Emotional Elements in Learning Platforms in Open and Distributed Environments

E-learning is viewed as an innovative approach for delivering quality-designed, learner-centered, interactive, and facilitated learning environments to all, anywhere, any moment by putting in use the skills, knowledge, and resources of diverse technologies together with other teaching and learning resources suited for open, and distributed learning environments. Success story in an e-learning system involves a clear process regarding planning, designing, developing, evaluating, and implementing online learning courses where interaction is actively encouraged and facilitated. Emotional experiences can easily provide multiple challenges to students' online and classroom engagement and academic performance. For example, academic fears have wide-ranging effects, affecting strategy use, classroom and/or online performance, and subject choice. This chapter will therefore discuss emotional elements and their impacts in learning platforms in open and distributed environments.

Open Distance E-Learning Student Teaching Practice Mentorship Experience in Selected Secondary Schools in South Africa

Open distance learning (ODeL) approach is used worldwide to offer different qualifications. In studying towards obtaining a teaching qualification at UNISA, students are required to participate in teaching practice sessions before they can obtain their teaching qualification. This study aims at exploring ODeL institution student teachers' teaching practice experience in selected secondary schools in Vhembe District of South Africa. This qualitative single case study employed an interpretivism paradigm and personal theory of teaching practice. Convenient purposive sampling technique was used to sample six (n=6) student teachers from the University of South Africa who were currently conducting teaching practice in secondary schools during this study. Semi-structured interviews were used to collect data that was later analyzed through the use of themes and categories. The findings indicate a lack of knowledge, which requires ODeL student teachers to be trained prior teaching practice. Mentor teachers require professional development.

My Becoming in a World of Virtual Learning Communities

The aim of this chapter is to chronicle the author's becoming in a world of virtual learning communities (VLCs) and spaces. She considers her narrative of becoming in a world of VLCs and spaces important as it might resonate with many experienced lecturers and teachers who grew up in an era with no internet and no (or very little) technological tools, and who now suddenly find themselves thrust into an age where smartphones and various other mobile devices are inescapable. These smart devices such as iPhones, Macbooks, online programs, and so forth make university life frenetic not only for the author but for her students as well. This means we are all busy beyond belief with a seemingly relentless push to make everything we do and experience faster and faster. In this chapter, the author wants to share how the needs of her students, who are referred to as “digital natives” motivated her in her becoming in a world of VLCs.

Developing Self-Directed Learning to Cope With Open and Distributed E-Learning

Self-directed learning is a significant requirement for the development of lifelong learning and has globally developed into a vital role in academic learning. In this chapter, the author will firstly reflect on the social, cultural, educational, and economic characteristics of ODeL students studying through an open and distributed e-learning model. The purpose of this chapter is to reflect on various skills such as cognitive, organizational, emotional, and information communication technology skills that studying through an open and distributed e-learning model (ODeL) demands. A few situational challenges stemming from students' social, cultural, and previous educational contexts are discussed. Thereafter, the concept, self-directed learning, as a requirement for successful academic achievement in ODeL is presented. Lastly, instructional strategies are recommended to support and enhance students' self-directed learning to empower them to overcome the academic challenges in open and distributed e-learning.

Learning Environment for Supporting Undergraduate Online Distance Education Students

The University of Ghana adopted the use of the Sakai Learning Management System to create an online environment for its DE students. Based on which, this study sought to examine the support provided for online students of the University of Ghana. The study further sought to determine the association between selected demographic characteristics and student satisfaction with online pre-admission processes, usage of online learning tools, and online social environment. In total, 126 questionnaires were completed and analyzed to generate frequencies, percentages, Anova, and chi-square values. It was established that weak online learning social environment does not encourage tutors and students' interactions, which led to a generally average use of online learning support tools. This implies that academic and administrative support were practically far away from the student, which is detrimental to the development of self-directed learning. The researchers recommended training for support staff, tutors, and students to create an effective online support for online distance students.

Student Support for Information and Communication Technology Modules in Open Distance Environments

The purpose of the chapter relates to providing perspectives on students' uptake of virtual learning environment (VLE) technologies in an information and communication technology (ICT) module taught in an open and distance e-learning (ODeL) environment. With the aim of helping students to access the assessment and support provided via the VLE, possibly improving the pass rate of the module, it provides readers with an overview and summary of the content of this chapter. Examples of how concepts are formulated within the theoretical and conceptual framework are provided. The chapter also includes a literature review on research into students' uptake of VLE technologies, to increase pass rates, in some cases in ODeL environments. The methodology adopted a non-experimental quantitative research design. The data collection instrument was a survey. Before concluding, solutions and results are presented, together with recommendations regarding improving implementing VLE technologies for an ICT module in an ODeL environment.

The Use of Pedagogical Support Strategies in an Online Teacher Education Course

This chapter reported student teachers' experiences of using pedagogical support strategies in the Teaching Methodology of Economics course at an open distance learning university. An exploratory mixed methods design and purposive sampling of Bachelor of Education and Postgraduate Certificate in Education students were selected. An online survey and e-digital support tools were used. Results showed that students viewed academic student support as an important part for their success ranging from availability, promptness, approachability, sympathy, clear instructions for the module, and constructive feedback in the course. Several challenges ranging from lacking necessary digital literacy skills to frequent interruption of connectivity of e-digital support tools emerged. Only a small sample was selected for this study, but further research might compare other modules within the postgraduate and undergraduate qualifications respectively, which may yield different results.

Cooperative Learning as a Strategy for Self-Directed Learning in Blended-Distance Learning Environments

Self-directed learning (SDL) is an essential component for the success of distance learning students. Technology serves as a suitable tool to enable cooperative learning (CL), a strategy that can be used to enhance SDL. The aim of this chapter is to report on literature relating to CL as a strategy for SDL in a blended-distance environment. The research question is: How does cooperative learning as an SDL strategy feature in a blended-distance learning context? A systematic literature review was performed using suitably selected key words in various databases. The selection criteria included academic publications in the last decade, relating to higher education, various research methods, and in any content area. This chapter concludes that studies involving the use of CL to promote SDL particularly in a blended-distance environment feature sparsely in the literature. Conflicting ideas on the use of terminology is problematic and further research is suggested.

Responsive Open Learning Environment in a Higher Education Institution

We have started to hear more and more about responsive open learning environments (ROLEs). They are the next generation of personal learning environments (PLEs). PLEs are based on the basic aggregation of existing content and services mainly using Web 2.0 technologies. ROLEs are mutating lifelong learning by introducing a new infrastructure to a world while dealing with existing learning management systems, institutions, and technologies, and these systems have test-beds. In this chapter, the authors describe first experiences utilizing ROLEs at Istanbul Technical University in Istanbul. The results of the study showed the readiness of the technology for large-scale trials and the benefits for the students leading to new insights in the design of ROLEs for more informal learning situations.

Blogging as a Supportive E-Pedagogical Strategy in the Teaching Methodology of Economics

In the past decade, Web 2.0 technologies, such as blogs, Twitter, Facebook, and WhatsApp, emerged as online tools for teaching and learning. One particular Web 2.0 e-learning tool, blogging, has emerged as a technology-integrated teaching strategy to engage and support students learning in contact, blended, and open distance learning spaces. The purpose of this chapter is to determine to what extent does blogging as an e-pedagogical strategy supporting students in the Teaching Methodology of Economics. A pragmatic approach, an exploratory mixed methods design and purposively sampled postgraduate students (n=209) in Teaching Methodology for Economics were selected. Results have shown that students do visit the blog platform for support daily. Furthermore, blogging as an e-pedagogical strategy supporting students in the Teaching Methodology of Economics showed statistically significant differences using blogging as a supportive e-pedagogical strategy in an open distance-learning context.