scholarly journals Understanding the Early Adjustment Experiences of Undergraduate Distance Education Students in South Africa

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Jenna Mittelmeier ◽  
Jekaterina Rogaten ◽  
Dianne Long ◽  
Mwazvita Dalu ◽  
Ashley Gunter ◽  
...  
Keyword(s):  
South Africa ◽  
Distance Education ◽  
Distance Learning ◽  
Distance Learners ◽  
Face To Face ◽  
Similar Work ◽  
Qualitative Thematic Analysis ◽  
Higher Education Experiences ◽  
Additional Support ◽  
The University

Much research in face-to-face contexts outlines the importance of early adjustment on students’ higher education experiences. However, few studies have replicated this research in distance learning contexts to unpack the early multifaceted adjustments associated with studying in absence of a physical campus. This is particularly needed from a Global South perspective, where countries like South Africa have become regional hubs for distance learners. To explore distance learners’ adjustment experiences, this study analysed results from a Student Adaptation to College Questionnaire (SACQ) with 320 distance learners at the University of South Africa, mixed with qualitative thematic analysis of open-ended questions. The results outlined key factors that impact distance learning experiences for students in South Africa, including demographic variables, class, language, and access to resources. These findings, compared with similar work in face-to-face contexts, suggest areas in need of additional support from distance education providers in South Africa and beyond.

Proximity and choice of College of Distance Education (CoDE) of the University of Cape Coast for further studies

2019 ◽  
Vol 33 (5) ◽  
pp. 1012-1034
Author(s):  
Moses Segbenya ◽  
George Kwaku Toku Oduro ◽  
Fred Peniana ◽  
Kwesi Ghansah
Keyword(s):  
Distance Education ◽  
Average Distance ◽  
Distance Learners ◽  
Cape Coast ◽  
Public And Private ◽  
Content Type ◽  
Electronic Learning ◽  
Face To Face ◽  
Study Centre ◽  
The University

Purpose The purpose of this paper is to investigate the proximity of study centres to the students of College of Distance Education, University of Cape Coast (CoDE/UCC) and whether further studies of distance learners who were teachers and employees could lead to absenteeism in their workplaces. Design/methodology/approach A sequential explanatory strategy was used. A self-administered questionnaire and unstructured interviews as well as observation guides were employed to collect data from 2,077 students pursuing business and education programmes of CoDE in all study centres across Ghana. Data were analysed with descriptive statistics and pattern matching of content analysis. Findings The study found that few teachers and other workers pursuing the distance education do absent themselves from the workplace or classroom on Fridays preceding their face-to-face session because they embarked on their journey to the study centres on Friday morning. Some teachers also absented themselves from work on Mondays after face-to-face sessions for a lack of means of transport on Sunday after lessons. The absenteeism of these respondents directly and indirectly affected their employers, students and customers. Practical implications It was therefore recommended that management of CoDE/UCC should open more study centres in all the regions especially Western, Ashanti, Upper East, Northern and Upper West Regions to reduce number of hours spent by students to their study centres and consider introducing the business programmes at the existing district centres to reduce average distance covered by these students to commute from their places of work to their respective centres in the regional capitals. It was also recommended that online/electronic learning and audio versions (impersonal communication) of the study modules should be introduced so that students would not necessary have to travel to the study centre to participate in lectures/face-to-face sessions. Originality/value The findings of this study will help managers and administrators of both public and private distance educational providers. In addition to providing basis and areas for establishing study centres for geographical proximity, findings of the study should prove helpful for designing and delivering electronic and audio versions of distance education modules to reduce the level of absenteeism in workplace for the students.

scholarly journals “WhatsApp” as a Learner Support tool for distance education: Implications for Policy and Practice at University of Zambia

2018 ◽  
Vol 2 (2) ◽  
pp. 36-44 ◽  
Author(s):  
Francis Simui ◽  
Godfrey Mwewa ◽  
Amos Chota ◽  
Fabian Kakana ◽  
Kasonde Mundende ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Social Interactions ◽  
Policy And Practice ◽  
Learner Support ◽  
Support Tool ◽  
Postgraduate Students ◽  
Face To Face ◽  
The University ◽  
Drop Outs

One of the norms of distance education is that learners are the drivers of their learning and teachers merely facilitate the learning process. To this effect, learners are expected to be fully engaged in their studies throughout for them to perform well in their studies. However, the ‘distance’ factor inherent in distance education has been identified as one of the major challenges for learners studying in this mode. The geographical isolation significantly detracts from the need for social interactions that are usually afforded by face-to-face situations. Consequently, the void leads to isolation, confusion, stress and ultimately contributing to high failure rate and drop-outs from the academic programmes. In this study, we document the use of “WhatsApp” as a tool for learner support among postgraduate students on the distance learning mode within the University of Zambia. The study, through “WhatsApp”, follows students where they are found and learns from them without disrupting their privacy and culture to inform ODL policy and practice.  It is now clear that the University should be proactive to encourage the creation of self-generated social networks to mitigate vexing emergent issues students face on the distance learning mode.

scholarly journals Distance Education Research in South Africa: A Longitudinal Study into the Research Levels of ODL Journal Articles

2021 ◽  
Author(s):  
Jennifer Roberts ◽  
Hugo Denton van der Walt
Keyword(s):  
South Africa ◽  
Distance Education ◽  
Distance Learning ◽  
Longitudinal Study ◽  
South African ◽  
Journal Articles ◽  
Academic Field ◽  
Learning Research ◽  
The University ◽  
Published Research

The academic field of distance education is a relatively new and dynamic field. The measure of an academic field lies in the richness and depth of its published research. The University of South Africa is the oldest open distance learning higher education institute in the world. Owing to its status internationally as the leader of distance education, it is prudent to analyse and reflect on the research outputs published by South African academics, particularly regarding the levels of research. This paper follows from the research published by Roberts, which analysed South African distance learning research levels and sublevels from articles published between 2011 and 2015. This is a longitudinal study that analyses and compares the research trends for the five-year periods from 2010 to 2014 and 2015 to 2019. The data were obtained from the Scopus and SABINET databases, using the same search criteria employed by Roberts. The levels of research publications were analysed according to the open distance learning research framework of Zawacki-Richter and are presented through descriptive statistics. The results indicate that although the number of published open distance learning research articles has more than doubled, the research levels have not shown any significant change.

scholarly journals The Future of Distance Education: Challenges and Opportunities

2021 ◽  
Vol 4 (2) ◽  
pp. 45-49
Author(s):  
Gumash Borisovna Ataiants ◽  
Natalia Alekseevna Podgornova
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Sociological Research ◽  
School Students ◽  
Face To Face ◽  
Current Implementation ◽  
Challenges And Opportunities ◽  
The University ◽  
Remote Learning

The article discusses the problems encountered during the transition to the distance learning format due to the introduction of quarantine measures for Covid-19. At the same time, it was the mass transition to a remote learning format that allowed us to determine the advantages and feel all the disadvantages of distance learning. Research methods. In this paper, we conducted sociological research in the form of a survey among parents of school leavers in Moscow. Students and teachers of the university of Ryazan on their satisfaction with the organization of distance learning, on the change in the level of academic load and on the possible consequences for the quality of education due to the transition to a remote learning format. According to the results of the study, problems of distance learning of a technical and organizational nature were identified, among which are: interruptions in the operation of online platforms due to overload; the lack of proper software for students, as well as the lack of direct face-to-face contact between students and the teacher; the requirement of strict self-discipline, motivation. The study made it possible to draw the conclusion that the distance form of education in its current implementation leads to a decrease in the quality of training of students of higher educational institutions and school students. To improve the effectiveness of distance education, it is necessary to intensify work on the development of new educational standards, on the application of new methods and tools of teaching.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

DISTANCE LEARNING AND INFORMATION SECURITY

2021 ◽  
pp. 51-65
Author(s):  
Andrei V. Gavrilenko ◽  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Information Security ◽  
Learning System ◽  
Learning Problems ◽  
Security Assessment ◽  
Critical Nodes ◽  
Distance Learning System ◽  
Principal Directions ◽  
The University

The article considers an issue of information security of the distance education systems. It analyzes the functions and architecture of the typical distance education system. With considering the requirements of information security it also discusses the university information system for solving the distance learning problems. The author defines valuable assets and information resources and describes the existing security threats. The subjects of interaction in the distance learning mode are presented. There is a consideration of the principal directions of the university’s activity in the distance learning system, requiring constant monitoring of information security. A threat model is worked out and the main security vulnerabilities are highlighted. The analysis of the causes and consequences of information security violation in the distance learning system is carried out and most vulnerable and critical nodes were identified. The hardware and software requirements for the remote mode work are regarded. A recommended list of hardware and software tools that ensure compliance with safety requirements is presented. The major lines of protection for distance learning systems are highlighted. The article proves the necessity of conducting a regular security assessment as a means for monitoring an effectiveness of the protection system.

Development of E-Learning in Niger

2010 ◽  
pp. 114-125
Author(s):  
Aissetou Drame Yaye
Keyword(s):  
Distance Learning ◽  
Institutional Support ◽  
Course Delivery ◽  
Digital Campus ◽  
Virtual University ◽  
Face To Face ◽  
Official Opening ◽  
E Learning ◽  
Face To Face Learning ◽  
The University

The University Abdou Moumouni (UAM) of Niamey in Niger mainly focused on traditional face to face learning, and even the existence of the African Virtual University since the years 1999 did not change the situation. It is only after the official opening at the University of the Francophone Digital Campus in December 2003 that lecturers and students started overseeing and taking advantages of all the benefits of e-Learning and distance learning. The present paper builds on the author’s personal initiatory experience in e-Learning to highlight some specific challenges that traditional universities such as the UAM face in their efforts to introduce e-Learning and distance learning as a new mode of course delivery. The study shows that even though challenges are big, political and institutional support can freshen the perspectives and change opportunities into realities.

The Case of Teacher-Librarianship by Distance Learning at the University of Alberta, Canada

2011 ◽  
pp. 78-90
Author(s):  
Dianne Oberg
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Elementary Education ◽  
Emerging Technologies ◽  
Framework Analysis ◽  
University Of Alberta ◽  
Certificate Programs ◽  
Online Distance Education ◽  
Online Distance ◽  
The University

The online distance education program, Teacher-Librarianship by Distance Learning, was developed and implemented in the Department of Elementary Education at the University of Alberta, Canada beginning in 1996. At the time, neither the university nor the department had the interest, funding or infrastructure required for such an undertaking, but these developed over time through a combination of careful planning and serendipity. The program’s instructional team has utilized various approaches to establish, maintain and continue the program: a distance education theoretical framework, analysis of distance education research, one-time government incentive funding, and on-going policy relevant research and evidence-based practice. Current challenges facing the organization are program growth, new and emerging technologies, and maintaining flexibility. The solutions to these challenges include a cohort model for the majority of program delivery; a stand-alone course introducing new and emerging technologies as a launching pad for integration of these technologies; and graduate certificate programs for meeting the short term needs of teachers new to the field.

scholarly journals The University of Texas System TeleCampus: A statewide model for collaboration

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Darcy W. Hardy ◽  
Robert L. Robinson
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Faculty Development ◽  
Support Services ◽  
Degree Programs ◽  
High Quality ◽  
Online Programs ◽  
University Of Texas ◽  
The University ◽  
Barriers To Collaboration

The University of Texas (UT) System has been meeting educational needs of students for over 150 years. In 1997, the UT System initiated the development of the UT TeleCampus, a centralized facilitation point for distance learning. The TeleCampus opened its virtual doors in May 1998, focused entirely on support services for students. By late 1998, the TeleCampus had begun developing what would become collaborative benchmark online programs for the UT System. As a result of having developed over 12 complete online degree programs since that time, many lessons have been learned about (1) barriers to collaboration and how to overcome them; (2) faculty development and interaction; and (3) the commitment required to build successful online programs. This article describes the UT TeleCampus initiative and how it has grown from a services-only organization to a nationally recognized model for delivering high quality distance education.

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