Meeting the growing demand for engineers and their educators: the potential for open and distance learning

As with all teaching, open and distance approaches are successful only if based on good pedagogical design addressing the purpose, structure and pace of the material, hence engaging students and encouraging active learning. For distance learning such pedagogical design is often expensive, and can only be justified by comparatively large student numbers. Much open and distance teaching offers meagre student support. To be successful, course developers must integrate student support into the learning materials, including such elements as a modest number of face-to-face sessions or electronic communication at a distance. This presentation discusses these issues in the context of SET distance teaching and presents examples of good practice from the UKOU, including: • an introductory course in ICT that adopts an issues-based approach, in order to de-mystify the subject and make it more attractive to students • resource-based approaches in engineering education • team projects at a distance • an emphasis on ‘active learning’ An argument is also to be made for the importance of openness if we really wish to promote engineering. In this context ‘openness’ means making programmes available to all students (even those without formal school-leaving qualifications) that will ultimately enable them to qualify as a professional engineer or an educator of engineers. The traditional approach to engineering education has been hierarchical and linear: a good school leaving certificate in mathematics / science followed by an often very theoretical university education plus an application-oriented final project. If we are serious about attracting new engineers, this will no longer do. An open and distance approach to engineering formation, based on outcomes rather than input educational levels, and with an emphasis on lifelong learning and professional development, can make a major contribution to chang

STUDENTS’ PERCEPTIONS OF COMPUTER-BASED LANGUAGE TEST (CBLT) AND VALIDATION OF CBLT-LISTENING QUESTIONNAIRE USING EXPLORATORY FACTOR ANALYSIS

Background and Purpose: One of the difficulties that emerged during online learning was the teaching and learning of listening skills which prompted the development of an online platform, Computer-based Language Test (CBLT), to assist educators conduct listening practices and assessment with students without experiencing geographical limitations. As this is a novel platform, this paper intends to examine students’ perceptions of listening skills and online learning after utilising this platform using the developed CBLT-Listening Questionnaire.   Methodology: This cross-sectional quantitative study employed questionnaires to collect data from diploma students. Two-stage sampling was utilised whereby the first stage used stratified random sampling in selecting classes from twenty-three (23) branches of the university. Simple random sampling was practised in the second stage which yielded 410 responses. The data were subjected to descriptive and exploratory factor analyses (EFA) in SPSS.   Findings: Descriptive analysis revealed that the respondents find listening a difficult skill to acquire yet view CBLT an excellent initiative for online distance learning. EFA revealed that the items in the Listening construct were significant and to be retained. However, the EFA results reported that one item from the Online Distance Learning construct needs to be deleted from the questionnaire.   Contributions: The validated CBLT-S Listening Questionnaire serves as an instrument to investigate the impact of a novel online platform (CBLT) on students' perceptions on listening and online learning. The results from this study evidenced that online platforms that incorporate practices and assessment are viewed positively by students for pedagogy in language teaching.   Keywords: Computer-based language test, exploratory factor analysis, listening skill, online listening test, CBLT-listening questionnaire.   Cite as: Khairuddin, Z., Anuar, N., Azhari, M. A., Serip Mohamad, N. H., Mohd Daud, K., Ahmad, A. R., & Abd Rashid, M. H. (2023). Students’ perceptions of Computer-Based Language Test (CBLT) and validation of CBLT-listening questionnaire using exploratory factor analysis.  Journal of Nusantara Studies, 8(2), 222-241. http://dx.doi.org/10.24200/jonus.vol8iss2pp222-24

User experience of academic lecturing staff in the use of a learning management system tool : a case study at an open distance learning institution in South Africa

The teaching model in Open Distance Learning is moving towards fully integrated information and communication technology applications, therefore, academic lecturers need to have a strong comfort level with the use of technology tools. The academic lecturers are qualified and experienced subject matter experts but this does not translate to having the necessary technical competencies to do online teaching. They consequently could experience feelings of incompetency to facilitate courseware on a technology platform. The study identified the factors that influence the user experience when using a Learning Management System (LMS) in an academic institution. The research design comprises a convergent, parallel design mixed-method case study. A literature review was conducted to abstract the factors that influence the user experience into a conceptual framework. An expert review was conducted to validate the conceptual framework and then a questionnaire-driven survey was performed. The quantitative analysis of the survey results revealed that eight of the nine factors proposed in the conceptual framework do have an influence on the perceived user experience of the academic when using the LMS. The qualitative analysis revealed that all nine of the identified factors do have an influence on the perceived user experience of the academic when using the LMS. The contribution of this study is to present a conceptual framework of the factors that influence the user experience of the academic when using an LMS to improve our understanding of the experience of the academic and the practical challenges involved for academics that have to facilitate learning in an online environment The findings should be of interest to developers of LMSs and to institutions in support and training of academics that have to use the LMS.School of ComputingM. Sc. (Computing

What is it like learning with an eportfolio for online distance learners?

This paper reports on a doctoral research project which examines the nature of the learning experience of using an eportfolio and whether it enhances the development of critical thinking among online distance learners. It aims to interrogate the process of the development of critical thinking rather than the product. The project adopts a case study approach, following 24 online distance learners over the course of one academic year in a Dublin based third level institution. The research question for the study is: How can eportfolios enhance the nature of the learning experience and the development of critical thinking among online distance learners? This study is using an exploratory holistic single-case design where the “object of the study” is the of the learner experience of using an eportfolio and the process of developing critical thinking are investigated. The participants are intermediate online distance sociology learners studying a module called Soc3A- Power, Social Order, Crime, Work and Employment as part of the BA (Hons) in Humanities which is a modular humanities programme whereby learners can study a combination of history, sociology, literature, psychology and philosophy. Participants have used their eportfolios to create a critical commentary of their learning and completed five eportfolio entries over the course of one academic year at key points in their learning journey. Eportfolio entries follow a prescribed structured template of critical questions intended to encourage reflection about their learning. Within this case study 37 interviews were conducted for an in-depth exploration of the learner experience of using an eportfolio and the development of criticality. The participants were interviewed with their eportfolios, written, visual and physical artefacts from the participant’s eportfolios were used as stimulus during the interviews using the technique of “photo elicitation”

Developing and validating a new reliable instrument for assessing open distance learning educator's learning management system - TPACK

A research report submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in partial fulfilment of the requirements for the degree of Master of Education by combination of coursework and research Johannesburg, 2017Modern-day open and distance learning (ODL) educators are increasingly being called upon to apply different forms of knowledge to integrate web-based learning management systems (LMSs) effectively for teaching and learning. To test this assumption, this study set out to develop and validate a new reliable instrument for assessing ODL educators’ perceived learning management system technological pedagogical content knowledge (LMS-TPACK). Past empirical studies grounded in Mishra and Koehler’s TPACK framework (2006) were examined to construct the self-report survey. Quantitative data were collected from 332 educators. Descriptive analysis, exploratory factor analysis and internal consistency reliability using Cronbach’s alpha coefficients were computed. The findings reveal key LMS-TPACK constructs that have proven to be both valid and reliable. Six out of the seven subscales used to assess LMS-TPACK were found to be significant, i.e. LMS knowledge (LMS-K), pedagogical knowledge (PK), content knowledge (CK), pedagogical content knowledge (PCK), LMS pedagogical knowledge (LMS-PK) and LMS-TPACK, while LMS-CK failed to emerge in the factor structure. Several possible reasons are proposed for the lack or absence of LMS-CK. The resulting Cronbach’s alpha coefficients for the different constructs as well as the overall instrument scale provide compelling evidence for stable internal consistency reliability. Alpha for the entire LMS-TPACK survey was found to be excellent (α = .931). Recommendations are made for improvements to the instrument and directions for future research are highlighted.MT201

The Characteristics Of A Good ODL Practitioner

Much has been said as to what makes a good Open and Distance Learning (ODL) practitioner - or lecturer if you prefer. It is easy to make statements and observations, but it is, however, essential to establish exactly what an ODL practitioner is and then to establish if there is a set of characteristics that can be attached to such a practitioner. That, in essence, is the main aim of this study; namely, to investigate the characteristics of a good ODL practitioner. With the increase in student numbers at ODL institutions, there is a need for an increased number of ODL practitioners who are able to provide the quality education that the ODL students desire or need (Roberts, n.d.:1). In order to satisfy the objectives of the study, a self-administered survey was distributed to the ODL practitioners within an ODL institute. The results of this study revealed that there is a difference as to what these respondents saw in terms of the relevant importance of some characteristics. It is evident from the results that an ODL practitioner should have good subject knowledge, and should be fair and ethical

Perceptions of job characteristics, job satisfaction and organisational commitment of e-tutors at a South African ODL university

The general aim of this research was to investigate whether a relationship exists between the perceptions of job characteristics, job satisfaction (JS) and organisational commitment (OC) of e-tutors in a virtual work environment in an Open Distance Learning (ODL) university in South Africa. Considering the nature of the virtual work environment and the Job Characteristics Model (JCM), the design of e-tutors’ jobs does not encompass some of the core dimensions. This creates certain distinctive issues in terms of how e-tutors work, relate and communicate with their supervisors and co-workers. This has the potential to negatively affect their levels of JS and OC and increase their intention to leave the organisation. Accordingly, a quantitative survey was conducted on a sample of 279 (n = 279) e-tutors serving contracts at an ODL institution in South Africa. An exploratory factor analysis in the absence of good fit revealed a three-factor model for job characteristics, a two-factor model for JS, and a three-factor model for OC. Moreover, a correlational analysis revealed a statistically significant relationship between perceptions of job characteristics, JS, and OC. A bivariate-partial correlation revealed that the relationship between job characteristics and JS is stronger than the relationship between job characteristics and OC. Following these correlations, a regression analysis was done to test the influencing nature of job characteristics on JS and OC. Accordingly, the results revealed that 26% of the effect of JS on OC is mediated by job characteristics. Tests for statistically significant mean differences revealed no significant difference between male and female e-tutors, nor differences in terms of their job tenure. However, in terms of educational background, significant mean differences were found between e-tutors holding undergraduate degrees and those holding postgraduate degrees. In order to determine which colleges differ significantly, multiple comparison tests were done, but the results revealed no significant individual differences. These results are applicable to similar populations and may help to improve the work experiences of other virtual workers. In addition, it is envisioned that they may help to improve human resource management practices in virtual work environments.Human Resource ManagementM. Com. (Human Resource Management

Antecedents and Outcomes of Service Recovery Satisfaction: a Study Among Open University Malaysia Students in Klang Valley, Malaysia

Researchers and practitioners often pay less attention to service recovery research compared to service quality or customer satisfaction particularly in the context of open and distance learning (ODL) in Malaysia. More importantly, the antecedents and outcomes of service recovery satisfaction are often given less emphasis by the ODL institutions in their efforts to gain advantages in the current higher education environment. Based on past literature, four dimensions of justice were used to develop a theoretical understanding of the antecedents of service recovery satisfaction and its outcomes. This study investigated the relationships between justice dimensions (distributive, procedural, interpersonal, and informational), university image, service recovery satisfaction, and customer future outcomes (trust, word of mouth, repurchase intention and loyalty). Data were collected through a survey of 303 OUM students in Klang Valley, Malaysia who experienced service failure and service recovery. This study proposed and tested a framework via Partial Least Square Structural Equation Modeling (PLS-SEM). The results reveal a significant relationship between justice dimensions and service recovery satisfaction in terms of procedural and interpersonal justice. Service recovery satisfaction had a significant effect on all customer outcomes understudy. The inclusion of the university image as moderators were found out does not moderate the relationship between justice dimensions and service recovery satisfaction, implying that the university image does not have a significant interaction effect on this relationship. Therefore, the result of the study will help the managers and professionals to better understand how the antecedents and outcomes of service recovery satisfaction are important for the organisation, and how to deal with the customers in service failure situations to maximise the organisation profit. These results have important implications for marketing theory and business practicality. (Abstract by Author

Resistance to change, work engagement and psychological capital of academics in an open distance learning work environment.

Orientation: In the present knowledge economy, the external environment is rapidly evolving and organisations are increasingly demanding much more from their employees. Psychological capital (PsyCap) and work engagement (WE), seen as positive human resource strengths and psychological capacities, can be developed and effectively managed for enhanced work performance. Employees’ resistance to change (RTC) is a key barrier to organisational change. Research purpose: To investigate the interrelationships between PsyCap, WE and RTC of open distance learning (ODL) academics. Motivation for the study: Little empirical research has investigated the application of positive work and organisational psychological functioning of ODL academics. Universities can use the study results to develop strategies which may enable institutions and individuals to flourish through positive well-being despite change. Research approach/design and method: A quantitative survey including a probability sample of 208 (N = 208) academics was utilised. Structural equation modelling was used to analyse the data. Main findings: The results reveal a meaningful positive relationship between the positive psychological constructs of PsyCap and WE, and a meaningful negative relationship between the psychodynamic construct RTC, and the positive psychological constructs of PsyCap and WE. Structural equation modelling indicated an adequate fit of conceptual structural model. Practical/managerial implications: Results suggest that reduced RTC and increased positive psychological behaviour could contribute to a positive organisation and individual well-being in a changing work environment. Contribution/value-add: This study adds to the body of knowledge and insights into positive work and organisational functioning of academics in a changing ODL work environment.Human Resource Managemen

Meta-Analysis of Factors Influencing Student Acceptance of Massive Open Online Courses for Open Distance Learning

This study aimed to apply the meta-analysis methodology to systematically synthesize results of primary studies to discover the main significant factors influencing student acceptance of massive open online courses (MOOCs) for open distance learning (ODL). An abundance of studies on MOOCs exists, but there is a lack of meta-analysis research on student acceptance of MOOCs, which is a novel contribution of the current study. The meta-analysis methodology was applied to investigate effect sizes, statistical heterogeneity, and publication bias across 36 primary studies involving 14233 participating students. The study findings show satisfaction to be the main significant factor influencing student acceptance of MOOCs. The findings can enlighten stakeholders in the decision-making process of implementing MOOCs for ODL and advance technology acceptance models. Moreover, this study has the potential to theoretically contribute to technology acceptance research by situating the widely known technology acceptance models in the context of education