Evaluating student support provision in a hybrid teacher education programme using Tait’s framework of practice

Effective student support is key in stemming the dropout in distance education. This article reports on the student support provision in a hybrid teacher education programme. Altogether 160 participants were purposively selected; 126 completed a survey, 33 (30 students and 3 administrative staff) took part in six focus group discussions; and one instructional designer took part in a one-on-one interview. Tait’s framework on student support guided the study. The data analysis involved descriptive statistics and thematic analysis. The findings revealed that, although the institution is striving to support its students, areas that need attention include call centre services, tutor support services, tutor-student communication, and funding. Recommendations include the need for providers to pay particular attention to students’ whole experience to ensure effective student support. Further research is needed regarding the contextualisation of each aspect of Tait’s framework; the author suggests some guidelines to guide this process

A comparative study of distance and conventional education programmes assessed in terms of access, delivery and output at the University of Pretoria

This study is about the comparison of distance and conventional education programs at the University of Pretoria, South Africa. It is assessed in terms of access, delivery modes and output. The purpose is to investigate and to compare the impact of distance and conventional education on the performances of learners in a postgraduate degree program (B.Ed. (Hons) with specialization in Education Management, assessed in terms of access, delivery and output. It explored documents that were both at the macro (Government Policy documents) and macro (University’s / Faculty documents) with the aim of answering the main research question, with other identified sub-research questions that have been raised.: What is the comparison between the impact of distance and conventional education on the performances of learners in a postgraduate BEd (Hons) degree program with specialization in Education Management, when assessed in terms of access, delivery mode and output? A review of relevant literature exposed and compared the essence of both modes of delivery. Data were collected from identified key role players on the program, which included administrators, module coordinators, course presenters, and tutors, some of the students on the program, and some of those that had discontinued their studies with the university. These were done using one-on-one semi-structured and focus group interviews, telephone interviews and questionnaires in order to obtain qualitative and quantitative data. A sample of 127 distance education students, 45 conventional students, 6 module coordinators, 10 course presenters, 4 tutors, 4 administrators, 1 instructional designer and 10 students that had discontinued their studies participated in the investigation. The data collected were analysed through the use descriptive and inferential statistics, and tabulation for the quantitative data, while the computer assisted qualitative data analysis software [CAQDAS] (Atlas.ti) was employed for the analysis of the transcribed interviews. From the data obtained, it was confirmed that there is a myriad of possible factors that may be responsible for the divergences in the performances, throughput and output rates of enrolled students on the BEd (Hons) Education Management, Law and Policy at the University of Pretoria. It was further revealed that South Africa has identified distance education as a tool of redressing past inequalities in higher education, a process, which the university was involved in by starting relevant programs to this end. However, even though equal access is the focus of the country, but it appeared as if little is being said about financially supporting distance education as for instance, there was no financial assistance to distance education students on the program. Due to the incursion of the university into areas, where the impact of university education had not previously being felt, its choice of the mode of delivery was limited to the print, the first generation, which was expected to bring all students on the program at par since all would have access to it. However, despite the efforts made by the university, it was discovered that there existed some gaps between the qualities of the learning experiences, which students from both modes were exposed to. Examples of those identified were lack of designated counseling unit for distance education students, and inadequate number of administrative staff to meet the needs of the ever increasing number of distance education students. However, it appeared that there were no prominent discrepancies that could be found between the two modes, and one could assume that both modes were guided by a similar underpinning philosophy, which drove the ethos of the programs that impacted on the instructional design. It was also found that there were challenges faced by the academic staff involved in the program under investigation, who felt that there might be the need for the institution to demarcate between academe interested in distance education, and those that were not, and the need for the institution to review its stand on rewards and incentives systems for staff involved in distance education. It was believed by them that this would be the way out of the dearth of research presently facing the university on this delivery mode. The study suggests that quality issues especially in relation to an African setting should be looked into, since a large percentage of the students involved in the program were from the rural areas. Finally, the study identified various limitations, and made suggestions for further research, and recommendations for improvement and immediate action.Thesis (PhD (Curriculum Studies))--University of Pretoria, 2007.Curriculum Studiesunrestricte

Inclusion and exclusion in higher education : paradoxes in distance education

Distance education has been identified as a tool for opening up access to education. In South Africa in particular, the model has been identified as being able to redress past inequities. In this article, the researcher investigates to what extent ‘access’ is being given to distance education students enrolled in the B.Ed. (Hons) Education Management, Law and Policy programme at a university, and what the quality of the access is in comparison to its conventional counterparts. The study uses a combination of surveys, interviews and administrative records. The findings reveal that enrolled distance education students on the programme enjoy open access in terms of the university’s admission policies. However, paradoxes exist in relation to the use of media, non-instructional support services, the absence of bridging courses, the lack of financial assistance to prospective students without jobs, lack of access to library services, limited access to bursaries for enrolled students, and limited faculty–student contact. Recommendations include: introduction of counselling services, decentralised library facilities, toll-free telephone services, and the release of government funds for bursaries, as is the case for conventional students. It is encouraging that the newly reviewed programme, rolled out in October 2010, contains most of these recommended opportunities.http://www.unisa.ac.za/default.asp?Cmd=ViewContent&ContentID=7388gv201

Academic and institutional readiness towards e-Learning to inform policy and practice in an evolving post-school education sector

Prior to the occurrence of the global COVID-19 pandemic, some African higher education institutions had already adopted a hybridmode for all their programmes, including distance education. Policies and strategies were put in place to improve the practices, skills and competencies of staff and students. However, the closure of education institutions globally due to the pandemic resulted in the rethinking of current education practices and highlighted the inherent inequalities in the system. This baseline qualitative study, underpinned by the Affordance theory, explores the appropriateness of education responses that were utilised and interrogates the readiness of educators for e-Learning during the pandemic. The participants were purposively selected educators (n=11) from distance and contact African institutions. The study sought to contribute to the reconceptualisation of policies and strategies for distance education provision using e-Learning approaches, which have now become a mainstream reality for the post-school education and training (PSET) sector. Data were collected through individual semi-structured interviews. Thematic analysis was applied to the rich data. The findings identified the successes and shortcomings of facilitating e-Learning at a distance during the pandemic. Some participants felt ill-prepared for the extent of work required to be well equipped to use this approach. In many cases, it was felt that support strategies could have been better structured. Further analysis highlighted possible restructuring that should occur to meet the needs of educators in the twenty-first century and to survive any future pandemics through greater use of e-Learning. Evidence-based recommendations for policies are discussed

Bridging the divide between ideal and actual Communicative Language Teaching

Communicative Language Teaching (CLT) comes recommended as an ideal teaching method in Zimbabwe because of its ability to assist learners to become communicatively competent. Most studies on CLT in Zimbabwe focus on secondary schools, neglecting the primary school where all learning begins. This article describes the activities used by teachers when implementing CLT and ascertains the difference between the ideal and actual in CLT. The study was framed within the interpretivist paradigm, using a qualitative single case study. A conceptual framework based on Socio-cultural Theory (SCT), Experiential Learning or Teaching Theory, Instructional Communication, Communicative Competence Theory and the Seven Areas of Policy Development for Language-in-Education Policy Implementation, was used. Vygotsky’s SCT was used to guarantee interaction with the More Knowledgeable Others (teachers or peers) and mediation tools (teaching methods). Instructional Communication and Communicative Competence were utilised to explore language in the classroom. The Seven Areas of Policy Development for Languagein- Education Policy Implementation and the Experiential Learning or Teaching Theory were used to ensure the use of CLT methods, and whether teachers reflect to improve on them. Non-participant observations, semi-structured interviews and document analysis were used to collect data, which were analysed using inductive and thematic analysis. Findings show that teachers still use traditional methods of teaching and also affirm that activities indicated in participants’ scheme-cum-plans were not implemented. Findings suggest the theorisation of CLT only. The study recommends teacher educators to equip student teachers with adequate skills to deal with CLT classes beginning in the formative stages of the education system.Keywords: Accuracy, activities, Audiolingual Method, Communicative LanguageTeaching, English Second Language, fluency, Grammar-translation Method, interaction,methodological beliefs, pedagogical beliefs

Students with disabilities’ access to distance education : a case for transformational leadership within the ambit of Ubuntu

There has been much debate on access and social justice, and the role of distance education in redressing social injustices. However, little is known about these issues in relation to students with disabilities. The South African Department of Higher Education and Training’s Strategic Policy Framework on Disability for the Post-School Education and Training System aims to improve people with disabilities’ access to and success in post-school education and training. The document notes that, despite the ground gained in transforming the country’s higher education landscape, systematic, institutional and personal challenges persist in relation to integrating such students into postschool education and training. This article highlights the challenges typically encountered by students with disabilities despite policy responses and why these have not worked. It proposes transformational leadership nestled within Ubuntu to transform the issue of disability in post-school education and training and offers directions for further research.Il y a eu beaucoup de débats sur l’accès et la justice sociale, et sur le rôle de l’enseignement à distance dans la réparation des injustices sociales. Cependant, on sait peu de choses sur ces questions concernant les étudiants handicapés. Le Cadre de politique stratégique sur le handicap pour le système d’éducation et de formation post-scolaire du Département sud-africain de l’enseignement supérieur et de la formation vise à augmenter l’accès des personnes handicapées à l’éducation et à la formation post-scolaires et à améliorer leur réussite. Le document note que, malgré les progrès réalisés dans la transformation du paysage de l’enseignement supérieur du pays, des défis systématiques, institutionnels et personnels persistent en ce qui concerne l’intégration de ces étudiants dans l’enseignement et la formation postscolaires. Cet article met en lumière les défis généralement rencontrés par les étudiants handicapés malgré les réactions politiques favorables, et pourquoi celles-ci n’ont pas porté fruit. Il propose un leadership transformationnel niché au sein de Ubuntu pour transformer la question du handicap dans l’éducation et la formation post-scolaires, et propose des orientations pour de nouvelles recherches.https://www.ajol.info/index.php/ijaheam2023Educational Psycholog

Supporting distance education students : the pilot study of a tutorial model and its impact on students' performance

This pilot study investigates the impact of a tutorial model on the performance of distance education students enrolled for an Advanced Certificate in Education (ACE) programme. The aim of the support system is to enhance learning and improve performance. Towards this end, the institution developed a tutorial support system model, which is not dependent on the availability of a tutor, but rather on peer group learning to create a learning environment. The model also depended on carefully designed worksheets. By using a mixed-methods approach, the researchers combined observations, surveys and analyses of student records. Preliminary advantages identified by student participants included clarity of focus, the opportunity to learn from other students, and exposure to the handling of assignment and examination questions. Based on the performance of the first and second cohorts in attendance, one may speculate that students who availed themselves of this opportunity seemed to perform better. Findings from the study suggest that open and distance learning (ODL) institutions will increasingly be differentiated by the support they offer rather than by the material they provide, especially at higher levels of study.am2013gv201

Shaping open, distance and e-learning in post school education and training : a call for a revised agenda

The impact of the COVID-19 pandemic has brought the attention of distance education issues to the fore in a way not seen before. All forms of educational provision and sectors were affected by the pandemic. The aim of this conceptual leading article is to highlight three pertinent issues that need to be taken into account in Open, Distance and e-Learning (ODeL) to ensure the relevance of the Post School Education and Training (PSET) sector in the Fourth Industrial Revolution (4IR) and beyond. Based on a review of the literature, the article highlights three pillars of successful use of technology to enhance quality in PSET, especially in the wake of the worldwide transition to remote teaching and learning. The revised agenda comprises the questioning of previously held beliefs about learning and teaching; the responsiveness of curricula and ensuring the quality of ODeL offerings. It argues that unless traditional beliefs about teaching and learning are questioned and curricula are streamlined to align with the demands of the knowledge society, the value of PSET may be trivialised in a context that is so rapidly changing. It also argues that sound quality assurance mechanisms should be put in place to ensure sufficient depth in student learning experiences, rigour in assessment processes and confidence in graduates by employers and society at large. Using the theory of Connectivism as a lens, the authors provide a framework with some recommendations for sound ODeL teaching and learning practices that are relevant for the demands of the 4IR and beyond. The framework focuses on five pillars, which are foregrounding a student-centred approach; embracing appropriate technologies to support teaching and learning; strengthening the capacity to support success; ensuring appropriate assessment processes and regular curriculum revision and renewal.http://journals.ufs.ac.za/index.php/pieam202

Bridging the divide between ideal and actual communicative language teaching

Communicative Language Teaching (CLT) comes recommended as an ideal teaching method in Zimbabwe because of its ability to assist learners to become communicatively competent. Most studies on CLT in Zimbabwe focus on secondary schools, neglecting the primary school where all learning begins. This article describes the activities used by teachers when implementing CLT and ascertains the difference between the ideal and actual in CLT. The study was framed within the interpretivist paradigm, using a qualitative single case study. A conceptual framework based on Socio-cultural Theory (SCT), Experiential Learning or Teaching Theory, Instructional Communication, Communicative Competence Theory and the Seven Areas of Policy Development for Language-in-Education Policy Implementation, was used. Vygotsky’s SCT was used to guarantee interaction with the More Knowledgeable Others (teachers or peers) and mediation tools (teaching methods). Instructional Communication and Communicative Competence were utilised to explore language in the classroom. The Seven Areas of Policy Development for Languagein- Education Policy Implementation and the Experiential Learning or Teaching Theory were used to ensure the use of CLT methods, and whether teachers reflect to improve on them. Non-participant observations, semi-structured interviews and document analysis were used to collect data, which were analysed using inductive and thematic analysis. Findings show that teachers still use traditional methods of teaching and also affirm that activities indicated in participants’ scheme-cum-plans were not implemented. Findings suggest the theorisation of CLT only. The study recommends teacher educators to equip student teachers with adequate skills to deal with CLT classes beginning in the formative stages of the education system.http://www.ajol.info/index.php/jltam2019Distance EducationHumanities Educatio

Access for success : exploring affordances theory in a new hybrid model teacher education programme

Situated within the ambit of Affordances Theory, this paper reports on an empirical and descriptive investigation into a newly introduced hybrid-model teacher education programme in a developing context. The purpose of the study was to examine the extent to which the first two student cohorts availed themselves of the ICT affordances provided by the institution, which could favourably compare to those found in a developed context. The study adopted the sequential explanatory mixed-methods research design. This study involved two phases in which the quantitative data were first collected through surveys, followed by the collection of qualitative data that involved individual interviews, focus group discussions and documents. The participants included students, online tutors and an instructional designer. Findings from both cohorts show students rarely participated online due to diverse reasons, which included limited access to the internet, the cost of bandwidth, technophobia, and inadequate online and academic support. The findings reaffirmed the interdependent relationship between both individuals and the affordances that exist in an environment. If institutions paid adequate attention to the findings, it would help to stem the tide of poor retention rates in this mode of delivery. Further recommendations for research and practice include the need for institutions to provide relevant technology affordances, adequate and relevant student support, and ongoing monitoring of the quality of their programmes to encourage access for success.This paper was first presented at the 2019 National Association of Distance Education and Open Learning in South Africa (NADEOSA) conference.https://journals.co.za/journal/jitlam2022Humanities Educatio