scholarly journals Open and Distance Learning for Teachers' Professional Development: The English in Action (EIA) Model for the Global South

10.5772/33117 ◽  
2012 ◽  
Author(s):  
M. Mahruf C. Shohel
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Global South ◽  
Open And Distance Learning ◽  
Teachers Professional Development

Adding value to education for sustainability in Africa with inquiry-based approaches in open and distance learning

2016 ◽  
Vol 17 (2) ◽  
pp. 167-187 ◽  
Author(s):  
Rudi Pretorius ◽  
Andrea Lombard ◽  
Anisa Khotoo
Keyword(s):  
Distance Learning ◽  
Transformative Learning ◽  
Information And Communication Technologies ◽  
Value Added ◽  
Global South ◽  
Education For Sustainability ◽  
Limiting Factors ◽  
Content Type ◽  
Narrative Assessment ◽  
Open And Distance Learning

Purpose – Inquiry-based approaches can potentially enrich sustainability learning in any educational context, more so in open and distance learning (ODL – perceived as theoretically inclined) and in regions of educational need (such as the Global South, of which Africa forms part). The purpose of this paper is to map the benefits and challenges of using inquiry-based learning (IBL), with reference to ODL and the value added by IBL in terms of education for sustainability (EfS) in Africa. Design/methodology/approach – Evidence-based reflection is used to provide a narrative assessment of the experience gained with IBL in two undergraduate sustainability-focussed modules in the Department of Geography at the University of South Africa (Unisa), an ODL provider in Africa and the Global South. Findings – Consideration of enabling and limiting factors indicates that although constraints are experienced, adoption of IBL approaches holds potential as pedagogic for EfS in Africa, due to grounding of learning in theory and applied to local places/contexts. This indicates a role for IBL to change perceptions regarding the lack of practical utility of ODL. Originality/value – Implementing place-based and contextual IBL is innovative in ODL. It adds value to learning experiences and supports transformative learning, both important components of EfS and addressing a need in the African context. Practitioners will find the experience gained with implementation of IBL, coupled with possibilities associated with information and communication technologies, of value.

scholarly journals Covid-19 as an Accelerator for Training and Technology Adoption by Academics in Large-Scale Open and Distance Learning Institutions in Africa

2021 ◽  
Author(s):  
Mphoentle Puleng Modise ◽  
Geesje Van den Berg
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Distance Learning ◽  
Technology Adoption ◽  
Large Scale ◽  
Higher Education Institutions ◽  
Open And Distance Learning ◽  
Learning Institutions ◽  
And Training ◽  
The Way

The Covid-19 pandemic provoked a paradigm shift never imagined by higher education institutions in the world, but especially in developing countries. Drawing on findings from a PhD study, this article aims to highlight the way in which Covid-19 accelerated professional development and training and technology adoption by academics in higher education institutions and large-scale open and distance learning institutions in Africa. A total of 20 academics and relevant stakeholders from two of Africa’s largest open and distance learning institutions were interviewed, and their views are reported. The data were analysed using thematic analysis. The findings show an increase in training and professional development of academics during the pandemic. The study also reveals the way in which Covid-19 fostered the speed and ease with which technology was adopted and used by academics for teaching and learning. The results of this research study may contribute to research of various topics on technology adoption and academics’ professional development and training and future approaches post-Covid-19.

scholarly journals Open Distance Learning: An Alternative Strategy for Rural Teachers’ Professional Development in Lagos State, Nigeria

2020 ◽  
Vol 2 (1) ◽  
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Secondary Schools ◽  
Rural Areas ◽  
Interaction Model ◽  
Information Communication ◽  
Rural Teachers ◽  
Lagos State ◽  
Professional Development Training ◽  
Teachers Professional Development

Advancement in technology and changes in knowledge delivery are making it imperative for teachers to acquire new skills and knowledge to meet the needs of today’s students. Teachers in rural areas rarely take advantage of professional development opportunities provided for them. This study explored the perspective of rural teachers on the constraints of accessing professional development programmes in order to situate Open Distance Learning (ODL) as an alternative method of delivering professional development training. Rubenson’s Recruitment Paradigm (1977), Cross’ Chain-of- Response Model (1981) and Darkenwald and Merriam’s Psychosocial Interaction Model (1982) guided the study. The study employed survey research design to answer the research questions raised. The population consisted of all teachers in public secondary schools in the rural areas of Lagos state. Ten secondary schools were randomly selected for the study. Twenty teachers were purposively selected from each school, making a total of 200 teachers. A self-developed questionnaire was employed to collect data. Data collected were analysed using descriptive statistics. The study revealed that teachers in the rural areas rarely go for professional development programmes as a result of constraints such as lack of time, lack of funds, inability to forego family time for development training and teachers’ disposition. Based on the findings, it was suggested that the effects of these barriers can only be mitigated through ODL which allows teachers to learn whatever, wherever, whenever, and however they want to learn through information communication technology.

scholarly journals Supervisory Support for Ethiopian Doctoral Students Enrolled in an Open and Distance Learning Institution

10.28945/4676 ◽  
2021 ◽  
Vol 16 ◽  
pp. 047-069
Author(s):  
Velisiwe Gasa ◽  
Mishack Gumbo
Keyword(s):  
Distance Learning ◽  
Doctoral Students ◽  
Student Support ◽  
Global South ◽  
Supervisory Support ◽  
Research Project ◽  
Five Dimensions ◽  
Face To Face ◽  
Study Results ◽  
Open And Distance Learning

Aim/Purpose: This article reports on quantitative analysis of students’ perceptions on dimensions of augmented face-to-face support. It is built upon the findings from a larger research project that was undertaken to evaluate postgraduate support offered to Ethiopian doctoral students. Background: Student support is critical for the delivery of any quality Open and Distance Learning (ODL) system. This is because there are numerous challenges that students enrolled especially in global South ODL institutions are faced with, which can impact negatively on their progress and throughput. Methodology: In this article, the data from a quantitative questionnaire that was collected from a larger research project was used. The questionnaire asked students to respond to questions about their perceptions of the inclusion of face-to-face workshops. The responses were analyzed using the Statistical Analysis System (SAS), version 8.4 statistical package. Contribution: This research exposes the benefits of supplementing distance postgraduate supervision with face-to-face tutorials. Findings: The results show that the student-respondents, in general, experienced all five dimensions (‘supervision’, ‘student needs’, ‘facilitators’, ‘environment’, and ‘institutional support/access’) of face-to-face student support very positive. Recommendations for Practitioners: As this inclusion of face-to-face workshops was found beneficial to the students who are geographically distant and at risk of digitally exclusion, the paper concludes by recommending that such approach should not be discarded but strengthened to supplement distance postgraduate supervision. Recommendation for Researchers: Replication of this study but focusing on the qualitative aspects of the five dimensions identified. Impact on Society: Although this study is limited in scope to the Ethiopia project, implications for geographically distant education and support are relevant to Unisa and other ODL institutions in the global South. This may ultimately help inform distance learning efforts globally through augmented face-to-face supports. Future Research: The study results revealed potential concerns regarding student age and registration timelines. Therefore, more specific research that explores age and registration is required.

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