In Lithuania, the Life Long Learning process is realized through universities, colleges, vocational schools, adult education centers and other relevant institutions. Thus a Life Long Learning system should be established at all education levels - vocational, tertiary, etc. There is a widespread consensus in the Government and non-governmental educational sector institutions that Distance Education and training has enormous potential to tackle the new challenges. Significant policy groundwork has been laid for the development of an advanced and comprehensive distance education system. The major initiatives fostering Distance Education development are: The Government investment project „LieDM (Development of Distance Education in Lithuania 1998-2005)“, the „ITMiS -Information Technologies for Science and Studies“ program initiated by the Ministry of Education and Science, and Phare2000 projects for the development of Regional Distance Professional Training Infrastructures in Klaipeda, Taurage, Marijampole and Utena regions. The goal of this Master thesis is according the analysis of the experience of European countries in development distance education and investigation of main tools of distance courses design, to promote the development of distance education in Panevezys region.

Challenges in the South African education system arise from inter alia inadequate training, social and environmental problems, parental inefficiency, insufficient professionalism among teachers, as well as negative attitudes of learners. An urgent need exists to establish “a moral underground, an army of volunteers” (Jansen, 2012) who would be willing to provide another chance to “abandoned children” in poorer schools to develop their full potential for a brighter future. To assist learners to achieve a better future, this study focused on teacher-students and to enhance their learning experiences and consequently their teaching performance. By motivating the teacher-students to develop their potential in order to achieve better, they could, in turn, break the barriers of mediocrity in the learners they taught. The aim of this study was to uncover how a social network service (SNS) like Facebook could be used as an academic tool to support and enhance the affective learning experience of open distance teacher-students in the rural Eastern Cape. The main research question which guided this study was: How can the affective learning of open distance learning teacher-students in the rural Eastern Cape be supported through academic Facebook? The research intervention which elicited data, comprised coaching and scaffolding of the learning content relating to research methodology, as well as guiding the participants to engage with an SNS as a learning technology in an academic environment. The researcher created a support group on Facebook where participants could, at any time, interact with peers and the facilitator. Non-probability purposive sampling selected the participants according to the following criteria: isiXhosa home language speaking teacher-students from the rural areas around Queenstown in the Eastern Cape, enrolled with NWU for a BEd Honours degree, and who owned cellular phones which could connect to the Internet. While 74 teacher-students were invited to participate in the research, only 34 attended some of the coaching and scaffolding sessions, and 22 joined the FaceFunda group page. This qualitative bounded case study was conducted from a postmodern pragmatic view. Data were collected through individual interviews, a focus group interview, text from the FaceFunda group page and the researcher’s reflective diary. The data were analysed with Atlas. ti™. Three patterns emerged which described participants’ affective experiences: (i) emotions while learning with technology, (ii) experiences with technology, and (iii) need for support. In each case, the patterns related to emotions of competence (codes that captured positive and enabling experiences), and emotions of incompetence (codes that captured negative and incapacitating experiences). A secondary analysis of the findings uncovered the guidelines for the academic use of Facebook for rural distance teacher-students. Four themes emerged as guidelines: i) coaching and scaffolding support, (ii) technological support, (iii) peer support, and (iv) communication with the higher education institution. The guidelines highlighted that the affective learning of open distance learning of rural teacher-students in the Eastern Cape can be supported through the academic use of Facebook. ODL teacher-students require support coaching and scaffolding in order to adopt the use of SNSs for academic purposes. Adult learners should be supported to overcome technophobia to enable engagement with learning content. With adequate supportive measures, SNSs can contribute towards positive learning experiences of rural students. / MEd (Learner support), North-West University, Potchefstroom Campus, 2014

Challenges in the South African education system arise from inter alia inadequate training, social and environmental problems, parental inefficiency, insufficient professionalism among teachers, as well as negative attitudes of learners. An urgent need exists to establish “a moral underground, an army of volunteers” (Jansen, 2012) who would be willing to provide another chance to “abandoned children” in poorer schools to develop their full potential for a brighter future. To assist learners to achieve a better future, this study focused on teacher-students and to enhance their learning experiences and consequently their teaching performance. By motivating the teacher-students to develop their potential in order to achieve better, they could, in turn, break the barriers of mediocrity in the learners they taught. The aim of this study was to uncover how a social network service (SNS) like Facebook could be used as an academic tool to support and enhance the affective learning experience of open distance teacher-students in the rural Eastern Cape. The main research question which guided this study was: How can the affective learning of open distance learning teacher-students in the rural Eastern Cape be supported through academic Facebook? The research intervention which elicited data, comprised coaching and scaffolding of the learning content relating to research methodology, as well as guiding the participants to engage with an SNS as a learning technology in an academic environment. The researcher created a support group on Facebook where participants could, at any time, interact with peers and the facilitator. Non-probability purposive sampling selected the participants according to the following criteria: isiXhosa home language speaking teacher-students from the rural areas around Queenstown in the Eastern Cape, enrolled with NWU for a BEd Honours degree, and who owned cellular phones which could connect to the Internet. While 74 teacher-students were invited to participate in the research, only 34 attended some of the coaching and scaffolding sessions, and 22 joined the FaceFunda group page. This qualitative bounded case study was conducted from a postmodern pragmatic view. Data were collected through individual interviews, a focus group interview, text from the FaceFunda group page and the researcher’s reflective diary. The data were analysed with Atlas. ti™. Three patterns emerged which described participants’ affective experiences: (i) emotions while learning with technology, (ii) experiences with technology, and (iii) need for support. In each case, the patterns related to emotions of competence (codes that captured positive and enabling experiences), and emotions of incompetence (codes that captured negative and incapacitating experiences). A secondary analysis of the findings uncovered the guidelines for the academic use of Facebook for rural distance teacher-students. Four themes emerged as guidelines: i) coaching and scaffolding support, (ii) technological support, (iii) peer support, and (iv) communication with the higher education institution. The guidelines highlighted that the affective learning of open distance learning of rural teacher-students in the Eastern Cape can be supported through the academic use of Facebook. ODL teacher-students require support coaching and scaffolding in order to adopt the use of SNSs for academic purposes. Adult learners should be supported to overcome technophobia to enable engagement with learning content. With adequate supportive measures, SNSs can contribute towards positive learning experiences of rural students. / MEd (Learner support), North-West University, Potchefstroom Campus, 2014

Gabon is a Sub-Saharan francophone country which has been independent since August 1960. Its Educational System is modelled on the French System. However, the Gabonese Education System currently does not have any guidelines or policies for the system-wide implementation, integration and use of Information and Communication Technology (ICT) into the education system. The Gabonese Government committed itself to some ICT-related partnerships, but did not launch any programme or activity relating to those commitments. In addition, the Government provided funding to change the country’s Internet connectivity by satellite with the WASC/SAT3 sub-marine cable in order to make Internet access and connection ten times cheaper at the international level. Unfortunately, the benefit from this investment is not experienced in the country as the potential users, such as teachers, keep having challenges with Internet connection. After fifty years of independence, the government also does not offer sufficient opportunity for teachers to enhance their pedagogical knowledge and skill through teacher professional development (TPD). As a result, no research, guidelines or policies exist for the implementation and use of Open Distance Learning (ODL) for TPD supported by ICT. The aim of this qualitative descriptive exploratory research study was to explore, describe and understand the enablers and challenges of initiating ICT in the ODL training of Gabonese in-service teachers. Although the academic seat for this research was the School of Continuing Teacher Education on the Potchefstroom Campus of the North-West University in South Africa, the research project’s focus, conceptualisation, data-collection and data-interpretation were all based and conducted within the researcher’s heimat, i.e. the Gabonese Education System context. An interactive qualitative casestudy research design (Denzin & Lincoln, 2005; Merriam, 1998) was used in this investigation to obtain in-depth context sensitive data concerning the attitudes, fears, needs, expectations, infrastructure and readiness of the Gabonese Education teachers (at schools and training institutions) for the implementation and use of ICT for ODL training of Gabonese English (second language) teachers, collected through qualitative research methods, i.e. semi-structured open-ended individual and focusgroup interviews, as well as additional research artefacts in the form of photographs to visually record the unique contexts involved. The researcher decided to involve Gabonese English (second language) teachers in the investigation, as he has worked in this discipline for at least twenty years. To ensure sufficient participants, the researcher made use of a snowball strategy where participants in the research referred others. Participants were also selected according to specific selection criteria. Two English (second language) teachers, one school principal, four ICT specialists, one advisor of English teachers, and one inspector of English teachers (ICT specialist) participated in eight individual interviews. Nine English teachers and two advisors of English teachers participated in four focus-group interviews. All interviews were conducted in French. At the North-West University in South Africa, the researcher transcribed the interview data and used ATLAS.ti™ (qualitative data-analysis software) to construct an integrated data-set for analysis. Qualitative data-analysis was performed under the guidance of an expert researcher in qualitative data-analysis. The relevant research findings were translated into English for the purpose of this report. Qualitative data-analysis of the integrated data-set identified six categories of data related to three themes, i.e. (i) Gabonese Education, (ii) ICT in Gabon and (iii) ODL in Gabon. The six categories are: (i) Challenges of Gabonese Education, (ii) Enablers of Gabonese Education, (iii) Challenges to implementation and integration of ICT, (iv) Enablers of ICT; (v) Challenges of ODL, and (vi) Enablers of ODL. These categories supported by codes and quotations provide basic ideas on the research enablers and challenges of initiating ICT in ODL training of Gabonese in-service teachers. The discussion comprises thirty codes, and recommendations are made. The findings of this rich qualitative exploration could benefit and support the Gabonese Education Department, policy makers and academic institutions in their quest to implement, integrate and use ICT in the TPD of in-service teachers via DE and ODL. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.

Gabon is a Sub-Saharan francophone country which has been independent since August 1960. Its Educational System is modelled on the French System. However, the Gabonese Education System currently does not have any guidelines or policies for the system-wide implementation, integration and use of Information and Communication Technology (ICT) into the education system. The Gabonese Government committed itself to some ICT-related partnerships, but did not launch any programme or activity relating to those commitments. In addition, the Government provided funding to change the country’s Internet connectivity by satellite with the WASC/SAT3 sub-marine cable in order to make Internet access and connection ten times cheaper at the international level. Unfortunately, the benefit from this investment is not experienced in the country as the potential users, such as teachers, keep having challenges with Internet connection. After fifty years of independence, the government also does not offer sufficient opportunity for teachers to enhance their pedagogical knowledge and skill through teacher professional development (TPD). As a result, no research, guidelines or policies exist for the implementation and use of Open Distance Learning (ODL) for TPD supported by ICT. The aim of this qualitative descriptive exploratory research study was to explore, describe and understand the enablers and challenges of initiating ICT in the ODL training of Gabonese in-service teachers. Although the academic seat for this research was the School of Continuing Teacher Education on the Potchefstroom Campus of the North-West University in South Africa, the research project’s focus, conceptualisation, data-collection and data-interpretation were all based and conducted within the researcher’s heimat, i.e. the Gabonese Education System context. An interactive qualitative casestudy research design (Denzin & Lincoln, 2005; Merriam, 1998) was used in this investigation to obtain in-depth context sensitive data concerning the attitudes, fears, needs, expectations, infrastructure and readiness of the Gabonese Education teachers (at schools and training institutions) for the implementation and use of ICT for ODL training of Gabonese English (second language) teachers, collected through qualitative research methods, i.e. semi-structured open-ended individual and focusgroup interviews, as well as additional research artefacts in the form of photographs to visually record the unique contexts involved. The researcher decided to involve Gabonese English (second language) teachers in the investigation, as he has worked in this discipline for at least twenty years. To ensure sufficient participants, the researcher made use of a snowball strategy where participants in the research referred others. Participants were also selected according to specific selection criteria. Two English (second language) teachers, one school principal, four ICT specialists, one advisor of English teachers, and one inspector of English teachers (ICT specialist) participated in eight individual interviews. Nine English teachers and two advisors of English teachers participated in four focus-group interviews. All interviews were conducted in French. At the North-West University in South Africa, the researcher transcribed the interview data and used ATLAS.ti™ (qualitative data-analysis software) to construct an integrated data-set for analysis. Qualitative data-analysis was performed under the guidance of an expert researcher in qualitative data-analysis. The relevant research findings were translated into English for the purpose of this report. Qualitative data-analysis of the integrated data-set identified six categories of data related to three themes, i.e. (i) Gabonese Education, (ii) ICT in Gabon and (iii) ODL in Gabon. The six categories are: (i) Challenges of Gabonese Education, (ii) Enablers of Gabonese Education, (iii) Challenges to implementation and integration of ICT, (iv) Enablers of ICT; (v) Challenges of ODL, and (vi) Enablers of ODL. These categories supported by codes and quotations provide basic ideas on the research enablers and challenges of initiating ICT in ODL training of Gabonese in-service teachers. The discussion comprises thirty codes, and recommendations are made. The findings of this rich qualitative exploration could benefit and support the Gabonese Education Department, policy makers and academic institutions in their quest to implement, integrate and use ICT in the TPD of in-service teachers via DE and ODL. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.

L’abandon en formation ouverte et à distance (FOAD) constitue un enjeu important tant pour les apprenants que pour les organismes de formation, que ce soit pour des raisons économiques, sociales, ou encore d’image (de soi ou publique). Les besoins des apprenants en termes d’accompagnement sont tant techniques, cognitifs et métacognitifs, qu’affectifs. C’est cette dernière notion, la dimension affective, qui nous intéressera particulièrement dans cette thèse pour comprendre l’abandon. Afin de tenir compte de la dimension sociale de l’individu et des relations qu’il entretient avec les enseignants, ses pairs ou ses proches, il sera question de dimension socio-affective. Nous mobilisons, pour mieux définir cette dimension et comprendre les enjeux de la communication médiatisée et de la distance en formation (en tant qu’objet social et technique), des auteurs issus de différentes disciplines des sciences humaines : des chercheurs en sciences de l’information et de la communication, des psychologues et des chercheurs en sciences de l’éducation. Nous proposons de caractériser la dimension socio-affective, pensée comme un système, par un modèle intégratif des émotions et sentiments proposés par l’ensemble de ces chercheurs. Cette dimension sera étudiée en regard de la notion de persévérance, inverse d’abandon. Nous nous demandons alors quels sont les facteurs socio-affectifs expliquant l’abandon en formation à distance, ou inversement la persévérance ? Sont notamment questionnés l’importance des interactions dans (avec les enseignants et autres apprenants) et en dehors (avec l’entourage proche) du dispositif de formation, et les facteurs individuels des apprenants (e.g. socio-démographiques). Pour répondre à ces questions, une enquête en deux parties (en début –attentes– et en fin de formation –vécu) et des entretiens semi-directifs ont été réalisés. Les premiers résultats rendent compte d’écarts entre attentes initiales et vécu de la formation, plus ou moins importants selon les apprenants. L’abandon apparaît explicable en analysant la dimension socio-affective, notamment dans les relations avec les acteurs du dispositif. Alors que certains subissent leur isolement du fait d’un manque de relation avec les enseignants, d’autres compensent en établissant une relation avec leurs pairs. Enfin, les proches occupent une place essentielle pour les apprenants qui vivent en famille et qui attendent leur soutien. / The drop out in open and distance learning (ODL) is an important issue both for the learners and training organizations, whether for economic, social or image (self-image or brand image). The accompanying needs of learners are both technical, cognitive and meta-cognitive, and affective. The latter particularly interest us in this thesis to understand the drop out. To take account of the social dimension of the person and his relationship with teachers, peers or family, we will discuss socio-emotional dimension. To better define this dimension and understand the issues of mediated communication and the distance in training (as a social and technical object), we mobilize some authors from different disciplines of the humanities: Researchers in science of information and communication , psychologists and researchers in science education. We propose to characterize the socio-emotional dimension, thought of as a system, by an integrative model of emotions and sentiments offered by all of these researchers. This aspect will be studied in relation to the notion of persistence, which is the opposite of drop out. We wonder what are the socio-emotional factors behind the drop out in distance learning, or conversely perseverance? The importance of interactions within (with teachers and other learners) and outside the training device (with family) and individual factors of learners (eg sociodemographic) are questioned. To answer these questions, an investigation into two parts (in beginning - expectations - and in end of training - experience) and semi-directive interviews were conducted. The first results reflect the differences between initial expectations and experiences of training, more or less important according learners. The drop out appears explainable by analyzing the socio-emotional dimension, especially in relations with the actors of the device. While some students suffer isolation due to a lack of relationship with teachers, others compensate by establishing a relationship with their peers. Finally, relatives occupy an essential place for learners who live in families and are waiting their support.

This research study explored the predictive value of psychological grit in determining student retention among postgraduates in an Open Distance Learning (ODL) institution in South Africa. Working from within a quantitative framework (and adopting a correlational research design), an online version of the Grit-S scale was utilised to gauge participants’ levels of grit (n = 837), followed by one-year lagged secondary data which sought to ascertain retention among the sample. Seeking to explore the psychometric rigour of the Grit-S scale, exploratory and partial confirmatory factor analyses were employed to investigate the validity of the instrument, followed by the assessment of Cronbach’s alpha coefficients. Thereafter, correlations and binary logistic regressions were employed to investigate the relationship between the constructs and explore grit’s ability to predict retention from one academic period to the next. Results from the analyses indicated that, while the Grit-S scale demonstrates sound validity and reliability for use within ODL settings, grit was neither related to retention nor could it significantly predict retention among the current sample. Although these results do not negate grit’s reported role in determining successful student outcomes in traditional higher education settings, they bring to the fore a need to critically re-examine grit’s contribution to understanding retention, not only among ODL students, but among those whose socio-economic circumstances remain a crucial barrier. As such, pre- emptive strategies aimed at retaining students should rather focus on mitigating the immediate, and often negative, socio-economic circumstances faced by students, rather than intervening based on their levels of psychological grit. / Psychology / D. Litt. et Phil. (Psychology)

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. / Human Resource Management / M. Comm. (Human Resource Management)

Ce mémoire de maîtrise porte sur la contribution que pourrait apporter l’Enseignement à distance par radio (EADR) dans la réduction du taux d’échec aux examens du baccalauréat 1ère partie en Haïti. De manière spécifique, nous souhaitions élaborer un programme d’ « Enseignement à distance par radio » (EADR) afin d’aider l’ensemble des candidats bacheliers des classes de Rhéto à préparer les examens du bac 1ère partie. En Haïti, l’Enseignement à distance (EAD) est pratiquement absent. De nombreux pays ayant eu des situations similaires à Haïti ont mis en place des programmes de « Formations ouvertes et à distance » (FOAD) en complémentarité avec le mode d’enseignement classique ou en mode présentiel. La complexité de la situation exige d’envisager diverses pistes pour sortir le système éducatif haïtien de cette léthargie. Si l’on ne peut considérer l’EAD comme l’unique perspective, il est par contre pertinent et souhaitable de l’envisager comme une alternative non négligeable (Lubérisse, 2003). En nous appuyant sur les principales conditions d’efficacité des FOAD définies par Karsenti (2003), les principes théoriques de type R & D (Van der Maren, 2003?), le cadre théorique de la méthodologie de l’évaluation des besoins de Chagnon et Paquette (Institut universitaire des Centres Jeunesses de Montréal, 2005) et de Roegiers, Wouters & Gerard (1992), nous avons élaboré les grandes lignes générales de ce programme d’EADR et les avons soumises à douze (12) acteurs clés du système éducatif haïtien (4 élèves, 3 parents, 2 enseignants et 3 spécialistes de la radio ou de l’EADR). Cette ébauche de programme comportait principalement les objectifs du programme d’EADR, la méthode pédagogique, le contenu et les conditions de mise en œuvre. Des données recueillies par le biais d’entrevues individuelles il ressort que l’implantation d’un programme d’EADR peut être bénéfique au système éducatif haïtien, particulièrement sur les résultats d’examens officiels du baccalauréat 1ère partie. Les douze participants à notre recherche, croient que l’objectif poursuivi par le programme d’EADR est tout à fait réalisable et important pour le public cible. Tout en notant l’aspect positif du programme d’EADR proposé, les participants réclament certaines modifications quant à la méthode pédagogique, au contenu et aux conditions de mise en œuvre. Ainsi, les recommandations faites par les douze acteurs clés du système éducatif, jointes à notre recension nous ont permis d’élaborer un nouveau programme d’EADR revu et corrigé qui pourra servir de base à une évaluation plus large. / This Master’s thesis examines the contribution of Distance Learning through Broadcasting to the reduction of the failure rate at the first part of the High school diploma (Baccalauréat) examination in Haiti. Specifically, we wished to design this type of program with the objective to help all the candidates of the first part of the Baccalauréat (retho’s classes) to prepare for this exam. Several countries which have experienced similar situations as the one in Haiti have set up programs of Open Distance Learning (ODL) in order to complete the classic face-to-face mode of teaching and learning. In Haiti, Distance Learning is practically absent. The complexity of the situation requires the planning of diverse solutions to help the Haitian educational system out of its lethargy. If we cannot consider Distance learning as the only prospect, it is, on the other hand, relevant and desirable to envision it as an interesting alternative (Lubérisse, 2003). This study, centered on the qualitative approach allows us to collect data with twelve (12) key actors of the Haitian educational system (4 pupils, 3 parents, 2 professors and 3 specialists of the radio or Distance Learning by Broadcasting). Drawing on the main conditions of efficiency of Open Distance Learning (ODL) defined by Karsenti (2003), the theoretical principles of R and D (Van der Maren, 2003), the theoretical frame of Chagnon and Paquette’s needs assessment methodology (Centre Jeunesse de Montréal - Institut universitaire, 2005) and of Roegiers, Wouters and Gerard (1992), we outlined the proposed Distance Learning through Broadcasting program and submitted it twelve (12) key actors of Haiti’s educational system (4 students, 3 parents, 2 teachers, and 3 radio or DLBR experts). This sketch contained mainly, the objectives of the program, the pedagogical approach, the contents and the conditions of implementation. The analysis of data generated through individual interviews shows that implementing such a program can be advantageous for the Haitian educational system, particularly as regards the results of the official examinations of the first part of the High school diploma (first part of the Baccalauréat). The twelve (12) participants in our research believe that the objective pursued by the program of Distance learning is achievable and important for the targeted public. While noting the positive aspect of this project, the participants suggested some modifications of the pedagogical approach, the contents and the conditions of implementation. The recommendations made by these twelve key actors of the educational system and our literature review allowed us to produce a new draft of the program outline, revised and corrected. This draft can be used as the basis for a wider evaluation.

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. / Human Resource Management / M. Comm. (Human Resource Management)