You searched for subject:( Open Distance Learning).
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1.
Mehta, Neelima M.
A study of factors governing access and equity in open
distance learning programmes: with special reference to distance
mode institutes (DEIs) of dual mode universities in Western
Maharashtra.
Degree: 2011, INFLIBNET
URL: http://shodhganga.inflibnet.ac.in/handle/10603/2484 
► The policy for the development of higher education has been mainly governed by the various education commissions and latest by National Policy of education. The…
(more)
▼ The policy for the development of higher education
has been mainly governed by the various education commissions and
latest by National Policy of education. The Commission gave
emphasis on five main goals for higher education – i.e. 1. Greater
Access. 2. Equal Access i.e. Equity. 3. Quality and Excellence 4.
Relevance and 5. Value based Education. After taking the review of
higher education in the post independence period i.e. Six decades
after independence the decided goals and objectives of higher
education have been not achieved. Therefore in present scenario of
21st century supplementary parallel non formal education system
came in to existence. Distance Education is one of the stream among
them. The Open Distance Learning System (ODL) has emerged as a
vibrant and dynamic component of higher education infrastructure in
the country. It provides access to quality education, at present
about 23.35% of the total population of learners in Higher
Education are taking the advantage of Open Distance Learning
System. The system has higher level of cost efficiency, flexibility
and innovative application of ICT for the vast multitude of
learners left unserved by the formal system. It has the potential
to take higher education to more and more people irrespective of
different barriers. There is however large number of learners that
have yet to be reached and providing access to them is a challenge
before the system. While ensuring equity poses definite challenge
for ODL system. The institutional policies, planning, structure,
governance, service, culture, philosophy and ideology that
determine and sometimes limit, systemic responses need to be
analyzed in the light of concrete experiences for effective social
interventions and national development.
Questionnaire p. 179-186, Bibliography p.
187-199
Advisors/Committee Members: Lele, Nalini A.
Subjects/Keywords: Distance Education; Open Distance Learning System; Education
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APA (6th Edition):
Mehta, N. M. (2011). A study of factors governing access and equity in open
distance learning programmes: with special reference to distance
mode institutes (DEIs) of dual mode universities in Western
Maharashtra. (Thesis). INFLIBNET. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/2484
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Mehta, Neelima M. “A study of factors governing access and equity in open
distance learning programmes: with special reference to distance
mode institutes (DEIs) of dual mode universities in Western
Maharashtra.” 2011. Thesis, INFLIBNET. Accessed February 27, 2021.
http://shodhganga.inflibnet.ac.in/handle/10603/2484.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mehta, Neelima M. “A study of factors governing access and equity in open
distance learning programmes: with special reference to distance
mode institutes (DEIs) of dual mode universities in Western
Maharashtra.” 2011. Web. 27 Feb 2021.
Vancouver:
Mehta NM. A study of factors governing access and equity in open
distance learning programmes: with special reference to distance
mode institutes (DEIs) of dual mode universities in Western
Maharashtra. [Internet] [Thesis]. INFLIBNET; 2011. [cited 2021 Feb 27].
Available from: http://shodhganga.inflibnet.ac.in/handle/10603/2484.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mehta NM. A study of factors governing access and equity in open
distance learning programmes: with special reference to distance
mode institutes (DEIs) of dual mode universities in Western
Maharashtra. [Thesis]. INFLIBNET; 2011. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/2484
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Nelson Mandela Metropolitan University
2.
[No author].
Innovation adaptation and institutionalization: a case study of an open and distance learning adaptation in Zimbabwe.
Degree: Faculty of Education, 2014, Nelson Mandela Metropolitan University
URL: http://hdl.handle.net/10948/11184
► This study set out to investigate a unique case of innovation adaptation and institutionalization in a depressed socio-economic environment. The main aim of the study…
(more)
▼ This study set out to investigate a unique case of innovation adaptation and institutionalization in a depressed socio-economic environment. The main aim of the study was to understand and explain interventions and innovative strategies that underpin the survival and growth of the Open and Distance Learning Mode (ODLM) in Zimbabwe. Towards this end, the data to address the research questions was derived from the case study methodology which incorporated, among others, documentary analysis and interviews with persons involved in the initiation and management of the ODLM. The results of the study indicate that three broad categories of strategies, namely protectionism, innovative leadership and educational entrepreneurialism or commodification constitute the foundation of ODLM durability in Masvingo Province. Protectionism in the context of ODLM survival and growth are projected and articulated in the policy instruments such as mandates and legal frameworks which shielded the innovation from the usual hazards of the innovation process. Protectionism enabled the ODLM to gain traction in an elitist and conservative higher education landscape. Correspondingly, innovative leadership is manifested in a highly motivated team of management staff committed to the propagation of the ODLM to every part of Masvingo Province. The leadership at the Masvingo Regional Campus (MRC) utilizes the multiple stakeholder approach as strategy for establishing convergences and equilibrium in respect of the interests and concerns of the four main stakeholders, namely the government or the ruling party which initiated the implementation of the ODLM; the employers of ODL graduates who affirm the relevancy of ODL qualifications, the students who sustain ODLM by generating revenue for the ZOU, and finally, the MRC staff who are the implementers of the ODLM programmes. Likewise, educational entrepreneurialism constitute another key strategy in ODLM survival and growth. This strategy is articulated in the principle of continual adaptation and creation of market – driven programmes. The above results have several implications to various role players and actors involved in the educational reform and innovation. Firstly, the results of the study reveal the imperative for power elites or policy formulators to ensure that they initiate and adopt educational innovations that match the capacities of their implementers and the socio-economic realities of their respective countries or societies. In this regard, the ODLM appears to have been a prudent choice in light of the challenges that were being encountered in post-independence Zimbabwe. Secondly, from a management perspective, the selection of the innovation team to spearhead or steer the implementation was prioritized. Only competent and committed personnel positively disposed towards an innovation should spearhead the implementation. In addition adequate training and staff development should be instituted to keep the implementers abreast of new trends and standards in educational provision. Lastly,…
Subjects/Keywords: Distance education – Zimbabwe; Open learning – Zimbabwe
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APA (6th Edition):
author], [. (2014). Innovation adaptation and institutionalization: a case study of an open and distance learning adaptation in Zimbabwe. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/11184
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
author], [No. “Innovation adaptation and institutionalization: a case study of an open and distance learning adaptation in Zimbabwe.” 2014. Thesis, Nelson Mandela Metropolitan University. Accessed February 27, 2021.
http://hdl.handle.net/10948/11184.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
author], [No. “Innovation adaptation and institutionalization: a case study of an open and distance learning adaptation in Zimbabwe.” 2014. Web. 27 Feb 2021.
Vancouver:
author] [. Innovation adaptation and institutionalization: a case study of an open and distance learning adaptation in Zimbabwe. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2014. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10948/11184.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
author] [. Innovation adaptation and institutionalization: a case study of an open and distance learning adaptation in Zimbabwe. [Thesis]. Nelson Mandela Metropolitan University; 2014. Available from: http://hdl.handle.net/10948/11184
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
3.
Diehl, William C.
LEARNING AT THE BACK DOOR: CHARLES A. WEDEMEYER AND THE EVOLUTION OF OPEN AND DISTANCE EDUCATION.
Degree: 2011, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/11795
► Charles A. Wedemeyer (1911-1999) was one of the first to develop theory for, and to give direction to, the growing and newly professionalized field which…
(more)
▼ Charles A. Wedemeyer (1911-1999) was one of the first to develop theory for, and to give direction to, the growing and newly professionalized field which has become known as
open and
distance education. Through his leadership at influential institutions such as The University of Wisconsin, The National University Extension Association, and the International Council for
Open and
Distance Education, he developed a global network of colleagues and collaborators. His views on
open education, Independent Study and Independent
Learning became renown worldwide. Wedemeyer put theory into practice through the creation of the ground-breaking experimental Articulated Instructional Media (AIM) program at the University of Wisconsin, and as the First Kellogg Fellow at Oxford University and consultant during the formative years at the
Open University of the United Kingdom, he imparted the concepts of a revolutionary pedagogical approach based on system theory which combined various technologies and media in
distance education. In the 1970s, these concepts were disseminated world-wide resulting in the establishment of scores of
Open Universities which have provided opportunities for millions of students to garner an education.
In his 1981 book
Learning at the Back Door: Reflections on Non-Traditional
Learning in the Lifespan, Charles A. Wedemeyer identified
Open or Independent
learning as "a single great new development in education" (p. 60) that would be a vehicle for a new era in higher education. During his career at the University of Wisconsin from the 1940s through the 1970s, Wedemeyer’s contributions to the foundations of
distance education built upon the democratic education ideals of the Wisconsin Idea and led to today's international
open education movement.
While scholars have identified Wedemeyer as playing a significant role in the evolution of
open and
distance education, to date there has been minimal substantive support or analysis of Wedemeyer’s contributions.
Through an examination of archival data at The University of Wisconsin, The University of South Africa, The U.S. Navy, and The
Open University of the United Kingdom, this study provides a greater understanding of the evolution of
open and
distance education and how Wedemeyer’s contributions and innovative design of educational systems shaped the field.
Advisors/Committee Members: Michael Grahame Moore, Dissertation Advisor/Co-Advisor, Michael Grahame Moore, Committee Chair/Co-Chair, Gary Kuhne, Committee Chair/Co-Chair, Melody M Thompson, Committee Member, Lawrence Christopher Ragan, Committee Member.
Subjects/Keywords: open education; open learning; distance education; distance learning; correspondence education; distance education history; independent learning; ODL
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APA (6th Edition):
Diehl, W. C. (2011). LEARNING AT THE BACK DOOR: CHARLES A. WEDEMEYER AND THE EVOLUTION OF OPEN AND DISTANCE EDUCATION. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/11795
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Diehl, William C. “LEARNING AT THE BACK DOOR: CHARLES A. WEDEMEYER AND THE EVOLUTION OF OPEN AND DISTANCE EDUCATION.” 2011. Thesis, Penn State University. Accessed February 27, 2021.
https://submit-etda.libraries.psu.edu/catalog/11795.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Diehl, William C. “LEARNING AT THE BACK DOOR: CHARLES A. WEDEMEYER AND THE EVOLUTION OF OPEN AND DISTANCE EDUCATION.” 2011. Web. 27 Feb 2021.
Vancouver:
Diehl WC. LEARNING AT THE BACK DOOR: CHARLES A. WEDEMEYER AND THE EVOLUTION OF OPEN AND DISTANCE EDUCATION. [Internet] [Thesis]. Penn State University; 2011. [cited 2021 Feb 27].
Available from: https://submit-etda.libraries.psu.edu/catalog/11795.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Diehl WC. LEARNING AT THE BACK DOOR: CHARLES A. WEDEMEYER AND THE EVOLUTION OF OPEN AND DISTANCE EDUCATION. [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/11795
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
4.
Cisel, Matthieu.
Utilisations des MOOC : éléments de typologie : MOOC usages : elements for a typology.
Degree: Docteur es, Sciences de l'éducation, 2016, Université Paris-Saclay (ComUE)
URL: http://www.theses.fr/2016SACLN024
► Nous cherchons dans ce travail à qualifier et quantifier les différentes formes d’attrition prévalant dans les MOOC. En sus du retrait volontaire, dont nous détaillons…
(more)
▼ Nous cherchons dans ce travail à qualifier et quantifier les différentes formes d’attrition prévalant dans les MOOC. En sus du retrait volontaire, dont nous détaillons les différentes formes, l’attrition est dominée avant tout par différentes formes de non-participation : la majorité des inscrits ne se connectent jamais à la formation, ou n’y réalisent qu’un nombre minimal d’actions, sans intention de s’y investir. La prépondérance de cette forme d’attrition s’explique en partie par l’existence sur les plates-formes d’hébergement d’une offre abondante, qui incite les utilisateurs à s’inscrire à plus de cours qu’ils n’ont la possibilité de suivre. Un certain nombre de participants s’investissent dans la formation jusqu’à son terme bien qu’ils n’obtiennent pas le certificat. Ils représentent néanmoins une forme d’attrition marginale. Il en va de même pour l’échec académique, compris comme l’incapacité à répondre au niveau d’exigence des activités évaluées. Les MOOC sont le plus souvent de niveau introductif, les participants peuvent le plus souvent recommencer des activités auxquelles ils auraient échoué. La plupart des utilisateurs suivent le cours avec l’intention d’en réinvestir le contenu dans leur vie personnelle ou professionnelle. L’incapacité des dispositifs à répondre à cette logique, qui correspond à certains égards à un projet d’apprentissage, explique vraisemblablement une partie significative du retrait volontaire. La plupart des répondants souhaitent obtenir le certificat de la formation, bien qu’il ne représente que rarement la principale motivation sous-tendant l’inscription. Cet intérêt ne relève pas systématiquement de buts de performance.
We aim at describing, quantifying and understanding the diversity of situations that explain the low completions observed in MOOCs, based on learning analytics, registration data from the French MOOC platform FUN, course structures, surveys and semi-structured interviews. Most of the attrition is explained by different types of non-starts, and to a lesser extent by voluntary withdrawal: most registrants do not show up in the cours, or do a minimal number of actions, with no intention to engage in the course whatsoever. The existence of an abundant catalog in most platforms drives users to register to more courses than they can follow. Some users view most of the videos of the course without engaging in the tasks required to obtain the certificate, but they represent a small part of the attrition. Academic dismissal is likely to be limited given the fact that most MOOCs are of introductory level, most evaluations are automated and multiple attemps are allowed. Most users follow the course with the intention to apply its content in their personal or professionnal life; a MOOC is most often the equivalent of a learning project. The inability to answer the needs of such learning projects may explain a significant proportion of the voluntary withdrawal. Few learners register in order to obtain a certificate, but most of them are interested in it.
Advisors/Committee Members: Bruillard, Éric (thesis director).
Subjects/Keywords: Mooc; Open Education; Formation à Distance; Autoformation; Mooc; Open Education; Distance Education; Self-Directed Learning
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APA (6th Edition):
Cisel, M. (2016). Utilisations des MOOC : éléments de typologie : MOOC usages : elements for a typology. (Doctoral Dissertation). Université Paris-Saclay (ComUE). Retrieved from http://www.theses.fr/2016SACLN024
Chicago Manual of Style (16th Edition):
Cisel, Matthieu. “Utilisations des MOOC : éléments de typologie : MOOC usages : elements for a typology.” 2016. Doctoral Dissertation, Université Paris-Saclay (ComUE). Accessed February 27, 2021.
http://www.theses.fr/2016SACLN024.
MLA Handbook (7th Edition):
Cisel, Matthieu. “Utilisations des MOOC : éléments de typologie : MOOC usages : elements for a typology.” 2016. Web. 27 Feb 2021.
Vancouver:
Cisel M. Utilisations des MOOC : éléments de typologie : MOOC usages : elements for a typology. [Internet] [Doctoral dissertation]. Université Paris-Saclay (ComUE); 2016. [cited 2021 Feb 27].
Available from: http://www.theses.fr/2016SACLN024.
Council of Science Editors:
Cisel M. Utilisations des MOOC : éléments de typologie : MOOC usages : elements for a typology. [Doctoral Dissertation]. Université Paris-Saclay (ComUE); 2016. Available from: http://www.theses.fr/2016SACLN024
Brigham Young University
5.
Stevens, Mary Margaret Dickson.
The Effects of Previous Exposure to Independent Study Courses and Open Courseware on Withdrawal from Subsequent Independent Study Courses.
Degree: MS, 2012, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4164&context=etd
► This study examined factors affecting withdrawal rates using a selection of high school and college-level courses from BYU Independent Study (BYU IS). Exposure to BYU…
(more)
▼ This study examined factors affecting withdrawal rates using a selection of high school and college-level courses from BYU Independent Study (BYU IS). Exposure to BYU Open Courseware (OCW) curriculum prior to registration had no significant effect on withdrawal rates. Prior enrollment in a BYU IS course had a statistically significant positive effect on withdrawal rates, a surprising result. Further HLM analysis of 83,707 students indicated that at least some of the variability in student withdrawal behavior at the high school level was influenced by prior enrollment, the online course format, and courses offered in the fine arts. For both high school and college courses, students enrolled in an online (rather than paper-based "correspondence") course were less likely to withdraw than their paper-based peers. Finally, for college courses, students enrolled in lower division courses were more likely to withdraw from their courses. Students enrolled in Career and Counseling, Engineering Technology, Life Sciences, Family Home and Social Sciences, College of Fine Arts and Communications, Marriott School of Business, or Religious Education courses were less likely to withdraw from their courses than students enrolling in courses from other colleges.
Subjects/Keywords: withdrawal; Open Courseware; OCW; retention; distance learning; online learning; Educational Psychology
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APA (6th Edition):
Stevens, M. M. D. (2012). The Effects of Previous Exposure to Independent Study Courses and Open Courseware on Withdrawal from Subsequent Independent Study Courses. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4164&context=etd
Chicago Manual of Style (16th Edition):
Stevens, Mary Margaret Dickson. “The Effects of Previous Exposure to Independent Study Courses and Open Courseware on Withdrawal from Subsequent Independent Study Courses.” 2012. Masters Thesis, Brigham Young University. Accessed February 27, 2021.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4164&context=etd.
MLA Handbook (7th Edition):
Stevens, Mary Margaret Dickson. “The Effects of Previous Exposure to Independent Study Courses and Open Courseware on Withdrawal from Subsequent Independent Study Courses.” 2012. Web. 27 Feb 2021.
Vancouver:
Stevens MMD. The Effects of Previous Exposure to Independent Study Courses and Open Courseware on Withdrawal from Subsequent Independent Study Courses. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2021 Feb 27].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4164&context=etd.
Council of Science Editors:
Stevens MMD. The Effects of Previous Exposure to Independent Study Courses and Open Courseware on Withdrawal from Subsequent Independent Study Courses. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4164&context=etd
University of South Africa
6.
Uiseb, Ismael.
Assessment feedback in open and distance learning : a case study of key academic, strategic and operational requirements
.
Degree: 2017, University of South Africa
URL: http://hdl.handle.net/10500/23241
► Student assessment and feedback is not new to open and distance learning (ODL) but there is a paucity of empirical evidence as to its effectiveness…
(more)
▼ Student assessment and feedback is not new to
open and
distance learning (ODL) but there is a paucity of empirical evidence as to its effectiveness in improving the performance of students and institutions. The objective of this study was to identify key aspects required to optimise feedback in ODL.
In various studies, feedback has been heralded for its key role in the improvement of student
learning. However, there are on-going expressions of uncertainty about whether assessment feedback is indeed delivering this potential, particularly in ODL mode. Against this backdrop of uncertainty and circumspection, this study offers a critical reflection on assessment feedback with particular focus on ODL.
This case study was undertaken using semi-structured interviews with the students, which were conducted to explore and extrapolate their experiences and views on feedback. Focus group interviews with tutors were also conducted to provide an in-depth understanding of participants’ experiences and perceptions. Document analysis was used to make informed recommendations.
The study recommends that creating an effective assessment programme, developing criteria, guides, exemplars and models; discussing and refining them and communicating them to students and their staff — will have a positive impact on the workload for staff with coordinating responsibilities. It is recommended that a student charter be devised to lay out student expectations alongside the expectations of an ODL institution. Such a student charter will ensure that both tutors and students know what is expected of them during the feedback giving and receiving process.
My findings offer a deeper understanding of the assessment of code disciplines which require a specialist gaze for the judgement of student work, and the pressures experienced in this type of assessment in an ODL context. It is envisaged that the research findings will assist ODL practitioners with decisions related to assessment and feedback. There are clear implications for staff in ODL institutions to encourage changes in feedback culture.
Advisors/Committee Members: Du Plessis, E. C (advisor).
Subjects/Keywords: Feedback;
Learning;
Assessment;
Open and distance learning;
Distance learning;
Distance education;
Tutors;
Tutoring;
Students;
Student support;
Tutor-markers
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APA ·
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APA (6th Edition):
Uiseb, I. (2017). Assessment feedback in open and distance learning : a case study of key academic, strategic and operational requirements
. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/23241
Chicago Manual of Style (16th Edition):
Uiseb, Ismael. “Assessment feedback in open and distance learning : a case study of key academic, strategic and operational requirements
.” 2017. Doctoral Dissertation, University of South Africa. Accessed February 27, 2021.
http://hdl.handle.net/10500/23241.
MLA Handbook (7th Edition):
Uiseb, Ismael. “Assessment feedback in open and distance learning : a case study of key academic, strategic and operational requirements
.” 2017. Web. 27 Feb 2021.
Vancouver:
Uiseb I. Assessment feedback in open and distance learning : a case study of key academic, strategic and operational requirements
. [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10500/23241.
Council of Science Editors:
Uiseb I. Assessment feedback in open and distance learning : a case study of key academic, strategic and operational requirements
. [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23241
University of South Africa
7.
Mnkandla, Ernest.
A meta-synthesis on the usability of social media blends in e-learning
.
Degree: 2016, University of South Africa
URL: http://hdl.handle.net/10500/21036
► Distance education has by nature always depended on technology as a vehicle for various media used to facilitate learning. Today as technology has taken centre…
(more)
▼ Distance education has by nature always depended on technology as a vehicle for various media used to facilitate
learning. Today as technology has taken centre stage in our lives especially Internet-based technology,
distance education continues to grow in its use of state-of-the-art tools and hence the need to effectively adopt these online tools for online education remains inevitable. This study presents an evaluation of the usability of social media blends in e-
learning environments. Comprehensive guidelines for improving the usability of social media blends are proposed in order to facilitate learner networks where knowledge can be created that is based on the leaners’ experiences and their peer connections.
In this meta-analysis study literature was searched to identify qualitative research articles that discuss social media blends most commonly used in e-
learning. The search was done on South African and international academic databases which included SAe-Publications, EbscoHost, ProQuest and Google Scholar, among others.
The metadata analysis was conducted following the online collaborative
learning theory as a conceptual framework and the findings agreed with previous studies that the use of social media blends still lacks important empirical data. This study recommends a set of phases in designing curriculum for social media use in e-
learning. The proposed guidelines should be useful to instructional designers interested in using modern
learning theories in e-
learning. Since African qualitative research could not be found, further work in this field could involve qualitative studies on the use of e-
learning in African institutions.
Advisors/Committee Members: Minnaar, A (advisor).
Subjects/Keywords: Distance education;
Open distance learning;
Social media blends;
E-learning;
Online learning;
Qualitative research;
Connectivism;
Constructivism;
Meta-synthesis;
Online collaborative learning
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APA ·
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MLA ·
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APA (6th Edition):
Mnkandla, E. (2016). A meta-synthesis on the usability of social media blends in e-learning
. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21036
Chicago Manual of Style (16th Edition):
Mnkandla, Ernest. “A meta-synthesis on the usability of social media blends in e-learning
.” 2016. Masters Thesis, University of South Africa. Accessed February 27, 2021.
http://hdl.handle.net/10500/21036.
MLA Handbook (7th Edition):
Mnkandla, Ernest. “A meta-synthesis on the usability of social media blends in e-learning
.” 2016. Web. 27 Feb 2021.
Vancouver:
Mnkandla E. A meta-synthesis on the usability of social media blends in e-learning
. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10500/21036.
Council of Science Editors:
Mnkandla E. A meta-synthesis on the usability of social media blends in e-learning
. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21036
University of South Africa
8.
Mbatha, B. (Blessing).
New media and self-directed learning : enhancing pedagogical transformation in an open distance learning landscape
.
Degree: 2017, University of South Africa
URL: http://hdl.handle.net/10500/22722
► Modern technological innovations are constantly seen throughout every aspect of life, and higher education is no exception. To this end, this article sheds some light…
(more)
▼ Modern technological innovations are constantly seen throughout every aspect of life, and higher education is no exception. To this end, this article sheds some light on the types of and pedagogical value of new media adopted by academics to promote self-directed
learning at the University of South Africa. The study answers the following questions: Which new media approaches have been adopted by academics to enhance self-directed
learning? What is the pedagogical value of new media in an ODL environment? A qualitative approach was employed and data was collected through face-to-face interviews with 30 purposively selected Unisa academics. The Unified Theory of Acceptance and Use of Technology model was found relevant to this study. Thematic categorisation was employed for data analysis. The findings depict that a variety of new media have been adopted to promote self-directed
learning at Unisa. The study also found that new media are playing a pivotal role in promoting self-directed
learning in an ODL landscape. It is therefore important to note that new media have emerged as strong catalysts in fostering pedagogical transformation.
Advisors/Committee Members: Van Den Berg, G (advisor).
Subjects/Keywords: Disruptive innovations;
Distance education;
Open distance learning;
Web 2.0;
New media;
Electronic learning;
Distributed learning;
Self-directed learning;
Transformation
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APA (6th Edition):
Mbatha, B. (. (2017). New media and self-directed learning : enhancing pedagogical transformation in an open distance learning landscape
. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22722
Chicago Manual of Style (16th Edition):
Mbatha, B (Blessing). “New media and self-directed learning : enhancing pedagogical transformation in an open distance learning landscape
.” 2017. Masters Thesis, University of South Africa. Accessed February 27, 2021.
http://hdl.handle.net/10500/22722.
MLA Handbook (7th Edition):
Mbatha, B (Blessing). “New media and self-directed learning : enhancing pedagogical transformation in an open distance learning landscape
.” 2017. Web. 27 Feb 2021.
Vancouver:
Mbatha B(. New media and self-directed learning : enhancing pedagogical transformation in an open distance learning landscape
. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10500/22722.
Council of Science Editors:
Mbatha B(. New media and self-directed learning : enhancing pedagogical transformation in an open distance learning landscape
. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/22722
University of South Africa
9.
Ntuli, Cynthia Hlekwase Smangele.
Tutors’ perceptions of effective facilitation through the use of an integrated tutor model (ITM) in an open and distance learning (ODL) environment
.
Degree: 2016, University of South Africa
URL: http://hdl.handle.net/10500/21937
► Facilitation of learning through the use of tutors is a worldwide approach that is supported by most Open and Distance Learning institutions. This approach was…
(more)
▼ Facilitation of
learning through the use of tutors is a worldwide approach that is supported by most
Open and
Distance Learning institutions. This approach was expanded by integrating face-to-face mode of delivery and online delivery with the purpose of increasing access and participation of students at Unisa. However, the practicality of this integration cannot be overlooked and this reality led to this study. Given the background, this dissertation presents a study on tutors’ perceptions of effective facilitation through the use of an integrated tutor model (ITM) in an
Open Distance Learning (ODL) environment. This study sought to explore the views of Unisa tutors focusing on the success factors, challenges and the impact this model has on tutors’ behaviour in terms of tutorial delivery in the implementation of the integrated tutor model in tutorial classes. This was done with an aim of expanding access and participation. A qualitative research method was conducted with Unisa Gauteng Region tutors. Data was collected through face-to-face interviews. The findings of the study showed that the level of academic staff involvement in the tutorial program is very low and there was no involvement at all in other colleges. The training and development provided to ODL tutors is highly appreciated by tutors, however, it needs to be intensified to yield the desired outcomes. Findings further revealed that the institution needs to attend to the provision of access to students. Based on these findings, recommendations were made that academic staff members need to increase their level of involvement in the tutorial program in order to support tutors who provide support to students. Practical training of tutors on the use of technology is necessary and the institution must increase access to computers and the internet for students.
Advisors/Committee Members: Mays, T. J (advisor).
Subjects/Keywords: Distance education;
Open Distance Learning (ODL);
Online education;
Interaction;
Effective facilitation;
Social constructivism;
Tutor
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APA ·
Chicago ·
MLA ·
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CSE |
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APA (6th Edition):
Ntuli, C. H. S. (2016). Tutors’ perceptions of effective facilitation through the use of an integrated tutor model (ITM) in an open and distance learning (ODL) environment
. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/21937
Chicago Manual of Style (16th Edition):
Ntuli, Cynthia Hlekwase Smangele. “Tutors’ perceptions of effective facilitation through the use of an integrated tutor model (ITM) in an open and distance learning (ODL) environment
.” 2016. Masters Thesis, University of South Africa. Accessed February 27, 2021.
http://hdl.handle.net/10500/21937.
MLA Handbook (7th Edition):
Ntuli, Cynthia Hlekwase Smangele. “Tutors’ perceptions of effective facilitation through the use of an integrated tutor model (ITM) in an open and distance learning (ODL) environment
.” 2016. Web. 27 Feb 2021.
Vancouver:
Ntuli CHS. Tutors’ perceptions of effective facilitation through the use of an integrated tutor model (ITM) in an open and distance learning (ODL) environment
. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10500/21937.
Council of Science Editors:
Ntuli CHS. Tutors’ perceptions of effective facilitation through the use of an integrated tutor model (ITM) in an open and distance learning (ODL) environment
. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21937
University of South Africa
10.
Gani, Faiza.
Lecturers' utilisation of institutional learning management systems in an ODL higher education institution in South Africa
.
Degree: 2013, University of South Africa
URL: http://hdl.handle.net/10500/10577
► In the world in which we live today, information and communication technology (ICT) has proliferated in all spheres of society, including in the corporate, social…
(more)
▼ In the world in which we live today, information and communication technology (ICT) has proliferated in all spheres of society, including in the corporate, social and academic arenas. Within these arenas ICT has made noteworthy contributions. In the academic space, which is the focus of this study, ICT has made a significant contribution to the communication and consultation between students and higher education institution staff. One such example has been the emergence of
learning management systems (LMSs) in higher education institutions, both locally and globally, with LMSs providing higher education institutions with several possibilities as regards facilitating the online teaching and
learning process. Nevertheless, research has shown that there is underutilisation of LMSs throughout the world. The purpose of this study, therefore, was to investigate the utilisation of LMSs in an
open and
distance learning (ODL) institution in South Africa to ascertain whether they are being used to their full potential.
Advisors/Committee Members: Van den Berg, Geesje (advisor).
Subjects/Keywords: Learning management systems (LMSs);
Utilisation;
Underutilisation;
Lecturers;
Internet;
Adult learning;
Open and distance learning (ODL)
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APA ·
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MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Gani, F. (2013). Lecturers' utilisation of institutional learning management systems in an ODL higher education institution in South Africa
. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/10577
Chicago Manual of Style (16th Edition):
Gani, Faiza. “Lecturers' utilisation of institutional learning management systems in an ODL higher education institution in South Africa
.” 2013. Masters Thesis, University of South Africa. Accessed February 27, 2021.
http://hdl.handle.net/10500/10577.
MLA Handbook (7th Edition):
Gani, Faiza. “Lecturers' utilisation of institutional learning management systems in an ODL higher education institution in South Africa
.” 2013. Web. 27 Feb 2021.
Vancouver:
Gani F. Lecturers' utilisation of institutional learning management systems in an ODL higher education institution in South Africa
. [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10500/10577.
Council of Science Editors:
Gani F. Lecturers' utilisation of institutional learning management systems in an ODL higher education institution in South Africa
. [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/10577
University of South Africa
11.
Botha, Jo-Anne.
The relationship between adult learner self-directedness and employability attributes : an open distance learning perspective
.
Degree: 2014, University of South Africa
URL: http://hdl.handle.net/10500/13598
► This study investigated the relationship between the self-directedness (as measured by the Adult Learner Self-Directedness Scale) and employability attributes (as measured by the Student Employablity…
(more)
▼ This study investigated the relationship between the self-directedness (as measured by the Adult Learner Self-Directedness Scale) and employability attributes (as measured by the Student Employablity Attributes Scale) of adult learners enrolled at a South African
distance learning higher education institution. Correlational and inferential statistical analyses were carried out in order to realise the research objective. A stratified random sample of 1 102 mainly black and female participants participated in the study. The research indicated self-directedness to be a significant positive predictor of employability attributes and also revealed significant differences between the gender, race and age groups regarding these variables. Recommendations are suggested for use by university lecturers and human resource development professionals.
Advisors/Committee Members: Coetzee, Melinde (advisor), Coetzee, Mariette (advisor).
Subjects/Keywords: Adult student self-directedness;
Self-directed learning;
Employability;
Workplace learning;
Open distance learning
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Botha, J. (2014). The relationship between adult learner self-directedness and employability attributes : an open distance learning perspective
. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13598
Chicago Manual of Style (16th Edition):
Botha, Jo-Anne. “The relationship between adult learner self-directedness and employability attributes : an open distance learning perspective
.” 2014. Masters Thesis, University of South Africa. Accessed February 27, 2021.
http://hdl.handle.net/10500/13598.
MLA Handbook (7th Edition):
Botha, Jo-Anne. “The relationship between adult learner self-directedness and employability attributes : an open distance learning perspective
.” 2014. Web. 27 Feb 2021.
Vancouver:
Botha J. The relationship between adult learner self-directedness and employability attributes : an open distance learning perspective
. [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10500/13598.
Council of Science Editors:
Botha J. The relationship between adult learner self-directedness and employability attributes : an open distance learning perspective
. [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/13598
University of Pretoria
12.
Murangi, Heroldt
Vekaama.
Managing
student transition from conventional to open schooling: a case
study of Namibia.
Degree: PhD, Education Management and Policy
Studies, 2017, University of Pretoria
URL: http://hdl.handle.net/2263/62894
► The provision of school equivalency programme through Open and Distance Learning (ODL) has gained momentum in the 21st century through the establishment of open schools.…
(more)
▼ The provision of school equivalency programme through
Open and
Distance Learning (ODL) has gained momentum in the 21st
century through the establishment of
open schools.
Open schools has
now become a model of choice for many young people and adults who
do not want to pursue their secondary education journey through the
conventional delivery system. Additionally, shrinking financial
resources have made it impossible for governments especially in the
developing world to expand education through the conventional
system. Pityana (2007) claims that ODL is key in advancing the
development agenda of many nations through programmes that
accommodate the less privileged members of the society such as
women, the unemployed, repeaters, out-of-school youth,
disadvantaged and the displaced. Although
open schools have made
progress in increasing access, low throughput rates and high
dropout rates remain the key challenges. The purpose of this study
was therefore to explore the experiences and perceptions of
learners when migrating from the conventional school system to the
open and
distance learning in general, and to Namibian College of
Open Learning (NAMCOL) in particular. This study was driven by the
assumption that change in the
learning environment might be the
most influential factor on learners’ ability to integrate into the
new
distance learning environment. The study mainly focused on the
senior secondary (Grade 12) learners who transferred from the
formal schools to NAMCOL to upgrade their grades. Moore’s (1883)
theory of transactional
distance and Tinto’s (1997a) theory of
academic and social integration were used as the reference
theoretical framework. The applicability of the two theories was
assessed and compared with the findings of the study. A multi
method research design was applied in data collection. The results
of the study identified a gap between the learners’ expectations
and the high ODL expectations and its demands. The learners in the
study displayed a marginal understanding of the ODL mode of
delivery. The study established certain factors that impede or
accelerate the integration process and also identified technology
mediated services as well as capacity building for staff as
measures to facilitate learner integration in the ODL mode of
delivery. The study reaffirms that meeting learners’ academic,
social and psychological needs are important for successful learner
integration. The findings have implications for policy makers, ODL
practitioners and learners on the development of the most effective
measures of increasing learner integration into
open
schools.
Advisors/Committee Members: Ogina, Teresa Auma (advisor), Adeyemo, K.S. (Kolawole.
Subjects/Keywords: Conventional
School System; Learner
Integration; Open and
Distance Learning;
NAMCOL;
UCTD
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APA ·
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MLA ·
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CSE |
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Murangi, H. (2017). Managing
student transition from conventional to open schooling: a case
study of Namibia. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/62894
Chicago Manual of Style (16th Edition):
Murangi, Heroldt. “Managing
student transition from conventional to open schooling: a case
study of Namibia.” 2017. Doctoral Dissertation, University of Pretoria. Accessed February 27, 2021.
http://hdl.handle.net/2263/62894.
MLA Handbook (7th Edition):
Murangi, Heroldt. “Managing
student transition from conventional to open schooling: a case
study of Namibia.” 2017. Web. 27 Feb 2021.
Vancouver:
Murangi H. Managing
student transition from conventional to open schooling: a case
study of Namibia. [Internet] [Doctoral dissertation]. University of Pretoria; 2017. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/2263/62894.
Council of Science Editors:
Murangi H. Managing
student transition from conventional to open schooling: a case
study of Namibia. [Doctoral Dissertation]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/62894
University of South Africa
13.
Nsamba, Asteria Nkomane.
Exploring the quality of students' support services in distance learning environments
.
Degree: 2016, University of South Africa
URL: http://hdl.handle.net/10500/21694
► Delivering education through open and distance learning (ODL) mode imposes upon ODL institutions a responsibility to provide support services deemed adequate to address students’ expectations…
(more)
▼ Delivering education through
open and
distance learning (ODL) mode imposes upon ODL institutions a responsibility to provide support services deemed adequate to address students’ expectations and
learning needs. Student support services are a vital part of academic success in
distance learning environments because of the nature of
distance education. Therefore, it is critical to provide student support services whose quality levels are acceptable to those who use them. Quality and its measurements are a contentious issue in higher education and
distance education. Efforts to help service quality researchers in
distance education understand service quality and its evaluation have come from marketing researchers. Among different approaches of service quality
assessment is the SERVQUAL model. This study explored and examined the quality of students’ support services in
distance learning environments from students’ perspective, using a modified SERVQUAL model. The objectives of the study were to examine students’ expectations and perceptions of the quality of support services;
analyse the gaps between expectations and perceptions; develop and validate a service quality model and a scale to evaluate the quality of
distance education students’ support services. A sequential mixed methods design was used to collect and analyse the data. Data were collected in two phases. The first phase involved collecting data qualitatively. The qualitative data were used to develop a context specific service quality model and a scale. The model and the scale were validated in the second (quantitative) phase of the study. The results of the study showed that the students’ expectations exceeded the perceived performance levels of the student support services. The largest gaps related to feedback, study material delivery and spaces for quiet
learning. The study also found that
distance education student support services can be measured by four service quality dimensions, namely: tangibles, reliability, delivery and assurance.
Advisors/Committee Members: Makoe, M. E (advisor).
Subjects/Keywords: Open and distance learning;
Student support services;
Service quality
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Nsamba, A. N. (2016). Exploring the quality of students' support services in distance learning environments
. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/21694
Chicago Manual of Style (16th Edition):
Nsamba, Asteria Nkomane. “Exploring the quality of students' support services in distance learning environments
.” 2016. Doctoral Dissertation, University of South Africa. Accessed February 27, 2021.
http://hdl.handle.net/10500/21694.
MLA Handbook (7th Edition):
Nsamba, Asteria Nkomane. “Exploring the quality of students' support services in distance learning environments
.” 2016. Web. 27 Feb 2021.
Vancouver:
Nsamba AN. Exploring the quality of students' support services in distance learning environments
. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10500/21694.
Council of Science Editors:
Nsamba AN. Exploring the quality of students' support services in distance learning environments
. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21694
University of KwaZulu-Natal
14.
Mouton, Johleen.
Learner support in open distance learning at Unisa, KwaZulu-Natal : a developmental state perspective.
Degree: 2015, University of KwaZulu-Natal
URL: http://hdl.handle.net/10413/15829
► When the African National Congress (ANC) came into power in 1994, it was important to relook at the operations of the Public Administration and governance…
(more)
▼ When the African National Congress (ANC) came into power in 1994, it was important to relook at the operations of the Public Administration and governance domain in South Africa. Many sectors in all spheres of government have changed significantly since then, and it was thus equally important that the educational system receives a critical examination to improve education in South Africa. The linkage between Public Administration and the higher education landscape should also be seen within the context of the developmental state perspective of the government-of-the-day to develop important skills and invest in human capital in the country. Efficient public administration policies and effective management principles should be in place to implement government policies to achieve the desired outcomes of sustainable development. This study took place mainly within the higher education field as part of the Public Administration paradigm, with particular reference to
distance education and
open distance education at the University of South Africa (Unisa). It also explained the role higher education has to play in the acquisition of basic knowledge and intellectual skills and its effect on the development policy of the state.
Distance education came a long way since 1994. The South African White Paper on Education and Training of 1995 gave direction to change in the higher education system and an
Open Distance Learning (ODL) approach was adopted, which brought advantages for students registering at the University of South Africa (Unisa). Unisa became the largest
distance education provider in South Africa and, it was important that new policies be developed within the university to guide the development of ODL. Learner support in an ODL university is one of the key elements in an ODL system. The study aimed to provide an investigation into the learner support initiatives in the Unisa region of KwaZulu-Natal through the use of empirical methodology. One of the key questions in this study is to determine whether the students entering the
open distance learning system at Unisa KwaZulu-Natal are ready for this new environment. It was depicted from the data obtained, that students are uncertain, not well prepared for this new environment and that improved learner support services are needed to improve on the
learning of students and also on the poor throughput rate in the region. Students and staff were part of the research. Questionnaires, interviews and observation informed the relevant information on the
readiness of the students coming into the ODL university system, and their experience of the learner support initiatives provided to them in the region.
Advisors/Committee Members: Subban, Mogesperie. (advisor).
Subjects/Keywords: Theses - Public Administration.; Open Distance.; Learning.; Developmental State perspective.; Learner support.
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APA ·
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Export
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Manager
APA (6th Edition):
Mouton, J. (2015). Learner support in open distance learning at Unisa, KwaZulu-Natal : a developmental state perspective. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15829
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Mouton, Johleen. “Learner support in open distance learning at Unisa, KwaZulu-Natal : a developmental state perspective.” 2015. Thesis, University of KwaZulu-Natal. Accessed February 27, 2021.
http://hdl.handle.net/10413/15829.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mouton, Johleen. “Learner support in open distance learning at Unisa, KwaZulu-Natal : a developmental state perspective.” 2015. Web. 27 Feb 2021.
Vancouver:
Mouton J. Learner support in open distance learning at Unisa, KwaZulu-Natal : a developmental state perspective. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10413/15829.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mouton J. Learner support in open distance learning at Unisa, KwaZulu-Natal : a developmental state perspective. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/15829
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
15.
Mwanza, Guido.
Communication strategies in open and distance learning Institutions:A case study of the Zambian College of Open Learning (ZAMCOL) in Solwezi.
Degree: 2013, University of Zimbabwe
URL: http://dspace.unza.zm/handle/123456789/3143
► This report was a study of the communication strategies at the Zambian College of Open Learning (ZAMCOL) in Solwezi. The institution offers Diploma in Secondary…
(more)
▼ This report was a study of the communication strategies at the Zambian College of Open Learning (ZAMCOL) in Solwezi. The institution offers Diploma in Secondary School, Teacher Education by open and distance learning (ODL) mode, it is both an in-service and out of service program aimed at upgrading academic and professional qualifications of teachers in Zambia. The study sought to understand the communication strategies and the challenges it poses between the Institution and the enrolled and prospective students and others. Data was collected through in-depth interviews, focus group discussions, self-administered questionnaire survey, and personal observations by the researcher. The findings were that it is not yet clear to tell whether information flow to and from the intended beneficiaries of ZAMCOL’s learning process by ODL, is insufficient or it is only delayed. A lot still remains to be done in terms of communications research and getting feedback from the learners on the study material.The paper recommends the use of radio or television which will by accessed by the student’s self-driven neighbourhood study groups. It also explored the use of alternative instructional technologies, and institute regular student and study centre visits and evaluations.
Subjects/Keywords: Communication in Education; Open and Distance Learning; Communication Technologies
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Export
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Manager
APA (6th Edition):
Mwanza, G. (2013). Communication strategies in open and distance learning Institutions:A case study of the Zambian College of Open Learning (ZAMCOL) in Solwezi. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/3143
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Mwanza, Guido. “Communication strategies in open and distance learning Institutions:A case study of the Zambian College of Open Learning (ZAMCOL) in Solwezi.” 2013. Thesis, University of Zimbabwe. Accessed February 27, 2021.
http://dspace.unza.zm/handle/123456789/3143.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mwanza, Guido. “Communication strategies in open and distance learning Institutions:A case study of the Zambian College of Open Learning (ZAMCOL) in Solwezi.” 2013. Web. 27 Feb 2021.
Vancouver:
Mwanza G. Communication strategies in open and distance learning Institutions:A case study of the Zambian College of Open Learning (ZAMCOL) in Solwezi. [Internet] [Thesis]. University of Zimbabwe; 2013. [cited 2021 Feb 27].
Available from: http://dspace.unza.zm/handle/123456789/3143.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mwanza G. Communication strategies in open and distance learning Institutions:A case study of the Zambian College of Open Learning (ZAMCOL) in Solwezi. [Thesis]. University of Zimbabwe; 2013. Available from: http://dspace.unza.zm/handle/123456789/3143
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Pretoria
16.
[No author].
The development and implementation of an institutional
tuition policy for an open and distance learning institution : a
case study of the University of South Africa
.
Degree: 2008, University of Pretoria
URL: http://upetd.up.ac.za/thesis/available/etd-10222008-103053/
► This study explores the development and implementation of a tuition policy at the ‘single dedicated distance education institution in South Africa,’ which is the University…
(more)
▼ This study explores the development and
implementation of a tuition policy at the ‘single dedicated
distance education institution in South Africa,’ which is the
University of South Africa. The discussion focuses specifically on
‘how different stakeholders participated in the development and
implementation of the Unisa tuition policy’. In this context, the
author contends that the development and implementation of an
institutional tuition policy is influenced by various factors
relating to the determination of the roles to be played by various
stakeholders in the process. A broader consideration is whether or
not and how tuition policy development and implementation influence
teaching and
learning in
distance education. The perspective taken
in this study necessarily includes the different acts and policy
documents that focus on the development of the higher education
sector in South Africa, which consequently influence the practice
and experience of
distance education. The main findings of the
study concur with the notion that there is contention in terms of
Unisa tuition policy development and implementation, which leads to
a measure of reluctance to implement the policy. Furthermore, the
implementation has not been as effective as it might have been, and
this defeats the purpose of the policy, which is to promote
effective teaching and
learning in
distance education. The data
derived from the investigation partly support this study’s concern
that the development and implementation of this policy depend on
participants’ and stakeholders’ mental models. The findings also
show that the contention regarding the determination of roles in
the development and implementation has negative impacts on the
effectiveness of teaching and
learning at Unisa, which may not be
very obvious to the stakeholders involved. Crucially, it was also
found that the stakeholders could not separate their institutional
roles and positions from their roles in policy development and
implementation. It is in the context of these findings that the
author recommends that policy development and implementation for
effective teaching and
learning should critically define the
institutional roles of those engaged in policy development and
implementation in a
distance education institution such as
Unisa.
Advisors/Committee Members: Prof M Nkomo (advisor), Prof J Nieuwenhuis (advisor).
Subjects/Keywords: Policy implementation;
Policy development;
Distance education;
Distance learning;
Open learning;
Unisa tuition policy;
Teaching;
Learning;
UCTD
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APA (6th Edition):
author], [. (2008). The development and implementation of an institutional
tuition policy for an open and distance learning institution : a
case study of the University of South Africa
. (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-10222008-103053/
Chicago Manual of Style (16th Edition):
author], [No. “The development and implementation of an institutional
tuition policy for an open and distance learning institution : a
case study of the University of South Africa
.” 2008. Doctoral Dissertation, University of Pretoria. Accessed February 27, 2021.
http://upetd.up.ac.za/thesis/available/etd-10222008-103053/.
MLA Handbook (7th Edition):
author], [No. “The development and implementation of an institutional
tuition policy for an open and distance learning institution : a
case study of the University of South Africa
.” 2008. Web. 27 Feb 2021.
Vancouver:
author] [. The development and implementation of an institutional
tuition policy for an open and distance learning institution : a
case study of the University of South Africa
. [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2021 Feb 27].
Available from: http://upetd.up.ac.za/thesis/available/etd-10222008-103053/.
Council of Science Editors:
author] [. The development and implementation of an institutional
tuition policy for an open and distance learning institution : a
case study of the University of South Africa
. [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-10222008-103053/
University of Pretoria
17.
Tshivhase, Azwinndini
Christopher.
The development
and implementation of an institutional tuition policy for an open
and distance learning institution : a case study of the University
of South Africa.
Degree: Education Management and Policy
Studies, 2008, University of Pretoria
URL: http://hdl.handle.net/2263/28924
► This study explores the development and implementation of a tuition policy at the ‘single dedicated distance education institution in South Africa,’ which is the University…
(more)
▼ This study explores the development and implementation of
a tuition policy at the ‘single dedicated
distance education
institution in South Africa,’ which is the University of South
Africa. The discussion focuses specifically on ‘how different
stakeholders participated in the development and implementation of
the Unisa tuition policy’. In this context, the author contends
that the development and implementation of an institutional tuition
policy is influenced by various factors relating to the
determination of the roles to be played by various stakeholders in
the process. A broader consideration is whether or not and how
tuition policy development and implementation influence teaching
and
learning in
distance education. The perspective taken in this
study necessarily includes the different acts and policy documents
that focus on the development of the higher education sector in
South Africa, which consequently influence the practice and
experience of
distance education. The main findings of the study
concur with the notion that there is contention in terms of Unisa
tuition policy development and implementation, which leads to a
measure of reluctance to implement the policy. Furthermore, the
implementation has not been as effective as it might have been, and
this defeats the purpose of the policy, which is to promote
effective teaching and
learning in
distance education. The data
derived from the investigation partly support this study’s concern
that the development and implementation of this policy depend on
participants’ and stakeholders’ mental models. The findings also
show that the contention regarding the determination of roles in
the development and implementation has negative impacts on the
effectiveness of teaching and
learning at Unisa, which may not be
very obvious to the stakeholders involved. Crucially, it was also
found that the stakeholders could not separate their institutional
roles and positions from their roles in policy development and
implementation. It is in the context of these findings that the
author recommends that policy development and implementation for
effective teaching and
learning should critically define the
institutional roles of those engaged in policy development and
implementation in a
distance education institution such as
Unisa.
Advisors/Committee Members: Prof M Nkomo (advisor), Prof J Nieuwenhuis (advisor).
Subjects/Keywords: Policy
implementation; Policy
development; Distance
education; Distance
learning; Open
learning; Unisa tuition
policy;
Teaching;
Learning;
UCTD
Record Details
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Tshivhase, A. (2008). The development
and implementation of an institutional tuition policy for an open
and distance learning institution : a case study of the University
of South Africa. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28924
Chicago Manual of Style (16th Edition):
Tshivhase, Azwinndini. “The development
and implementation of an institutional tuition policy for an open
and distance learning institution : a case study of the University
of South Africa.” 2008. Doctoral Dissertation, University of Pretoria. Accessed February 27, 2021.
http://hdl.handle.net/2263/28924.
MLA Handbook (7th Edition):
Tshivhase, Azwinndini. “The development
and implementation of an institutional tuition policy for an open
and distance learning institution : a case study of the University
of South Africa.” 2008. Web. 27 Feb 2021.
Vancouver:
Tshivhase A. The development
and implementation of an institutional tuition policy for an open
and distance learning institution : a case study of the University
of South Africa. [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/2263/28924.
Council of Science Editors:
Tshivhase A. The development
and implementation of an institutional tuition policy for an open
and distance learning institution : a case study of the University
of South Africa. [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/28924
University of South Africa
18.
Van Rooyen, Annelien Adriana.
Didactic conversation and transactional distance : a case study of retention and throughput of accounting students
.
Degree: 2015, University of South Africa
URL: http://hdl.handle.net/10500/19980
► The study was necessitated by the fact that the throughput rates of accounting students studying at distance learning institutions in South Africa are disturbingly low…
(more)
▼ The study was necessitated by the fact that the throughput rates of accounting
students studying at
distance learning institutions in South Africa are disturbingly low
when compared to students studying at residential universities. Bearing in mind the
magnitude of the University of South Africa’s (Unisa’s) market share of accounting
students in South Africa, it was pivotal to comprehend the unique challenges related
to retention and throughput of these students. This thesis reports on a case study of
the use of mobile phones in an Accounting module by applying the theories of
didactic conversation and transactional
distance to understand the retention and
throughput rates of the Accounting students in an
open distance learning (ODL)
environment. Considering the landscape of accounting education in South Africa, the
specific challenges faced by accounting students at Unisa and the recent scholarly
discourse on retention and throughput of
distance education students, this study
contributes to the limited theoretical understanding of students’ retention and
throughput rates in an Accounting module at Unisa.
This theoretical understanding has been obtained through combining the
transactional
distance theory of Moore (1973) and the didactic conversation of Holmberg (1982) in a single conceptual framework. By applying this framework, this
thesis makes an original contribution to the deepening understanding of the retention
and throughput rates of accounting students in an ODL environment. The study has
shown that retention and throughput rates can be improved through the lessening of
the transactional
distance between facilitator and student and by improving the
quality and extent of the two-way didactic conversation in the
learning process.
To this effect, the study provided empirical evidence of the successful use of various
complementing technology interventions, suitable for accounting students with time
constraints, to enhance the
learning process.
Advisors/Committee Members: Wessels, J. S (advisor).
Subjects/Keywords: Accounting education;
Didactic conversation;
Distance education;
Financial accounting;
Mixed-method case study;
Mobile phones;
Open distance learning;
Transactional distance
Record Details
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Van Rooyen, A. A. (2015). Didactic conversation and transactional distance : a case study of retention and throughput of accounting students
. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/19980
Chicago Manual of Style (16th Edition):
Van Rooyen, Annelien Adriana. “Didactic conversation and transactional distance : a case study of retention and throughput of accounting students
.” 2015. Doctoral Dissertation, University of South Africa. Accessed February 27, 2021.
http://hdl.handle.net/10500/19980.
MLA Handbook (7th Edition):
Van Rooyen, Annelien Adriana. “Didactic conversation and transactional distance : a case study of retention and throughput of accounting students
.” 2015. Web. 27 Feb 2021.
Vancouver:
Van Rooyen AA. Didactic conversation and transactional distance : a case study of retention and throughput of accounting students
. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10500/19980.
Council of Science Editors:
Van Rooyen AA. Didactic conversation and transactional distance : a case study of retention and throughput of accounting students
. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19980
19.
Papadopoulou, Melpomeni.
« Distance intégrative » et accompagnement expérientiel pour une nouvelle ingénierie en FOAD : le cas de deux dispositifs hybrides d’éducation populaire. : “Integrative distance” and experiential accompaniment in e-learning engineering : the case of two blended learning courses in popular education.
Degree: Docteur es, Sciences de l'Education, 2020, Université François-Rabelais de Tours
URL: http://www.theses.fr/2020TOUR2001
► La formation à distance est apparue dans notre société contemporaine dans une perspective d’efficience via la diffusion du savoir. Il faut former les adultes plus…
(more)
▼ La formation à distance est apparue dans notre société contemporaine dans une perspective d’efficience via la diffusion du savoir. Il faut former les adultes plus vite et à moindre coût afin qu’ils deviennent des professionnels compétents. Dans cette perspective, le savoir devient un bien à consommer plutôt qu’à faire émerger de nos propres expériences. En ce sens, les dispositifs de FOAD valorisant le prescrit du savoir et les dimensions techniques de l’enseignement ne sont pas rares.Cette thèse propose d’inverser cette logique en pensant la formation à distance, non comme une démarche d’apprentissage à maîtriser mais comme un espace-temps permettant de laisser advenir l’apprenant-adulte en se fondant sur ses expériences et projets singuliers. Apparaissent ainsi au premier plan l’ouverture du dispositif, la réflexivité accompagnée et les affordances socioculturelles des outils.La recherche de terrain porte sur deux dispositifs de formation hybride et par alternance regroupant plusieurs sessions de formations animées par sept formateurs d’éducation populaire. Inscrite dans une démarche inductive, cette recherche est fondée sur la triangulation méthodologique en mobilisant plusieurs outils de collecte de données (questionnaires, entretiens semi-directifs et d’explicitation) et croisant des méthodes d’analyse de données qualitative (catégorielle) et quantitatives (statistique et lexicométrique).Ainsi, l’étude contribue à l’élaboration d’une ingénierie en Formations Ouvertes et à Distance Intégrative (FOADI). Le rapprochement entre formations à distance et par alternance amène à une modélisation permettant de penser la fonction intégrative de la distance et les pratiques d’accompagnement expérientiel.
E-learning has been developed in our contemporary society in order to propose faster and cheaper adult training so that they will become “competent” professionals. Thus, it is common to promote the functional aspects of knowledge and the technical dimensions of teaching in an e-learning class. In this perspective, knowledge becomes a good to consume rather than to reveal from our own experiences.This thesis proposes to reverse this logic by describing the Open and Distance Learning (ODL), not as a learning process to be mastered but as an environment that allows the adult to learn from his own experiences and projects. Therefore, reflexivity, deliberation and integration of knowledge appear in the foreground.The field research involves two blended and alternative trainings, combining several training sessions led by seven trainers of popular education. Part of an inductive approach, this research demonstrates methodological triangulation by mobilizing several data collection tools, such as surveys and semi-directional interviews. Furthermore, the research’s methodology combines qualitative (categorical) and quantitative (statistical and lexicometric) data analysis.The study contributes to the development of an engineering for Open and Integrative Distance Learning (OIDL). The articulation between ODL and alternative…
Advisors/Committee Members: Goï, Cécile (thesis director), Denoyel, Noël (thesis director).
Subjects/Keywords: Formation ouverte à distance; Distance intégrative; Accompagnement expérientielle; Formation d'adultes; Alternance; Formation hybride; E-Learning; Integrative distance; Experiential accompaniment; Blended learning; Dual training; Open and Distance Learning; 374
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APA ·
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MLA ·
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CSE |
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to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Papadopoulou, M. (2020). « Distance intégrative » et accompagnement expérientiel pour une nouvelle ingénierie en FOAD : le cas de deux dispositifs hybrides d’éducation populaire. : “Integrative distance” and experiential accompaniment in e-learning engineering : the case of two blended learning courses in popular education. (Doctoral Dissertation). Université François-Rabelais de Tours. Retrieved from http://www.theses.fr/2020TOUR2001
Chicago Manual of Style (16th Edition):
Papadopoulou, Melpomeni. “« Distance intégrative » et accompagnement expérientiel pour une nouvelle ingénierie en FOAD : le cas de deux dispositifs hybrides d’éducation populaire. : “Integrative distance” and experiential accompaniment in e-learning engineering : the case of two blended learning courses in popular education.” 2020. Doctoral Dissertation, Université François-Rabelais de Tours. Accessed February 27, 2021.
http://www.theses.fr/2020TOUR2001.
MLA Handbook (7th Edition):
Papadopoulou, Melpomeni. “« Distance intégrative » et accompagnement expérientiel pour une nouvelle ingénierie en FOAD : le cas de deux dispositifs hybrides d’éducation populaire. : “Integrative distance” and experiential accompaniment in e-learning engineering : the case of two blended learning courses in popular education.” 2020. Web. 27 Feb 2021.
Vancouver:
Papadopoulou M. « Distance intégrative » et accompagnement expérientiel pour une nouvelle ingénierie en FOAD : le cas de deux dispositifs hybrides d’éducation populaire. : “Integrative distance” and experiential accompaniment in e-learning engineering : the case of two blended learning courses in popular education. [Internet] [Doctoral dissertation]. Université François-Rabelais de Tours; 2020. [cited 2021 Feb 27].
Available from: http://www.theses.fr/2020TOUR2001.
Council of Science Editors:
Papadopoulou M. « Distance intégrative » et accompagnement expérientiel pour une nouvelle ingénierie en FOAD : le cas de deux dispositifs hybrides d’éducation populaire. : “Integrative distance” and experiential accompaniment in e-learning engineering : the case of two blended learning courses in popular education. [Doctoral Dissertation]. Université François-Rabelais de Tours; 2020. Available from: http://www.theses.fr/2020TOUR2001
University of South Africa
20.
Ward-Cox, Maxine Welland.
Validation of a rating scale for distance education university student essays in a literature-based module
.
Degree: 2020, University of South Africa
URL: http://hdl.handle.net/10500/26935
► This thesis reports on the findings of a study to validate an assessment scale for writing in an Open Distance Learning (ODL) context by first-year…
(more)
▼ This thesis reports on the findings of a study to validate an assessment scale for writing
in an
Open Distance Learning (ODL) context by first-year students in their responses to
English literary texts. The study involved the interrogation of an existing scale, adapted
from Jacobs et al. (1981), which was being used for the Foundations in English Literary
Studies (ENG1501) module at the University of South Africa. Despite the credibility of
the original scale, the modified version had been used in language- and literature-based
courses in the English Studies Department since 1998 and had not been updated or
empirically tested in the context of the target group. Thus, the gap that this current study
addressed was the need for a valid rating scale that takes into account the complexities
of literature teaching and ODL in the current South African university environment.
This thesis includes a review of the debate on validity and the validation of rating scales
both internationally and in South Africa, the ODL environment, and the assessment of assignments based on literary texts, particularly in the multicultural South African
context. The methodology included research of both a quantitative and a qualitative
nature. The outcome was an empirically-validated scale that should contribute to the
quest for accuracy in assessing academic writing and meet the formative and summative assessment needs of the target group
Advisors/Committee Members: Spencer, Brenda (advisor).
Subjects/Keywords: Validity;
Validation;
Assessment;
Rating scale;
Distance education;
Open distance learning (ODL);
Open distance e-learning (ODeL);
Academic writing skills;
South African students
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ward-Cox, M. W. (2020). Validation of a rating scale for distance education university student essays in a literature-based module
. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/26935
Chicago Manual of Style (16th Edition):
Ward-Cox, Maxine Welland. “Validation of a rating scale for distance education university student essays in a literature-based module
.” 2020. Doctoral Dissertation, University of South Africa. Accessed February 27, 2021.
http://hdl.handle.net/10500/26935.
MLA Handbook (7th Edition):
Ward-Cox, Maxine Welland. “Validation of a rating scale for distance education university student essays in a literature-based module
.” 2020. Web. 27 Feb 2021.
Vancouver:
Ward-Cox MW. Validation of a rating scale for distance education university student essays in a literature-based module
. [Internet] [Doctoral dissertation]. University of South Africa; 2020. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10500/26935.
Council of Science Editors:
Ward-Cox MW. Validation of a rating scale for distance education university student essays in a literature-based module
. [Doctoral Dissertation]. University of South Africa; 2020. Available from: http://hdl.handle.net/10500/26935
University of South Africa
21.
Wilson, Graeme Austin.
A work-integrated learning mentorship model for nature conservation at an open distance learning university in South Africa
.
Degree: 2019, University of South Africa
URL: http://hdl.handle.net/10500/25748
► In this dissertation of limited scope, the phenomenon of providing effective workintegrated learning mentorship to nature conservation undergraduate students is explored, specifically to determine if…
(more)
▼ In this dissertation of limited scope, the phenomenon of providing effective workintegrated
learning mentorship to nature conservation undergraduate students is
explored, specifically to determine if mobile technology can be offered as an
alternative or supplementary mentoring strategy for an
Open Distance Learning
university.
Mentoring of work-integrated
learning undergraduate students is an integral
component of the Nature Conservation Diploma offered by the University of South
Africa. The prerequisite mentoring of students is not consistent across all required
sector-based placements and this could be construed as being unjust and
discriminatory. This possible negative perception has motivated this investigation into
work-integrated
learning mentorship approaches within the Nature Conservation
Diploma. This exploratory case study provides insights into and lays a foundation for
the development of a supplementary mentorship provision strategy, for students who
find it difficult to secure mentorship opportunities.
Applying a social
learning and integration perspective, three cohorts of undergraduate
nature conservation work-integrated
learning students participated in this study. This
qualitative exploratory case study focused on the interaction and subsequent results
achieved by students, through engaging with one of three different mentorship
methods available to students at the University of South Africa. The three methods
were: face-to-face mentoring by an academic, digital mentoring provided by means of
a mobile phone application and sector-based mentoring. The latter method represents
the current mentorship provision status quo for all nature conservation work-integrated
learning diploma students.
The findings reveal that the three mentoring methods are effective in supporting workintegrated
learning students. The students indicated their preference for mentorship
provided by the University of South Africa, over that of the sector-based mentors. No
significant difference between the two university-provided methods of mentorship was
found. This study recommends that the University continue with its development of the
digital mentor option, to function as a fully functioning supplementary mentor.
Advisors/Committee Members: Van den Berg, Geesje (advisor).
Subjects/Keywords: Africa;
Applications;
Case study;
Conservation;
mLearning;
Mentoring;
Mobile technology;
Nature conservation;
Open and distance learning;
Open distance and e-learning;
Qualitative research;
Social learning theory;
Work-integrated learning (WIL)
Record Details
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wilson, G. A. (2019). A work-integrated learning mentorship model for nature conservation at an open distance learning university in South Africa
. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/25748
Chicago Manual of Style (16th Edition):
Wilson, Graeme Austin. “A work-integrated learning mentorship model for nature conservation at an open distance learning university in South Africa
.” 2019. Masters Thesis, University of South Africa. Accessed February 27, 2021.
http://hdl.handle.net/10500/25748.
MLA Handbook (7th Edition):
Wilson, Graeme Austin. “A work-integrated learning mentorship model for nature conservation at an open distance learning university in South Africa
.” 2019. Web. 27 Feb 2021.
Vancouver:
Wilson GA. A work-integrated learning mentorship model for nature conservation at an open distance learning university in South Africa
. [Internet] [Masters thesis]. University of South Africa; 2019. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10500/25748.
Council of Science Editors:
Wilson GA. A work-integrated learning mentorship model for nature conservation at an open distance learning university in South Africa
. [Masters Thesis]. University of South Africa; 2019. Available from: http://hdl.handle.net/10500/25748
University of South Africa
22.
Twabu, Khanyisile Yanela.
Screencast as a technology enhanced teaching tool at an open distance learning university in South Africa
.
Degree: 2018, University of South Africa
URL: http://hdl.handle.net/10500/24937
► The incorporation of information and communications technology into every sphere of life can neither be denied nor remain unnoticed. Be it for education, government, corporate…
(more)
▼ The incorporation of information and communications technology into every sphere of life can neither be denied nor remain unnoticed. Be it for education, government, corporate or social purposes, information and communications technology usage has become a norm in the twenty-first century. In academia, which is the focus of this study, the University of South Africa offers screencasts as a technology-enhanced teaching tool in the College of Accounting Sciences. These screencasts form part of an e-
learning initiative to improve the success rate among their students in the Certificate in the Theory of Accounting programme.
This phenomenological, qualitative research study employs a case study as a research design tool, employing the community of inquiry framework. Ten lecturer-participants were interviewed in this study. The aim was to determine how screencasts can be used as a technology-enhanced teaching tool at an
open distance-
learning university in South Africa. Accordingly, this study used semi-structured interviews and document analysis to collect the data. The research data were studied, analysed, explored and validated. The study’s findings proved the validity and the practicability of this research. The findings indicate that screencasting at the university is in its beginning phase and that lecturers make use of the
learning management system (myUnisa) to upload screencasts. Although making the screencasts is time consuming, lecturers report on the positive feedback received from students concerning the screencasts, but there is no way to track how many students use them. It is important to note that the lecturers experience challenges, as the MyUnisa system is often ineffective. Furthermore, some lecturers are techno-phobes, resulting in those that are technologically informed being overloaded. This study recommends the use of other effective software, screencast training, proper investment in information and communications technology infrastructure and affordable data access for students to stakeholders such as UNISA.
Advisors/Committee Members: Van den Berg, Geesje (advisor).
Subjects/Keywords: Open distance learning;
E-learning;
Screencasts;
Case study;
Technology-enhanced teaching;
Accounting
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APA ·
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MLA ·
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Export
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Manager
APA (6th Edition):
Twabu, K. Y. (2018). Screencast as a technology enhanced teaching tool at an open distance learning university in South Africa
. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/24937
Chicago Manual of Style (16th Edition):
Twabu, Khanyisile Yanela. “Screencast as a technology enhanced teaching tool at an open distance learning university in South Africa
.” 2018. Masters Thesis, University of South Africa. Accessed February 27, 2021.
http://hdl.handle.net/10500/24937.
MLA Handbook (7th Edition):
Twabu, Khanyisile Yanela. “Screencast as a technology enhanced teaching tool at an open distance learning university in South Africa
.” 2018. Web. 27 Feb 2021.
Vancouver:
Twabu KY. Screencast as a technology enhanced teaching tool at an open distance learning university in South Africa
. [Internet] [Masters thesis]. University of South Africa; 2018. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10500/24937.
Council of Science Editors:
Twabu KY. Screencast as a technology enhanced teaching tool at an open distance learning university in South Africa
. [Masters Thesis]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/24937
University of South Africa
23.
Madiope, Maria.
The feasibility of using audio podcast mobile technology to teach research writing in open distance learning : case of University of South Africa
.
Degree: 2013, University of South Africa
URL: http://hdl.handle.net/10500/11967
► The research aimed to assess the feasibility of using podcasts in mobile devices to teach research proposal writing for masters’ students of University of South…
(more)
▼ The research aimed to assess the feasibility of using podcasts in mobile devices to teach research proposal writing for masters’ students of University of South Africa. To aid in this, a general objective was developed which was supported by specific research objectives that guided the study. The research looked at the evolution of
open distance learning (ODL) including the use of M-
learning. I reviewed literature on the history of podcasts as an entertainment tool being highlighted as a revolution in the academic world especially in the area of
distance learning.
To create a foundation to give strength to the use of podcasts, theories of education were evaluated and criticised to give reason and foundation for the use of podcasts as a technology to support teaching and
learning in ODL. All major aspects of
learning were traversed in the theoretical aspect. This is in a bid to assess the ability of the use of podcasts to meet the needs of the learners. A methodology for conducting the research that included the deployment of a pilot project for the research proposal writing module in year 2011-2012 class was developed and justified accordingly. The use of both qualitative and quantitative methods was necessitated by the objectives of the research. This was implemented at data collection and analysis stages of the research.
The analysis was fruitful and successful for that matter, giving reasonable backing to the proposal by the researcher of adopting the use of podcasts using mobile devices. The analysis deemed the pilot project successful for the period within which it was operated. Hurdles or challenges were present and the study gives them as majorly, the lack of sufficient skills to handle the content of the website, that is, generally, the use of the technology. Also, the study pinpoints that the availability of mobile devices is also a challenge that the students will face.
Recommendations were derived from the challenges and include a framework that should be used in creating a podcast support system that will be based on the findings to create a successful project. Regarding the objectives of the study, the conclusion that indeed it is feasible to use podcasts to teach research proposal writing in Unisa is valid.
Advisors/Committee Members: Ranko Ramaili, J. M (advisor), Ally, Mohamed (advisor).
Subjects/Keywords: Open distance learning;
Mobile learning;
Podcast;
E-learning;
Virtual learning environments;
Research writing;
Teaching and learning
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APA (6th Edition):
Madiope, M. (2013). The feasibility of using audio podcast mobile technology to teach research writing in open distance learning : case of University of South Africa
. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/11967
Chicago Manual of Style (16th Edition):
Madiope, Maria. “The feasibility of using audio podcast mobile technology to teach research writing in open distance learning : case of University of South Africa
.” 2013. Doctoral Dissertation, University of South Africa. Accessed February 27, 2021.
http://hdl.handle.net/10500/11967.
MLA Handbook (7th Edition):
Madiope, Maria. “The feasibility of using audio podcast mobile technology to teach research writing in open distance learning : case of University of South Africa
.” 2013. Web. 27 Feb 2021.
Vancouver:
Madiope M. The feasibility of using audio podcast mobile technology to teach research writing in open distance learning : case of University of South Africa
. [Internet] [Doctoral dissertation]. University of South Africa; 2013. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10500/11967.
Council of Science Editors:
Madiope M. The feasibility of using audio podcast mobile technology to teach research writing in open distance learning : case of University of South Africa
. [Doctoral Dissertation]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/11967
University of South Africa
24.
Kgatla, Mashadi Violet.
An exploration of social presence amongst first year undergraduate students in a fully asynchronous web-based course: a case at the University of South Africa
.
Degree: 2016, University of South Africa
URL: http://hdl.handle.net/10500/22285
► With the growing trends in favour of online learning in higher education, further research is needed on the social experiences of students enrolled in online…
(more)
▼ With the growing trends in favour of online
learning in higher education, further research is needed on the social experiences of students enrolled in online courses. The purpose of this qualitative study was to explore the ways in which social presence manifested itself amongst first-year undergraduate students who had studied in a fully asynchronous web-based course at Unisa in 2014. The Community of Inquiry framework, which posits that meaningful online
learning experience results from interaction of cognitive presence, social presence, and teaching presence, guided this inquiry. Purposive sampling was utilised to select 18 participants who met the selection criteria. Through semi-structured, telephonic interviews, couched with the social constructivism stance, the participants‟ perceptions of social presence were thematically analysed.
The findings revealed that first-year online undergraduate students manifested social presence through affective responses, interactive responses, group cohesion, interaction, instructor presence and internet access. Overall, social presence manifested itself through participation and interaction within the discussion forums. The findings specified further that a blended online
learning approach can be crucial in meeting the
learning needs of some students. Furthermore, the findings alluded to a lack of interaction and feedback from the online instructors. In addition, the findings revealed a limitation in terms of internet access, particularly for students in rural areas, which is of concern in an ODL milieu heading online. Implications of the study findings, study limitations and avenues for future research are discussed.
Advisors/Committee Members: Laidlaw, C (advisor).
Subjects/Keywords: Asynchronous;
Community of Inquiry;
Distance education;
Open Distance Learning;
Online learning;
Social constructivism;
Social presence;
Teaching presence
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Manager
APA (6th Edition):
Kgatla, M. V. (2016). An exploration of social presence amongst first year undergraduate students in a fully asynchronous web-based course: a case at the University of South Africa
. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22285
Chicago Manual of Style (16th Edition):
Kgatla, Mashadi Violet. “An exploration of social presence amongst first year undergraduate students in a fully asynchronous web-based course: a case at the University of South Africa
.” 2016. Masters Thesis, University of South Africa. Accessed February 27, 2021.
http://hdl.handle.net/10500/22285.
MLA Handbook (7th Edition):
Kgatla, Mashadi Violet. “An exploration of social presence amongst first year undergraduate students in a fully asynchronous web-based course: a case at the University of South Africa
.” 2016. Web. 27 Feb 2021.
Vancouver:
Kgatla MV. An exploration of social presence amongst first year undergraduate students in a fully asynchronous web-based course: a case at the University of South Africa
. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10500/22285.
Council of Science Editors:
Kgatla MV. An exploration of social presence amongst first year undergraduate students in a fully asynchronous web-based course: a case at the University of South Africa
. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22285
University of South Africa
25.
Mafenya, Nkhangweleni Patrick.
Effective assessment in open distance and e-learning : using the signature courses at the University of South Africa as a model for future practice
.
Degree: 2016, University of South Africa
URL: http://hdl.handle.net/10500/21905
► This study was conceptualised within a social-constructivist ontological orientation and, further, uses an interpretive epistemological lens to extract information from the participants who are coming…
(more)
▼ This study was conceptualised within a social-constructivist ontological orientation and, further, uses an interpretive epistemological lens to extract information from the participants who are coming from different life worlds. This thesis, Effective assessment in
open distance and e-
learning: using the Signature Courses at the University of South Africa as a model for future practice, investigated how emerging information communication technologies (ICTs) can be used to transform, enhance and influence student assessment practices in
Open Distance and e-
Learning (ODeL) contexts. The ultimate objective of the study was to establish assessment guidelines for effective student assessment in
distance education using technology as an enabler. To achieve the objectives of this study, a mixed methods research methodology was adopted in which Unisa lecturers’ and first-year students’ experiences, perceptions, attitudes, and beliefs regarding the use of ICT as a tool to enhance and influence student assessment were sought. Despite some limitations, the study was able to reveal that technology has the potential to influence student-lecturer, and student-peer interaction thereby bridging the isolation gap that normally exists between them. Further, these potential benefits also include the identification of teaching strengths and weaknesses, the indication of areas where instructional change or modification is needed, and the application of more effective means of interacting with students. A key function of this study, therefore, is to help the lecturers involved in higher
learning assessment to use technology effectively and efficiently to enhance assessment practices as a means of maintaining both the academic standards and enhancing the quality of the student
learning experience. In addition, the study has shown that technology has the potential to enhance and influence student
learning and motivation. Furthermore, this study made theoretical and practical contributions to the literature on information communication technology implementation on lecturers’ and students’ pedagogical and technological readiness to online
learning and assessment in
open distance and e-
learning.
Advisors/Committee Members: Ryan, Pamela (advisor).
Subjects/Keywords: Blended learning;
Connectivism;
Constructivism;
Formative assessment;
Heutagogy;
Information Communication Technologies (ICTs);
Open Distance and e-Learning (ODeL);
Signature courses;
Student feedback;
Technology enhanced assessment;
Open Distance Learning (ODL)
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MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Mafenya, N. P. (2016). Effective assessment in open distance and e-learning : using the signature courses at the University of South Africa as a model for future practice
. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/21905
Chicago Manual of Style (16th Edition):
Mafenya, Nkhangweleni Patrick. “Effective assessment in open distance and e-learning : using the signature courses at the University of South Africa as a model for future practice
.” 2016. Doctoral Dissertation, University of South Africa. Accessed February 27, 2021.
http://hdl.handle.net/10500/21905.
MLA Handbook (7th Edition):
Mafenya, Nkhangweleni Patrick. “Effective assessment in open distance and e-learning : using the signature courses at the University of South Africa as a model for future practice
.” 2016. Web. 27 Feb 2021.
Vancouver:
Mafenya NP. Effective assessment in open distance and e-learning : using the signature courses at the University of South Africa as a model for future practice
. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10500/21905.
Council of Science Editors:
Mafenya NP. Effective assessment in open distance and e-learning : using the signature courses at the University of South Africa as a model for future practice
. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/21905
University of South Africa
26.
Maboe, Kefiloe Adolphina.
On-line learning among Health Studies’ students at an open distance learning institution: prospects and challenges for interactivity
.
Degree: 2013, University of South Africa
URL: http://hdl.handle.net/10500/13944
► The purpose of this research is to explore students’ on-line interactivity in an Open Distance Learning institution with other students, educators, study materials and Unisa…
(more)
▼ The purpose of this research is to explore students’ on-line interactivity in an
Open Distance Learning institution with other students, educators, study materials and Unisa as the sampled prototypical research
subject. A mixed-method of research encompassing both explorative and descriptive aspects was used. Data was collected through myUnisa discussion forum, focus group interviews and an on-line questionnaire from second and third year Health Services Management students at the University of South Africa (Unisa).
Although the findings indicated that 84.9% of students owned computers, and 100% owned cellular phones, only 3.8% participated in the discussion forum. On-line discussion forum are critical in
Open Distance Learning (ODL) because it allows people who cannot physically attend the educational institution to interact with each other. Almost 40% of these sampled students agreed that the discussion forum allowed them to study with their peers. However, only 53 of the 1,379 students registered for both second and third year studies during the first semester participated in the discussion forum. This indicates that very few students benefit from on-line interaction.
Most of the students who are enrolled in Health Services Management course are from 21 to above 50 years of age. This age factor can have an impact on computer literacy. Some of them indicated that they struggled with the utilisation of technology. The majority of these students do not utilise the prescribed on-line interactive tools effectively. Students’ need support cognitively, academically, administratively, institutionally and affectively. The findings suggest that although students are aware of the benefits of using online technologies, they do not have the support from the institution to enable them to better their skills in using these technologies. The other
challenge that they have raised is that educators also interact minimally on-line. Therefore, they do not receive the necessary feedback they require. The university systems are sometimes offline, which becomes worse during registration and submission of assignments.
The recommendations emanating from the study warrants various interventions of multiple stakeholders to resolve the students’ challenges.
Advisors/Committee Members: Nkosi, Z. Z (advisor), Makoe, M. E (advisor), Dolamo, Bethabile (advisor).
Subjects/Keywords: Educator;
Students;
Health services management;
Higher education;
Interaction;
Interactive learning;
Learning;
Learner;
myUnisa;
On-line learning;
Open distance learning;
Unisa
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Manager
APA (6th Edition):
Maboe, K. A. (2013). On-line learning among Health Studies’ students at an open distance learning institution: prospects and challenges for interactivity
. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/13944
Chicago Manual of Style (16th Edition):
Maboe, Kefiloe Adolphina. “On-line learning among Health Studies’ students at an open distance learning institution: prospects and challenges for interactivity
.” 2013. Doctoral Dissertation, University of South Africa. Accessed February 27, 2021.
http://hdl.handle.net/10500/13944.
MLA Handbook (7th Edition):
Maboe, Kefiloe Adolphina. “On-line learning among Health Studies’ students at an open distance learning institution: prospects and challenges for interactivity
.” 2013. Web. 27 Feb 2021.
Vancouver:
Maboe KA. On-line learning among Health Studies’ students at an open distance learning institution: prospects and challenges for interactivity
. [Internet] [Doctoral dissertation]. University of South Africa; 2013. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10500/13944.
Council of Science Editors:
Maboe KA. On-line learning among Health Studies’ students at an open distance learning institution: prospects and challenges for interactivity
. [Doctoral Dissertation]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13944
North-West University
27.
Van Zyl, Johanna Maria.
'n Bestuursmodel vir oop afstandsleer aan die NWU / Johanna Maria van Zyl
.
Degree: 2012, North-West University
URL: http://hdl.handle.net/10394/10599
► Distance education as delivery mode is currently attracting more and more learners globally who want to improve their skills and qualifications. This is necessitated by…
(more)
▼ Distance education as delivery mode is currently attracting more and more learners globally
who want to improve their skills and qualifications. This is necessitated by especially the
limited components of existing contact universities, financial expenditure and working
learners. The presenting of open distance learning by existing contact universities in South
Africa is relatively unknown. Consequently the aim of this study is also to investigate a
model for Open Distance Learning used at the NWU, an existing contact university. In order
to achieve this aim, several other aims were set as well. The most important findings of these
aims are subsequently summarized.
Aim one was to determine how distance education, open distance learning and e-learning
have been conceptualized in the literature. It emerges clearly from the literature that various
barriers and challenges accompany the implementation and delivery of distance and open
distance learning program. These barriers particularly concern matters such as academic,
cultural and technical aspects like the student’s experience, the position of the lecturer
regarding the program, the design of the program, the fact that development in technology is
constantly kept in mind and kept up with, as well as problems with financial aspects.
The second aim intended to compare open distance learning in developed and developing
countries as far as contact classes and e-learning are concerned, in order to establish the best
practices for a suitable management model. The open distance learning models of twelve
universities were examined separately and compared to one another. From these comparisons
the following components of open distance learning were indentified which would be
applicable to both developing and developed countries: (i) the use of traditional paper-based
study material; (ii) the use of various forms of technology; (iii) the use of e-learning, and (iv)
voluntary supporting contact classes. From the literature it has been shown that, despite
limited infrastructure, poverty, illiteracy and geographical isolation, e-learning and m-learning are increasingly implemented as delivery modes in open distance learning programmes in
developing as well as developed countries.
Aim three was to establish, from within the literature, the nature of management models with
specific reference to the innovations within managing business models in the context of open
distance learning. Firstly variables which play a role in new business models were
considered. Secondly the levels according to which the innovation of new models should take
place were investigated, and also how these could possibly be implemented within the NWU,
as well as the principles applicable to the innovation and implementing of a new model from
an existing mother company. Factors which could play a part in the plans to present distance
learning programs were also considered, whether these would imply a new distance education
unit or the continued presentation of such programs.…
Subjects/Keywords: Oop afstandsleer;
Kontakklasse;
E-leer;
Bestuur- en bedryfsmodelle;
Dubbelmodes Universiteite;
Oop afstandsleer Universiteite;
Open Distance Learning;
Contact classes;
Management- and business model;
Dual mode Universities;
Open Distance Learning Universities
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Manager
APA (6th Edition):
Van Zyl, J. M. (2012). 'n Bestuursmodel vir oop afstandsleer aan die NWU / Johanna Maria van Zyl
. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10599
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Van Zyl, Johanna Maria. “'n Bestuursmodel vir oop afstandsleer aan die NWU / Johanna Maria van Zyl
.” 2012. Thesis, North-West University. Accessed February 27, 2021.
http://hdl.handle.net/10394/10599.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Van Zyl, Johanna Maria. “'n Bestuursmodel vir oop afstandsleer aan die NWU / Johanna Maria van Zyl
.” 2012. Web. 27 Feb 2021.
Vancouver:
Van Zyl JM. 'n Bestuursmodel vir oop afstandsleer aan die NWU / Johanna Maria van Zyl
. [Internet] [Thesis]. North-West University; 2012. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10394/10599.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Van Zyl JM. 'n Bestuursmodel vir oop afstandsleer aan die NWU / Johanna Maria van Zyl
. [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/10599
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
28.
Ferreira, Rallyson dos Santos.
Um esquema de sincronismo para ambientes virtuais de ensino e aprendizagem.
Degree: 2013, Universidade Federal do Amazonas
URL: http://tede.ufam.edu.br/handle/tede/2900
► Limitações do acesso à Internet, decorrentes de conexões intermitentes e de baixa qualidade, tem se tornado o principal obstáculo para o uso de Ambientes Virtuais…
(more)
▼ Limitações do acesso à Internet, decorrentes de conexões intermitentes e de baixa qualidade, tem se tornado o principal obstáculo para o uso de Ambientes Virtuais de Ensino e Aprendizagem em localidades fora das capitais e grandes cidades, especialmente em regiões geograficamente desafiadoras como é o caso da Amazônia. Nesse contexto, é apresentado um esquema para contornar tais limitações, baseado no uso de servidores locais e de uma técnica de sincronismo que possibilita a intermediação do acesso a servidores centrais, mantendo recursos locais ainda que a conexão a Internet seja interrompida, realizando as atualizações quando tal conexão for restabelecida. O esquema proposto foi desenvolvido e testado de modo a avaliar seu comportamento em diferentes cenários, bem como a correspondente percepção do usuário.
Constraints on Internet access, resulting from intermittent and low quality connections, have become the main obstacle to the use of Virtual Environments for Teaching and Learning in locations outside large cities, especially in challenging geographical regions like the Amazon. In this context, we present a scheme to get around these limitations, based on use of local servers and a synchronization technique that enables mediation of access to central servers, keeping local resources even when Internet connection is interrupted, performing updates when the connection is reestablished again. The proposed scheme has been developed and tested in order to evaluate its behavior in different scenarios, as well as the corresponding user perception.
Advisors/Committee Members: Castro Júnior, Alberto Nogueira de, CPF:22455710297, http://lattes.cnpq.br/5919189481858271.
Subjects/Keywords: AVEAs; EAD; Open source; LMS; Distance learning; Synchronization; Open-source; CIÊNCIAS EXATAS E DA TERRA: CIÊNCIA DA COMPUTAÇÃO
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Manager
APA (6th Edition):
Ferreira, R. d. S. (2013). Um esquema de sincronismo para ambientes virtuais de ensino e aprendizagem. (Masters Thesis). Universidade Federal do Amazonas. Retrieved from http://tede.ufam.edu.br/handle/tede/2900
Chicago Manual of Style (16th Edition):
Ferreira, Rallyson dos Santos. “Um esquema de sincronismo para ambientes virtuais de ensino e aprendizagem.” 2013. Masters Thesis, Universidade Federal do Amazonas. Accessed February 27, 2021.
http://tede.ufam.edu.br/handle/tede/2900.
MLA Handbook (7th Edition):
Ferreira, Rallyson dos Santos. “Um esquema de sincronismo para ambientes virtuais de ensino e aprendizagem.” 2013. Web. 27 Feb 2021.
Vancouver:
Ferreira RdS. Um esquema de sincronismo para ambientes virtuais de ensino e aprendizagem. [Internet] [Masters thesis]. Universidade Federal do Amazonas; 2013. [cited 2021 Feb 27].
Available from: http://tede.ufam.edu.br/handle/tede/2900.
Council of Science Editors:
Ferreira RdS. Um esquema de sincronismo para ambientes virtuais de ensino e aprendizagem. [Masters Thesis]. Universidade Federal do Amazonas; 2013. Available from: http://tede.ufam.edu.br/handle/tede/2900
University of South Africa
29.
Kola, Matumelo Dorothy.
Perceptions of job characteristics, job satisfaction and organisational commitment of e-tutors at a South African ODL university
.
Degree: 2020, University of South Africa
URL: http://hdl.handle.net/10500/26346
► 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…
(more)
▼ 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.
Advisors/Committee Members: Bezuidenhout, Adele (advisor), Roberts, Jennifer (advisor).
Subjects/Keywords: Academic telecommuting;
Job characteristics;
Job satisfaction;
Open distance learning institutions;
Organisational commitment;
Virtual work environment
Record Details
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kola, M. D. (2020). Perceptions of job characteristics, job satisfaction and organisational commitment of e-tutors at a South African ODL university
. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/26346
Chicago Manual of Style (16th Edition):
Kola, Matumelo Dorothy. “Perceptions of job characteristics, job satisfaction and organisational commitment of e-tutors at a South African ODL university
.” 2020. Masters Thesis, University of South Africa. Accessed February 27, 2021.
http://hdl.handle.net/10500/26346.
MLA Handbook (7th Edition):
Kola, Matumelo Dorothy. “Perceptions of job characteristics, job satisfaction and organisational commitment of e-tutors at a South African ODL university
.” 2020. Web. 27 Feb 2021.
Vancouver:
Kola MD. Perceptions of job characteristics, job satisfaction and organisational commitment of e-tutors at a South African ODL university
. [Internet] [Masters thesis]. University of South Africa; 2020. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10500/26346.
Council of Science Editors:
Kola MD. Perceptions of job characteristics, job satisfaction and organisational commitment of e-tutors at a South African ODL university
. [Masters Thesis]. University of South Africa; 2020. Available from: http://hdl.handle.net/10500/26346
University of South Africa
30.
Deyzel, Leza.
Client experience of e-counselling
.
Degree: 2014, University of South Africa
URL: http://hdl.handle.net/10500/13843
► The purpose of this study is to understand clients’ experience of the e-counselling service provided by the Directorate: Counselling and Career Development (DCCD) at the…
(more)
▼ The purpose of this study is to understand clients’ experience of the e-counselling service
provided by the Directorate: Counselling and Career Development (DCCD) at the
University of South Africa. The research questions focused on clients’ expectations and
experience of the e-counselling service. A sequential mixed methods design was
employed to collect and analyse quantitative and qualitative data in two phases. Data for
phase 1 of this study were collected with an online survey (n = 669) and data for phase 2
were collected with interview questions completed by e-mail (n=10). Quantitative data
analysis employed frequency counts and qualitative data analysis was based on
procedures outlined by Auerbach and Silberstein (2003). The study shows clients’
preference for text-based electronic services and regard the e-counselling service as a
valuable addition to services. Factors that contribute to clients’ positive and negative
experiences of e-counselling were identified. Findings and recommendations of this
study may be implemented by the DCCD to enhance the e-counselling service.
Advisors/Committee Members: Fourie, Eduard (advisor).
Subjects/Keywords: e-counselling;
Student counselling;
Higher education;
Open and distance learning;
Client experience
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APA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Deyzel, L. (2014). Client experience of e-counselling
. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13843
Chicago Manual of Style (16th Edition):
Deyzel, Leza. “Client experience of e-counselling
.” 2014. Masters Thesis, University of South Africa. Accessed February 27, 2021.
http://hdl.handle.net/10500/13843.
MLA Handbook (7th Edition):
Deyzel, Leza. “Client experience of e-counselling
.” 2014. Web. 27 Feb 2021.
Vancouver:
Deyzel L. Client experience of e-counselling
. [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10500/13843.
Council of Science Editors:
Deyzel L. Client experience of e-counselling
. [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/13843
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