DIGITAL LITERACY: A MUST FOR OPEN DISTANCE AND E-LEARNING (ODEL) STUDENTS

Digital literacy is generally defined as the ability to utilise information and communication technologies in learning. Open distance and e-learning students have their learning separated by space and time. The utilisation of information and communication technologies comes in handy to enhance learning for open and distance learners. However, open and distance learners should exhibit high levels of digital literacy in order to make use of available information and communication technologies in learning. This paper explores the concept digital literacy and related theories informing it. The paper further discusses the importance of digital literacy for the enhancement of learning for open and distance learners in as well as interrogating the unique nature of open and distance learners and information access. Opportunities and challenges in the utilisation on ICTs by open and distance learners in the developing world shall also be explored.  Article visualizations

INTERROGATING THE CONCEPT ‘OPENNESS’ IN OPEN DISTANCE LEARNING (ODL)

Scholars in Open Distance Learning (ODL) often refer to distance education as ‘open’. The concept 'openness' on open and distance learning is very fluid and often misunderstood. It is the purpose of this desktop survey to review relevant literature and make interrogation of the concept 'openness'. We advance questions such as; How open is open and distance learning. In what aspects is ODL open and to what extent is the openness. We discuss openness concerning targeted potential students and entry requirements in ODL institutions, the openness of teaching, and learning approaches as well as openness concerning communication, the flexibility of curricula, and assessment. We conclude by answering whether or not ODL institutions are open as well as suggesting measures and ways of enhancing openness in ODL institutions.  Article visualizations

Quality Assuring Teaching and Learning Processes in Higher Education: A Critical Appraisal

Published ArticleUniversities, the world over, seek excellence in teaching and learning. Emphasis is put on quality of all university processes as universities seek to satisfy major stakeholders. Quality assurance of teaching and learning processes and procedures is important in order to ensure that relevant and useful graduates are produced from universities. In the concept paper the researchers explore the concepts quality and quality assurance. A link is drawn between quality assurance and teaching and learning processes in higher education. Theories underpinning quality assurance in higher education are explored, importance of quality assurance is examined and the different dimensions quality assurance could take in teaching and learning are discussed. The researchers further discuss challenges associated with quality assurance in higher education, draw conclusions and make recommendations towards quality enhancement in university teaching and learning processes

PROMOTING INTERACTIVITY IN ONLINE LEARNING – TOWARDS THE ACHIEVEMENT OF HIGH-QUALITY ONLINE LEARNING OUTCOMES

Online learning is different from face-to-face contact learning. The former is technology-mediated and often accused of lacking the interaction the learners would have when learning together in contact sessions. However, the richness of online learning is flexibility, which allows learning to take place anytime from anywhere. Online learning through the utilisation of digital learning platforms may provide rich learning experiences. The Covid-19 pandemic prompted most institutions of higher learning to move to online learning due to restrictions on gathering. Some of the institutions were not prepared for this move and this resulted in challenges in implementing online learning effectively. When online learning is not implemented properly, students will be pedagogically distanced from the course instructor and the learning process. Moore’s (1989) transactional distance theory notes the importance of pedagogical distance to ensure effective distance learning. In this discussion, we unpack the transactional distance theory and suggest ways of promoting interactivity in online learning in different ways. Conclusions are drawn from the discussion and recommendations are made. Article visualizations

Creating students’ communities of Inquiry (COI) in online learning using the Moodle Learning Management System

The issue of promoting high levels of interactivity in online learning is important and topical. There is always a need to provide opportunities for online learners to work with others and feel a sense of belonging. This desktop review paper explores the possibility of creating communities of inquiry using the Moodle learning management system. In this discussion, we review the general use of a learning management system in an institution of higher learning. We discuss the advantages and disadvantages of online learning. The concept community of inquiry is unpacked, with emphasis on the three presences namely the cognitive, social and teaching presences. By drawing on the interactive features of the Moodle LMS, we discuss how the three presences could be promoted. Conclusions and recommendations are drawn from the discussion. Keywords: online learning,, interactivity, collaborative learning, digital learning platform, higher education DOI: 10.7176/JEP/11-30-18 Publication date:October 31st 202

Assessing the Helpfulness of School-Based Mentors in the Nurturing of Student Teachers’ Professional Growth on Teaching Practice

The study sought to assess the helpfulness of school-based mentors in the nurturing of professional development of student teachers on teaching practice. The study adopted a qualitative case study design in which a purposeful sample of twenty-five final Bachelor of Education students participated. Open ended questionnaires were used as the main and sole data collection tool. Content analysis was used to analyse data thematically after coding. The study found that school-based mentors were generally helpful to student teachers in numerous areas ranging from record making and keeping to classroom management. There were concerns of some mentors who only waited for students to ask for assistance. The study concluded that attaching trainee teachers to mentors is a good approach which could be further enhanced by adequately preparing mentors for their roles. Recommendations are made. DOI: 10.5901/mjss.2014.v5n7p40

Evaluating the Online Learning Experiences of Participants in an Online Education Course

Learning online could be an entirely new experience for students who are used to learning in face-to-face contact settings. Of importance are the ways course instructors and learners transition to online teaching and learning. Underpinned by the Community of Inquiry framework, the study sought to explore and understand the online learning experiences of participants on a 4-week long intensive training programme in a rural-based university in Eswatini. A purposive sample of eleven participants participated in the study by completing a programme evaluation form and participating in a virtual focus group discussion session. The thematic content analysis method was utilised to analyse qualitative data. The study found that while the participants found online learning exciting and flexible, they had different interpretations of their interactions with content, peers, course instructors and technology. The study concludes that effective online teaching and learning is dependent on the meaningful interaction of the learners with content, peers, course instructors and technology. There are important pedagogical implications on how online course instructors should establish and maintain the three ‘presences’ which are the cognitive, the social and the teaching in ways that impact positively on the online learners’ learning processes. Keywords: Online learning. Interaction. Presence. Online pedagogy DOI: 10.7176/JEP/13-20-02 Publication date:July 31st 202