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

{"title":"Descriptive Analytics in an Undergraduate Mathematics Education MOOC Course at a University of Technology: A Review of the Algebra Component","authors":"R. Naidoo","doi":"10.25159/0256-8853/4697","DOIUrl":"https://doi.org/10.25159/0256-8853/4697","url":null,"abstract":"The study explores the learning of algebra in Mathematics 101 offered as Massive Open Online Courses (MOOCs) by using descriptive learning analytics. Delineated benefits of utilising learning analytics include improving course offerings, student outcomes, curriculum development and instructor effectiveness. Quantitative analysis was performed on overall mathematics scores for the population of 158 students. Qualitative analyses were performed on 40 randomly selected students’ examination responses to 11 algebra itemised questions to determine if deep, intermediate or surface learning had taken place. The results indicated 63 students passed the overall Mathematics 101 course but only 37 students passed the algebra section of the examination. The qualitative analysis exhibited four items of deep learning, one item of intermediate learning and six items of surface learning. The quantitative and qualitative analyses indicate that a review of the learning material and online pre-test and post-test data is necessary. Improvement of the discussion forum and tracking of students’ responses should be frequently monitored by online tutors. It is recommended that a community of inquiry model be established within the ODL context and in discussion forums so that student errors are timeously diagnosed.","PeriodicalId":364322,"journal":{"name":"Progressio: South African Journal for Open and Distance Learning Practice","volume":"25 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114027960","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}

{"title":"Adoption and Use of Open Educational Resources at Botswana Open University","authors":"L. Tladi, T. Seretse","doi":"10.25159/0256-8853/4711","DOIUrl":"https://doi.org/10.25159/0256-8853/4711","url":null,"abstract":"The purpose of the study was to investigate the adoption of open educational resources (OER) at Botswana Open University (BOU). The paper examines the journey the university traversed over the years, both as a user and contributor of OER resources. The problem was that despite the institution’s involvement in a number of OER initiatives since 2009, it was observed that OER uptake was still slow. The objective of the study was therefore to investigate the perceptions of the academic staff involved in the use of OER programmes so as to examine the successes and challenges experienced by BOU in adopting and implementing OER. The following research questions were posed: What are the perceptions of academic staff on the OER? What skills are required for effective utilisation of OER? What are the challenges experienced in using the OER? The methodology followed a qualitative case study approach and used document analysis with an open-ended written questionnaire as methods for data collection. The research population comprised four lecturers and purposive sampling was preferred. Some of the key findings were that OER were useful, good quality, cost saving and time saving. One of the outstanding findings was that academic staff lacked adequate training on the use of OER. They also required provision of adequate ICT and connectivity resources. Some of the challenges highlighted were inadequate funding as well as an inadequate academic staff complement. The paper recommends possible solutions to address some of these challenges at a local level in line with international trends. Consideration should also be made to capacitate the academic structures of the university with more qualified personnel to take responsibility for programme design and course content using OER.","PeriodicalId":364322,"journal":{"name":"Progressio: South African Journal for Open and Distance Learning Practice","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125648096","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}

{"title":"Open and Distance Learning: An Unavoidable Pillar in the Building of a Knowledge Society","authors":"P. Appavoo","doi":"10.25159/0256-8853/4712","DOIUrl":"https://doi.org/10.25159/0256-8853/4712","url":null,"abstract":"Knowledge societies can only be built when the education pillar is strong enough to support them. Open and distance learning (ODL) is revolutionising the ways learning takes place and emancipating educational practice from the confined walls of traditional classrooms to make learning accessible to anyone, anywhere and at any time. The pervasiveness of technology and the much acclaimed pedagogical worth it carries will undoubtedly shape the ODL learning paradigm in unprecedented ways. This research paper has looked into some key aspects of ODL in Mauritius and assessed its role as a vital pillar in the creation of a knowledge society. Using future thinking tools, a Futures Wheel was developed to portray the different trends and signals that will define the future of ODL in Mauritius. The findings of this paper show that Mauritius can offer high quality courses at affordable costs by maximising the tenets of technology.","PeriodicalId":364322,"journal":{"name":"Progressio: South African Journal for Open and Distance Learning Practice","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115528746","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}

{"title":"E-Tutors’ Pedagogical Practices in a Selected Open and Distance Learning University in South Africa","authors":"P. Govender","doi":"10.25159/0256-8853/4706","DOIUrl":"https://doi.org/10.25159/0256-8853/4706","url":null,"abstract":"With the rapid growth of technology and educational innovations, e-tutoring is gaining widespread recognition among researchers and educators in an open distance learning (ODL) environment. Given the expanding interest and demand for e-tutoring, coupled with the growing concern that there are no significant differences in learning outcomes between face-to-face instruction and online teaching, it has become imperative to investigate the pedagogical practices of e-tutors. It is against this background that the study was conducted to investigate e-tutors’ practices in the facilitation of learning in an ODL environment. This study followed a qualitative research approach using a case-study design, which included six e-tutors from a selected module in an undergraduate programme in the Department of Early Childhood Education. Data was collected through open-ended questionnaires and document analysis of discussion forum postings from the e-tutor sites. The study showed that the pedagogical strategies used by e-tutors are not fully aligned to the principles of ODL instruction and this compromised the quality of teaching and learning. Based on these findings, recommendations are made for the professional development of both academics and e-tutors. ","PeriodicalId":364322,"journal":{"name":"Progressio: South African Journal for Open and Distance Learning Practice","volume":"338 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122079256","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}

{"title":"Instructional Guidance to Zimbabwean Experienced Student Teachers with Bachelor’s Degrees Studying Towards Postgraduate Diplomas in Education","authors":"Leona Mandiudza","doi":"10.25159/0256-8853/4698","DOIUrl":"https://doi.org/10.25159/0256-8853/4698","url":null,"abstract":"Instructional guidance is an essential component of the professional training teachers receive as it assists in the production of efficient and effective teachers. The story of experienced graduate teachers who have no requisite professional qualifications is unique as these teachers join a training programme, the Post Graduate Diploma in Education (PGDE), when they already have some experience in teaching, with some already in instructional leadership positions at their schools. The problem arises when they are the ones to be supervised when they join the training programme. This research study sought to solicit these graduate trainees’ perceptions concerning the effectiveness and usefulness of the programme to them with the aim of establishing how they are guided and who their instructional leaders or mentors are when they are on teaching practice (TP). This was a qualitative multiple case study of five purposively sampled student teachers who are instructional leaders at their schools. Data was collected through interviews with these students and a focus group discussion with five lecturers who went out to supervise them on TP. The study found that these student teachers did not have mentors or did not make use of them and therefore lacked support and guidance when on TP. They, in most cases, did not want the junior staff members to know that they were pursuing a professional programme which then affected their preparations for their supervisors (the college lecturers). The study recommends that graduate teachers be encouraged to join professional programmes immediately after completing their first degrees, before they are engaged as teachers and even given positions of leadership which make them mentors, or instructional leaders, before they attain a professional qualification. The universities can also marry the bachelor’s degrees with an education component. The Ministry of Education should appoint fully qualified teachers to leadership positions in order for them to be able to assist the novice teachers and students deployed to their schools. The university can also deploy these students to other schools where they can get instructional guidance which is essential for their professional growth.","PeriodicalId":364322,"journal":{"name":"Progressio: South African Journal for Open and Distance Learning Practice","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123691995","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}

{"title":"Competencies, Attitudes, Acceptance and Their Impact on ICT Diffusion in Educational Institutions in Bulawayo, Zimbabwe","authors":"B. Ngwenya, Theuns G. Pelser","doi":"10.25159/0256-8853/4770","DOIUrl":"https://doi.org/10.25159/0256-8853/4770","url":null,"abstract":"Despite the fact that information and communication technology (ICT) utilisation has been seen to enhance organisational effectiveness and efficiency, the human feature has been identified as the most important contributor to the success or failure of ICT’s full implementation. In order to ensure the success of information and communication technology’s full implementation in organisations, it is critical that the users possess the requisite competencies, have the right attitudes towards ICT utilisation, and accept the use of ICT as necessary for organisational effectiveness and efficiency. These attributes were accessed among a sample of 220 secondary school administrators consisting of school heads, deputy school heads and heads of departments by using a questionnaire as an instrument of data collection for a quantitative research design study. An overall 94 per cent response rate was achieved in this study. The results indicated that public schools’ administrators possessed moderate ICT competencies; their attitudes towards the utilisation of ICT were indifferent, leading to low levels of acceptance of ICT utilisation among the education institutions in Bulawayo. The results also revealed that there is a significant relationship between the administrators’ ICT competencies and acceptance and ICT utilisation among the secondary schools in Bulawayo, with ICT competencies and acceptance contributing 52.5 per cent of the variance in the utilisation or diffusion of ICT among the secondary schools in Bulawayo","PeriodicalId":364322,"journal":{"name":"Progressio: South African Journal for Open and Distance Learning Practice","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127974857","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}

{"title":"Student Teachers’ Experiences in the Student Teacher Mentoring Programme (STMP) in Zimbabwe—A Case for Masvingo Province","authors":"Edson Zikhali, R. Makoni, J. Zikhali","doi":"10.25159/0256-8853/4708","DOIUrl":"https://doi.org/10.25159/0256-8853/4708","url":null,"abstract":"This multiple case study reports on an investigation into student teachers’ teaching practice experiences in the 2.5.2 programme in Masvingo Province, Zimbabwe. A qualitative research design was adopted to investigate this phenomenon through focus group interviews and questionnaires with a purposeful sample of 20 student teachers who had just completed their teaching practice. The interviews were recorded using a digital recorder and transcribed verbatim by the researchers. The data were manually coded to find the themes; these are presented using direct quotations and were analysed using content analysis. The findings revealed that mentors play a critical role in the training of teachers in Zimbabwe and that some student teachers had problems with stating aims in their schemes of work and objectives in lesson plans. They also experienced difficulties with lesson planning and had challenges in lesson delivery. Class control was difficult for many student teachers and lesson evaluation proved tough for them. These insights suggest that host teachers’ colleges should devote more time to professional studies where student teachers practice planning lessons and evaluating them, making schemes of work and engaging in microteaching. These could be followed with reflection and discussions that facilitate better performance in teaching. Considering the critical role that mentors play during teaching practice, it would be recommended that a token of appreciation be awarded to them.","PeriodicalId":364322,"journal":{"name":"Progressio: South African Journal for Open and Distance Learning Practice","volume":"152 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123244111","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}

{"title":"Exploring the E-Learning Experiences of Academic Staff at a South African University","authors":"M. Maphalala, Nhlanhla Mpofu","doi":"10.25159/0256-8853/4710","DOIUrl":"https://doi.org/10.25159/0256-8853/4710","url":null,"abstract":"While there is evidence of a burgeoning research output on academic staff’s e-learning acceptance and usage in universities, there is a paucity of studies that seek to understand the South African experience. Thus, the purpose of this study was to explore the experiences of academic staff with the uptake and use of e-learning innovations in teaching and learning in the context of a university in South Africa. Theoretically, the study was underpinned by activity theory. The study was qualitative in nature and an exploratory single case study design was employed. The participants comprised six purposively selected academic staff at a South African university. In the study, we used semi-structured interviews to gather the data required to answer the research questions. We analysed data using an inductive thematic framework following Braun and Clarke’s (2006) approach. The following themes emerged from the analysis: challenges with technology infrastructure and internet accessibility on campus, technical support for students and staff, staff development and training, difficulty in creating e-learning content, and challenges with non-resident students. Based on the findings we recommend an increased interactive and context-dependent e-learning support system for academic staff. In addition, to accelerate the acceptance and effective use of e-learning technologies there is a need for collaborative and peer-oriented activities that develop the knowledge of academic staff.","PeriodicalId":364322,"journal":{"name":"Progressio: South African Journal for Open and Distance Learning Practice","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120850634","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}

{"title":"Assessment of Students in Higher Education—Information and Communication Technology Tools and Tips","authors":"L. Goosen, D. Van Heerden","doi":"10.25159/0256-8853/4704","DOIUrl":"https://doi.org/10.25159/0256-8853/4704","url":null,"abstract":"The aim of this research project relates to assessment approaches at the University of South Africa (UNISA). The Learning Management System is used to address students’ first-year experience in an Information and Communication Technology Open Distance e-Learning (ODeL) context. In this study a socio-critical model was suggested as a framework for improving student success in ODeL at UNISA, and constructivist instructional strategies to e-learning were applied in a case study of a web development course. A mixed-method research approach was adopted, which involved the collection and analysis of quantitative and qualitative data. The main findings of the study provide insight into the uptake of and assessment results for self-assessments, multiple-choice, blog and project-based assessments. The implications of the results are that there is a clear need in higher education for the transformation of teaching that is in line with emerging technologies.","PeriodicalId":364322,"journal":{"name":"Progressio: South African Journal for Open and Distance Learning Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129513845","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}

{"title":"Hyper Visual Culture: Implications for Open Distance Learning at Teacher Education Level","authors":"D. D. Dziwa","doi":"10.25159/0256-8853/4705","DOIUrl":"https://doi.org/10.25159/0256-8853/4705","url":null,"abstract":"Many printed and electronic texts to date abound with visual information purportedly integrated to enrich the learning experience of the readers. The world today is inundated with images. Thus, consciously or unconsciously, visual learning is becoming prominent in every learning situation and inevitably in the print-based open distance learning model (ODL) in teacher education. In this paper I argue that there is no proportionate growth between the use of visual language and visual semiotics competences for open distance learning at teacher education level in Zimbabwe. This paper is based on empirical findings from a gender critical visual narrative study conducted in Zimbabwe with 20 teacher education students. Prompts in conjunction with focus group discussions were used to solicit participants to exhibit how gender perspectives were interpreted through the encoding and decoding of visual displays. The results showed that the images actually exhibited gendered data, particularly critical social themes such as gender violence, fights for equal rights and gender oppression reversals in addition to the predictable patriarchal, masculine, hegemonic themes identified. The study therefore concluded that exposing the student teachers to visual pedagogy during ODL without the pre-requisite visual interpretation skill is disastrous, ineffective and time wasting. Learning becomes divorced from the world in which the learner lives. The paper therefore puts forward some guidelines for the adoption of visual pedagogy and recommendations to expose the teacher education students to the visual grammar and semiotic skills necessary for visual analysis.","PeriodicalId":364322,"journal":{"name":"Progressio: South African Journal for Open and Distance Learning Practice","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116855722","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}