanistic use of videos in classes does not contribute to deeper learning. To explore the affordances of videos and the possibility of deeper learning, a group of veterinary science students volunteered to explore the use of videos while attending theoretical and practical lectures. In this qualitative study, the participants tried out a variety of devices to take short videos of procedures and were actively involved with the learning content as they organised and reflected on the self-made videos. In spite of the critique against the use of mobile devices and the apparent shallow learning contribution of videos, participants self-reported that watching the videos again and the processes that took place after the videos were made contributed hugely to their learning experience. Participants demonstrated that mobile devices can be used constructively, and through a process of reflection deepen their learning experience. How the participants use the videos for learning can give lecturers new ideas on how they can use videos in their classes.","PeriodicalId":364322,"journal":{"name":"Progressio: South African Journal for Open and Distance Learning Practice","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116083376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Gap Analysis of the Quality of Student Support Services in an Open Distance Learning Institution 开放远程教育机构学生支持服务质量的差距分析

Progressio: South African Journal for Open and Distance Learning Practice Pub Date : 2021-04-26 DOI: 10.25159/2663-5895/3003

Tsige Gebremeskel Aberra, J. Booyse

{"title":"A Gap Analysis of the Quality of Student Support Services in an Open Distance Learning Institution","authors":"Tsige Gebremeskel Aberra, J. Booyse","doi":"10.25159/2663-5895/3003","DOIUrl":"https://doi.org/10.25159/2663-5895/3003","url":null,"abstract":"This paper focuses on an investigation of the quality of student support services. The latter are important aspects in the development of a whole-person experience in any educational system. In the open distance learning (ODL) mode of education, student support services are even more important as they are the anchors of student success. Based on this, the main purpose of this paper is to observe the possible gaps between students’ expectations (the ideal standard) and their experiences (the perceptions formed) of student support services as provided by the University of South Africa (UNISA). The respondents of this paper were doctoral students of UNISA who live and work in Ethiopia. A multi-dimensional and “standardised” instrument was used as a tool to collect quantitative data. The theoretical framework adopted in analysing the results was the gaps model. Descriptive statistics (means and standard deviations) and dependent t-tests were the statistical tools employed. The findings show that there were gaps between the students’ expectations and experiences along the four dimensions of the instrument, namely Supervision Support, Infrastructure, Administrative Support and Academic Facilitation. It was therefore recommended that UNISA should focus on improving the relevant services it gives to its international students.","PeriodicalId":364322,"journal":{"name":"Progressio: South African Journal for Open and Distance Learning Practice","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130315019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“You Can’t Solve a Problem Until You Ask the Right Question”: Positioning Afrocentric Learning Communities in the Post #FeesMustFall Context “除非你提出正确的问题，否则你无法解决问题”:在后#学费必须下降的背景下定位以非洲为中心的学习社区

Progressio: South African Journal for Open and Distance Learning Practice Pub Date : 2019-10-31 DOI: 10.25159/2663-5895/5666

Curwyn Mapaling, Ronelle Plaatjes

引用次数: 1

Access and Skill in Using ICT in an Open and Distance Learning Context—Students’ ICT Sophistication 在开放和远程学习环境下使用信息通信技术的获取和技能——学生的信息通信技术成熟度

Progressio: South African Journal for Open and Distance Learning Practice Pub Date : 2019-10-09 DOI: 10.25159/0256-8853/3077

H. Liebenberg, Dion van Zyl

{"title":"Access and Skill in Using ICT in an Open and Distance Learning Context—Students’ ICT Sophistication","authors":"H. Liebenberg, Dion van Zyl","doi":"10.25159/0256-8853/3077","DOIUrl":"https://doi.org/10.25159/0256-8853/3077","url":null,"abstract":"A long-standing focus of research in higher education has been on monitoring the degree of student access to information and communications technology (ICT). Recent debates have moved towards a more nuanced understanding of students’ technological experiences and behaviour. As the world changes, so does higher education and expectations regarding the role of technology within this environment. Universities, which continuously strive to improve teaching and learning, need to accommodate students’ increased use of technology and enhance their proficiency and fluency in accessing and using ICT as these skills are required to succeed in education and in life after graduation. This paper proposes that access to ICT constitutes only one dimension of a more complex and elaborate construct, namely that of ICT sophistication, which concerns students’ level of ICT use, and their experience of and engagement and fluency in ICT. As a basis to evaluate the ICT sophistication of students at the University of South Africa, the researchers drew on the findings of the said university’s surveys conducted in 2011 and 2014. This evaluation also served as a method for segmenting the student body to inform interventions. The results obtained supported findings in the literature that “access” could not be fully understood by drawing a one-dimensional distinction between access and non-access.","PeriodicalId":364322,"journal":{"name":"Progressio: South African Journal for Open and Distance Learning Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130669398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Decolonisation and South African TVET: A Different Missing Middle 非殖民化与南非职业技术教育:不同的中间缺失

Progressio: South African Journal for Open and Distance Learning Practice Pub Date : 2019-10-04 DOI: 10.25159/0256-8853/5656

A. N. Anthonie

{"title":"Decolonisation and South African TVET: A Different Missing Middle","authors":"A. N. Anthonie","doi":"10.25159/0256-8853/5656","DOIUrl":"https://doi.org/10.25159/0256-8853/5656","url":null,"abstract":"This paper explores the South African Technical Vocational Education and Training (TVET) sector in relation to calls for decolonisation that have emanated from higher education institutions (universities) and basic education institutions (schools). Both the public and the academic community have echoed these institutions’ calls for transformation through protests and articles in academic journals and the popular media. Apart from two articles in the popular media the silence on decolonisation and TVET has been deafening. A key phrase during the #FeesMustFall protests was “the missing middle,” referring to those students who were too rich for NSFAS bursaries but too poor to afford university fees. I argue that the TVET sector is a different missing middle in that it is missing from debates about decolonising education in South Africa. Through a document analysis of TVET related legislation, I argue that it is too “high” for basic education and too “low” for higher education. By drawing on Jan Blommaert’s notion of “voice” and Gayatri Spivak’s notion of “the subaltern,” the paper considers why there has been such silence on decolonising the TVET sector.","PeriodicalId":364322,"journal":{"name":"Progressio: South African Journal for Open and Distance Learning Practice","volume":"429 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126085418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Preparing Pre-Service Teachers for Inquiry-Based Practical Work in Multiple-Deprived Classrooms: A Decoloniality Approach 准备职前教师在多重贫困教室进行探究式实践工作:非殖民化方法

Progressio: South African Journal for Open and Distance Learning Practice Pub Date : 2019-10-04 DOI: 10.25159/0256-8853/5701

Maria Tsakeni

{"title":"Preparing Pre-Service Teachers for Inquiry-Based Practical Work in Multiple-Deprived Classrooms: A Decoloniality Approach","authors":"Maria Tsakeni","doi":"10.25159/0256-8853/5701","DOIUrl":"https://doi.org/10.25159/0256-8853/5701","url":null,"abstract":"Amidst debates on decoloniality in higher education and instructional strategies earmarked for the 21st century in science classrooms, this paper argues for the preparation of teachers who have the epistemic capability to be functional in all school contexts. The study adopts a decoloniality approach and Sen’s Capability Approach to explore the link between pre-service science teacher preparation and the practice of inquiry-based practical work (IBPW) in multiple-deprived classrooms. Inquiry-based learning is an impetus of current reforms and curriculum projects in science education. Practical work is also central to science teaching and learning. The integration of inquiry-based learning and practical work results in IBPW instructional strategies. The implementation of the strategies is filtered through school contextual settings such as material resources and teacher professional identities, which are some of the unmet needs in multiple-deprived classrooms. What is subject to debate in this paper is how teacher training programmes prepare pre-service science teachers to effectively implement IBPW under the adverse conditions of multiple-deprived classrooms. Using one university in the Free State province of South Africa as a case study, data were generated by means of two focus group interviews, each with five final-year pre-service teachers, and semi-structured interviews with two lecturers. Theorising on a decoloniality approach for pre-service teacher preparation in IBPW implementation, the study highlights some epistemic and pedagogical issues that create multiple-deprived classrooms and perpetuate non-inclusivity and injustices.","PeriodicalId":364322,"journal":{"name":"Progressio: South African Journal for Open and Distance Learning Practice","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122510076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perceptions of Namibian College of Open Learning learners' self-regulated skills 对纳米比亚开放学习学院学习者自我调节技能的看法

Progressio: South African Journal for Open and Distance Learning Practice Pub Date : 2019-02-05 DOI: 10.25159/0256-8853/4152

B. Geduld, S. Iiyambo

{"title":"Perceptions of Namibian College of Open Learning learners' self-regulated skills","authors":"B. Geduld, S. Iiyambo","doi":"10.25159/0256-8853/4152","DOIUrl":"https://doi.org/10.25159/0256-8853/4152","url":null,"abstract":"This paper presents a case study of tutor and learner perceptions of Grade 10 Namibian College of Open Learning (NAMCOL) learnersâ€™ self-regulated learning (SRL) skills to achieve academic success. Zimmerman and Moylanâ€™s (2009) model of SRL, grounded in social cognitive theory, formed the theoretical framework of the study. A qualitative research design, guided by a phenomenological case study in an interpretivist paradigm, was used to explore the perceptions of tutors and learners regarding the Grade 10 NAMCOL learnersâ€™ SRL skills to cope with the challenges of open distance learning (ODL). Three NAMCOL centres, six tutors and 15 learners were conveniently and purposively selected. Semi-structured interviews were conducted to collect data. The findings reveal discrepancies between tutorsâ€™ and learnersâ€™ perceptions of Grade 10 NAMCOL learnersâ€™ SRL skills to cope with ODL and to achieve academic success. The findings underline the importance of academic support for ODL learners as well as the development of tutorsâ€™ knowledge and use of SRL teaching strategies to foster SRL learning,self-directed learning and academic success. Recommendations are offered to the Namibian Ministry of Education to improve infrastructure for ODL centres and to NAMCOL to adapt their curriculum design and tutor training. Further studies should be conducted to explore academic and institutional support for NAMCOL learners.Â ","PeriodicalId":364322,"journal":{"name":"Progressio: South African Journal for Open and Distance Learning Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125911241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Fit for Purpose: Using a Distance Education Approach to Support Underperforming Schools in South Africa 适合目的:使用远程教育方法来支持南非表现不佳的学校

Progressio: South African Journal for Open and Distance Learning Practice Pub Date : 2018-12-18 DOI: 10.25159/0256-8853/4597

V. McKay

引用次数: 2