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The ecology of distance learning : towards a framework for student communication at the University of South AfricaSchmidt, Louise 05 1900 (has links)
This autoethnographic journey started out as a qualitative research study to discover a new
framework for student communication at Unisa. However, I found Unisa and myself
reflecting each other, defenceless. Although autoethnography is defined as a research
methodology that brings the story of the self into an ethnographic cultural description, it is
much more than that. It is a way of being a researcher, where self and culture merge into
one ecological unity to present the world with a story that is honest and reflective. The
purpose of this study was to present Unisa with a new framework for student communication
by exploring new epistemological perspectives. This journey took me from the beginnings of
humanity where love and collaboration were our foundations, through our evolution into
civilisation, competition, science and education. These contributed a great deal to our
intellectual development through mechanistic thinking and a scientific approach but
alienated us from each other, which could potentially lead to our destruction. I also explored
cybernetics, complex and ecological thinking as new epistemological horizons to view
distance learning from. Such a perspective requires a radical epistemological shift from
hierarchical, mechanistic and reductionist thinking towards creating an ecology of learning,
one that is more dynamic, living, vibrant, caring and empowering. Through my intimate
reflective struggle with others, trying to understand how to create this vibrant student
communication context I discovered in the quietness of reflection the patterns that connect
us all, students, Unisa and myself. Our dialogical relationship emerged, one where there is
an epistemological split between our reductionist and mechanistic thinking that requires us
to be efficient on the one hand and ecologic and complex thinking that requires a caring,
connected and collaborative ecology on the other hand. The question then is how we create
this ecology where we reclaim our original humanness and co-evolve into an ecology of
learning that is truly empowering. This can be done by co-evolving a new culture of learning
grounded in passion, curiosity, openness and preparing us to be responsible and
participating citizens of this most beautiful planet. / Educational Foundations / D. Ed. (Philosophy of Education)
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Space and academic identity construction in a higher education context : a self-ethnographic studyMadikizela-Madiya, Nomanesi 01 1900 (has links)
Following the postmodern discourses of spatial conceptualisation, this study examined the
manner in which space in an Open Distance Learning (ODL) University enables or
constrains academics’ work as they go about the process of constructing their academic
identities. Focusing on academics’ engagement in one college of the University, the study
was premised on the assumption that, in the current higher education (HE) dispensation,
academic identity construction presumes and demands the existence of supportive space
for academics to effect the academic practices. Lefebvre’s (1991) social production of
space and Soja’s (1996) Thirdspace were used as lenses to examine the multiple
dimensions of space in relation to spatial practices in the College, the spatial policies and
the experiences of academics as the users of the Institutional space. Qualitative
ethnographic research methods that were used to collect data included a review of the
Institutional policies, intranet posts and emails; the observation and photographing of
academics’ offices and administrative office space; observation of departmental meeting
proceedings and the conducting of semi-structured interviews with academics of different
academic ranks. Findings suggested that although some forms of space are supportive of
spatial practices that contribute to academic identity construction, the imagined space of
the ODL Institution can be unfairly inclusive and inconsiderate of academics’ unique spatial
needs. Such inclusivity of space seemed to be inconsistent with the appropriate ODL
space as imagined by some participants where academics may work comfortably and with
limited restrictions. The study concluded by making recommendations on how the
Institution and the academics may manage space for optimal academic identity
construction in the College. / Educational Foundations / D. Ed. (Philosophy of Education)
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