Online learning has been widely adopted in higher education to reach students who typically would not have a chance to complete accredited courses (Kentnor, 2015). Massive open online courses (MOOC), which is a type of online learning, makes it easier for people to take university courses with internet access and a fraction of cost compared to traditional residential programs (Reich, 2020). MOOCs also become popular for those who want to increase their professional profile or advance their academic career (Pheatt, 2017). However, online learning has long been criticized for its universally low completion rates, high dropout rate and poor learning performance (Almeda et al., 2018). This phenomenon is more exacerbated in MOOC environments. Historical studies have attempted to support learner self-regulated learning (SRL) activities in order to enhance completion rates and academic outcomes. Prior studies have conducted pre-course questionnaires as inexpensive SRL interventions to prompt learners as SRL support(Kizilcec et al., 2017, Kizilcec & Cohen, 2017; Kizilcec et al., 2020; Yeomans & Reich, 2017). Yet, these one-time-only, short-term interventions only yield limited or no effects. This study implemented and evaluated the effectiveness of an alternative intervention, the self-regulated learning user interface (SRLUI), to support students' self-regulated learning (SRL) strategies in a MOOC environment. SRLUI is based on Zimmerman’s (2000) SRL model and develops learner’s SRL skills through longitudinal, recurring practice of multiple SRL dimensions activities (i.e., goal setting, self-evaluation, task planning, setting reminders) with content-specific information. The study utilized a randomized experimental design and implemented SRLUI in eight MOOCs with a total of 808 participants. The results indicated a higher usage rate of SRL support compared to the historical findings, which may be owing to the SRL support embedded into the learning activities throughout the course. Also, the study showed improved learning outcomes for a subgroup of participants, but there was no reduction in the number of dropouts. Based on the findings of this study, it is recommended that a personalized SRL tool featuring content-specific information should be embedded in online courses. The research design also recorded direct cognitive records of learners' SRL activities, which yield stronger validity compared to trace and survey data. The result suggested SRLUI might only benefit a subgroup of learners with passing grades. Thus, it is recommended that future research identify various subgroups of learner profiles in MOOC environments and to consider how to reach and support learners in different subgroups.

This study aimed at determining the factors that significantly impact on the implementation rate of open learning in the South African TVET college sector. Despite government’s visionary papers and open learning policy framework, TVET colleges in South Africa have been slow in following international trends. Pre-COVID19, only a handful of the 50 public TVET colleges had even ventured into the idea of multi-modal, or any teaching mode, other than the traditional classroom. The methodological and analytical lens of the study is two-fold. The Critical Theory in Education (CTE) and the Stakeholder Theory that depicts the interests of the different stakeholder groups within the Higher Education band and their expectations towards the activities of TVET colleges. Case study, a qualitative research design, was utilized in the study. Semi-structured interviews with top key decision makers in the Department of Higher Education and Training, as well as open learning champions on institutional level, were used as data collection tools. The interview data was analysed using descriptive and content analysis, and themes were obtained. The findings are brought into terms with the theoretical framework and potential catalysts are suggested. / Dissertation (MEd)--University of Pretoria 2020. / pt2021 / Science, Mathematics and Technology Education / MEd / Unrestricted

A thesis submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Doctor Of Education (D.Ed.) in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018 / The study examined pre-service teacher training in Open and Distance Learning based Universities in South Africa and Nigeria. The specific focus of the study was on the initial teacher education programmes at Bachelor of Education (B.Ed.) and Postgraduate Certificate in Education (PGCE/PGDE) phases in the two ODL based universities. The theories of self determination, humanism, transformational learning, distributed learning, and transactional distance served as the frameworks for the study. Information for the study was gathered through survey. Anonymous web-based questionnaire was designed and used to obtain information from the pre-service teacher trainees in the two ODL based universities. Interviews were conducted for a selected number of academic and support staff members from the two universities. A combination of purposive and stratified random sampling was used to generate the sample frames of the participants for the study. The sample of the pre-service teacher trainees that participated in the study was drawn from the nine (9) Provinces of South Africa, and six (6) Geo-political zones of Nigeria. One thousand, two hundred and sixteen (1216) ODL based pre-service teacher trainees in their B.Ed. and PGCE/PGDE programmes responded to the web-based questionnaire from the two countries. In addition, a total of ten (10) academic and support staff members were interviewed from the two Universities. The overall results revealed that the majority of pre-service teacher trainees by distance are young people between 18 and 29 years of age, unemployed or engaged in voluntary works with no stable source of income. Furthermore, flexibility of the programme and desire to work full time while studying were found to be the major factors that motivated majority of the participants to enrol in pre-service teacher training by distance. Electronic mail (E-mail), postal services, Learning Management Systems (LMS), radio programmes, and social media were found to be the major platforms through which the selected ODL based universities reached their pre-service teacher trainees. Moreover, mobile phone and tablet were found to be the major devices that the sampled student teachers used to access learning materials.

A research report submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in partial fulfilment of the requirements for the degree of Master of Education by combination of coursework and research Johannesburg, 2017 / Modern-day open and distance learning (ODL) educators are increasingly being called upon to apply different forms of knowledge to integrate web-based learning management systems (LMSs) effectively for teaching and learning. To test this assumption, this study set out to develop and validate a new reliable instrument for assessing ODL educators’ perceived learning management system technological pedagogical content knowledge (LMS-TPACK). Past empirical studies grounded in Mishra and Koehler’s TPACK framework (2006) were examined to construct the self-report survey. Quantitative data were collected from 332 educators. Descriptive analysis, exploratory factor analysis and internal consistency reliability using Cronbach’s alpha coefficients were computed. The findings reveal key LMS-TPACK constructs that have proven to be both valid and reliable. Six out of the seven subscales used to assess LMS-TPACK were found to be significant, i.e. LMS knowledge (LMS-K), pedagogical knowledge (PK), content knowledge (CK), pedagogical content knowledge (PCK), LMS pedagogical knowledge (LMS-PK) and LMS-TPACK, while LMS-CK failed to emerge in the factor structure. Several possible reasons are proposed for the lack or absence of LMS-CK. The resulting Cronbach’s alpha coefficients for the different constructs as well as the overall instrument scale provide compelling evidence for stable internal consistency reliability. Alpha for the entire LMS-TPACK survey was found to be excellent (α = .931). Recommendations are made for improvements to the instrument and directions for future research are highlighted. / MT2018

The research set out to describe how professional attributes (PAs) can be nurtured during the teaching and learning of auditing technical content in an open distance learning (ODL) environment. First the research described the necessity to include PAs in the academic programme. This was followed by describing the relevance of PAs during the performance of an audit and identifying and describing the PAs that an entry-level registered auditor are expected to demonstrate. The main categories of PAs identified were: professional demeanour, critical reasoning and communication. The University of South Africa was selected as the ODL institution and data were collected through individual interviews with auditing lecturers and a focus group discussion with auditing students. Tesch’s open method of descriptive coding was used for data analysis. Generic recommendations to nurture PAs and specific recommendations to nurture professional demeanour, critical reasoning and communication while teaching and learning auditing technical content in an ODL environment were proposed. / Auditing / M. Com. (Auditing)

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: SACTE is a distance education provider for practising educators in the Republic of South Africa. As a distance education provider, SACTE has to rely on teaching and learning media other than the tutor for providing service to its students. Study manuals are the main means of subject delivery the college employs. The college, however, cannot always reach its students through the media used, which in this instance is the study manual. This conclusion was reached after numerous telephone calls and letters from students requiring urgent assistance in connection with their studies. The researcher therefore felt that a need existed to find out the type of problems students encountered that prevented them from optimal performance as students and as teachers. The purpose of this study was to determine learner needs in the department of Early Childhood Education, and how they can be dealt with to improve the academic performance and the classroom practice of its students. The premise the researcher worked from, was that students of SACTE experience learning problems, thus they are unable to attain good academic performance, and this affects their classroom practice. A research survey was carried out to determine the type and the nature of problems that existed amongst the students. Two questionnaires were sent out to the ECE students and the academic staff. The following key questions were posed in the questionnaire for students: • What type of educational background do students have? • How long have students been registered with SACTE? • To what extent do they benefit from a tutor system if they have access to it? • To what extent are the study manuals 'accessible' to them? • If study manuals are not accessible, what are the problems and what suggestions do students have to eradicate those problems? • What type of intervention would they like to have from SACTE? The aim in asking these questions was to probe the root problem which might exist, to analyse the responses and to make appropriate conclusions and recommendations based on the data gathered. The questionnaire for the ECE academic staff was based on the following aspects: • The academic staffs experience in teaching teachers; • The academic staff's experience in distance education; • What the academic staff regard as problems inhibiting students from effective learning; • Suggestions and recommendations on how to deal with the problems identified. The questionnaire for students was sent out by mail with a self-addressed envelope included for the return mail. It took almost two months before the responses reached the sender. Almost 70% of the responses reached the sender. Data analysis was done by the Statkon Service of Rand Afrikaans University. The conclusions reached from the data analysis were divided into the following categories: Social background of students: Students do not have study rooms, thus they use dining-rooms and bedrooms as study places. An average household has more than ten members. This type of a situation does not promote effective learning. Educational background of students: Almost 90% of the respondents studied in the former Department of Education and Training (DET). Their highest qualification is M+2 (matric plus two years of professional training), which implies that 56,3% of teachers are not fully qualified to be teaching, as the minimum requirement is M+3. Experience of students at SACTE: Students expressed their desire for the upgrading of the total learning environment in order to enhance learning and classroom practice. Students wanted contact sessions with tutors as they felt that they do not benefit much by studying on their own without external assistance Recommendations made on these conclusions were the following: SACTE must establish Regional Learning Centers (RLC) to alleviate the students' problem of studying in overcrowded homes. RLCs, besides being places to study at, would also serve the purpose of being resource centres as well as discussion places where study support groups can meet. Study manuals should be written with the needs of the learner in mind. The language of the study manual, examples given and the context in which they are written, should reflect the learner and not the lecturer. The 'distance' between the student and the lecturer, that is created by the physical distance, can be narrowed by introducing interactive media. Based on the survey findings, it can be concluded that there is a need to establish student support measures at SACTE that would provide for students by answering to their needs as learners and educators. / AFRIKAANSE OPSOMMING: SAGTE is 'n afstandsonderrigvoorsiener vir praktiserende opvoeders regoor die RSA. As 'n afstandsonderrigvoorsiener moet SAGTE, behalwe vir tutors, ook staatmaak op onderrig- en leermedia vir diensverskaffing aan sy studente. Studiehandleidings is die hoofwyse waardeur vakinhoud oorgedra word. Die kollege kan egter nie altyd studente deur middel van studiehandleidings bereik nie. Hierdie gevolgtrekking is bereik na vele· oproepe en briewe van studente wat dringende hulp ten opsigte van hulle studies benodig het. Die navorser het dus gevoel dat 'n behoefte bestaan vas te stel watter soort probleme wat studente ervaar, verhoed dat hulle optimaal kan presteer as studente en onderwysers. Die doel van hierdie studie was om leerderbehoeftes in die Aanvangsonderrigdepartement te bepaal en om vas te stel hoe die akademiese prestasie en klaskamerpraktyk van sy studente verbeter kan word. Die navorser se aanname was dat SAGTE-studente leerprobleme ervaar, wat veroorsaak dat hulle nie goed op akademiese gebied presteer nie, wat dan hulle klaskamerpraktyk beïnvloed. 'n Opnamenavorsing is uitgevoer om die tipe en aard van die probleme wat tussen studente bestaan, vas te stel. Twee vraelyste is uitgestuur, naamlik een vir Aanvangsonderwysstudente en een vir akademiese personeel. Die volgende sleutelvrae is in die vraelys vir studente gevra: • Watter tipe onderwysagtergrond het studente? • Hoe lank is hulle al by SAGTE geregistreer? • Tot watter mate trek hulle voordeel ~it die tutorstelsel, as hulle toegang daartoe het? • Tot watter mate is die studiemateriaal 'toeganklik' vir hulle? • Indien nie, wat is die probleme wat hulle ervaar en watter voorstelle het hulle om die probleme op te los? • Watter tipe ingryping wil hulle graag van SACTE hê? Die doel van hierdie vrae was om die wortel van die probleem te ontbloot, om die response te ontleed en toepaslike gevolgtrekkings en aanbevelings, gebaseer op die data wat ingesamel is, te maak. Die vraelys vir die Aanvangsonderrigdosente is op die volgende aspekte gebaseer: • Die akademiese personeel se ervaring in die onderrig van onderwysers; • Die akademiese personeel se ervaring in afstandsonderrig; • Wat die akademiese personeel as probleme beskou wat keer dat studente effektief leer; • Voorstelle en aanbevelings oor hoe om die geïdentifiseerde probleme te hanteer. Die vraelys vir studente is, tesame met 'n geadresseerde koevert deur die pos uitgestuur. Dit het amper twee maande geneem voordat response terug ontvang is. Byna 70% van die vraelyste is terug ontvang. Data-analise is deur die Statkon-diens van die Randse Afrikaanse Universiteit gedoen. Die gevolgtrekkings uit die data-analise is in die volgende kategorieë verdeel: Sosiale agtergrond van studente: Studente het nie studeerkamers nie, daarom gebruik hulle eetkamers en slaapkamers as studeerplekke. 'n Gemiddelde huishouding het meer as tien lede. Hierdie tipe situasie moedig nie effektiewe leer aan nie. Opvoedkundige agtergrond van studente: Byna 90% van die respondente is deur die voormalige Departement van Onderwys en Opleiding opgelei. Behalwe hiervoor, is hulle hoogste kwalifikasie M+2 (matriek plus twee jaar professionele opleiding), wat impliseer dat 56,3% van die onderwysers nie ten volle opgelei is om onderwys te gee nie, aangesien die minimum-vereiste M+3 is. Ervaring van SACTE-studente: Studente het die begeerte uitgespreek om die totale leeromgewing te verbeter om sodoende leer en klaskamerpraktyk te verbeter. Studente wil kontaksessies met tutors hê, aangesien hulle voel dat hulle nie voordeel trek uit selfstudie sonder eksterne bystand nie. Aanbevelings wat uit hierdie gevolgtrekkings gemaak is, is die volgende: SACTE moet Streekstudiesentrums (SSSe) vestig om die probleem van studeer in oorvol huise, te verbeter. SSSe kan as studeerplekke en hulpbronsentrums dien, sowel as 'n plek waar studie-ondersteuningsgroepe bymekaar kan kom vir besprekings. Wanner studiehandleidings geskryf word, moet die behoeftes van die leerder voorrang geniet. Die taal in die studiehandleiding, sowel as die voorbeelde en die konteks waarin dit geskryf is, moet die leerder en nie die dosent nie, weerspieël. Die 'afstand' tussen die student en dosent, wat deur fisiese afstand geskep word, kan deur middel van die bekendstelling van interaktiewe media verminder word. Gebaseer op die bevindings, kan daar afgelei word dat daar 'n behoefte bestaan om studente-ondersteuningsmaatreëls by SACTE te vestig wat in die behoeftes van studente, as beide leerders en onderwysers, sal voorsien.

The research set out to describe how professional attributes (PAs) can be nurtured during the teaching and learning of auditing technical content in an open distance learning (ODL) environment. First the research described the necessity to include PAs in the academic programme. This was followed by describing the relevance of PAs during the performance of an audit and identifying and describing the PAs that an entry-level registered auditor are expected to demonstrate. The main categories of PAs identified were: professional demeanour, critical reasoning and communication. The University of South Africa was selected as the ODL institution and data were collected through individual interviews with auditing lecturers and a focus group discussion with auditing students. Tesch’s open method of descriptive coding was used for data analysis. Generic recommendations to nurture PAs and specific recommendations to nurture professional demeanour, critical reasoning and communication while teaching and learning auditing technical content in an ODL environment were proposed. / Auditing / M. Com. (Auditing)

This phenomenographic study, explores the collaborative open learning experience of academic staff and open learners in cross-institutional academic development settings, and adds to what is known in these settings. It provides new insights for academic developers and course designers about the benefits of crossing boundaries (i.e. open learning) in an academic development context and proposes an alternative model to traditional academic Continuing Professional Development (CPD). It engages academic staff in experiencing novel approaches to learning and teaching and developing as practitioners through engagement in academic CPD that stretches beyond institutional boundaries, characterised by diversity and based on collaboration and openness. Data collection was conducted using a collective case study approach to gain insights into the collective lived collaborative open learning experience in two authentic cross-institutional academic development settings with collaborative learning features designed in. At least one of the institutions involved in each course was based in the United Kingdom. Twenty two individual phenomenographic interviews were conducted and coded. The findings illustrate that collaborative open learning was experienced as two dynamic immersive and selective patterns. Boundary crossing as captured in the categories of description and their qualitatively different variations, shaped that experience and related to modes of participation; time, place and space; culture and language as well as diverse professional contexts. Facilitator support and the elasticity of the design also positively shaped this experience. The community aspect influenced study participants' experience at individual and course level and illuminated new opportunities for academic development practice based on cross-boundary community-led approaches. The findings synthesised in the phenomenographic outcome space, depicting the logical relationships of the eleven categories of description in this study, organised in structural factors, illustrate how these contributed and shaped the lived experience, together with a critical discussion of these with the literature, aided the creation of the openly licensed cross-boundary collaborative open learning framework for cross-institutional academic development, the final output of this study. A design tool developed from the results is included that aims to inform academic developers and other course designers who may be considering and planning to model and implement such approaches in their own practice.

This research study is an analysis of the intertwining concepts of collaboration, prosumption, and communication in the contemporary digital educational space. The major objective of this thesis is to understand the operationalisation of the collaborative production of free and open artefacts. For this purpose, a framework is established for investigating communication and interaction activities of the people involved and their usage of ICT supported communications. Three exemplary projects are then examined using this framework: Schulbuch-O-Mat, a pilot project in which an electronic OER schoolbook is created; Memrise, an online platform which offers a wide range of user-created learning courses in a variety of topics; and VroniPlag Wiki, a wiki in which dissertations are collaboratively examined in terms of plagiarism. Data for this study were collected in the form of a comparative multiple-case study using a mix of methods such as interviews, questionnaires, participant observation, and the analysis of documents. Using situational analysis, a comparative analysis was conducted in terms of the three main aspects of this study: prosumption, collaboration, and communications. The results show that a balanced mix of communication enabling tools and services facilitates high collaboration. It was also concluded that collaborative working procedures benefit from diverse ways to address participants. The obtained data support the view that less hierarchical structures simplify collaborations and prosumption. Further research should address the issue of digital labour and exploitation as well as the management of conflicts in prosumer orientated collaborations. As a further outcome, a system of categories was derived in the analysis part of this thesis. This categorisation system serves as a foundation towards an approach of analysing collaborative communication.

The aim of this study was to determine whether a relationship exists between the use of self-regulation by the tertiary distance learner and his or her academic achievement in a specific academic course unit. To attain this aim, a literature study was undertaken to: a) define and describe distance learning, b) describe the nature of learning, c) describe the nature of self-regulated learning and its implications for distance learning, and d) define and classify learning strategies and indicate the relationships between self-regulated learning, the use of learning strategies, and successful learning. Literature indicated a positive relationship between self-regulation, the use of learning strategies, learning success, and academic achievement: learning success results whenever pre-formulated learning goals are attained through the use of self-regulation and applicable learning strategies; and attainment of learning goals results in positive academic achievement. Self-regulated learners, who plan their learning, formulate learning goals, motivate themselves intrinsically, instruct themselves, apply different learning strategies to attain learning goals, continuously monitor and self-evaluate themselves during the learning process, are able to attain the formulated learning goals successfully and perform well academically. The literature review also revealed a high level of self-regulation as one of the prerequisites for performing successfully as a distance learner. Planning personal learning goals, using a variety of learning strategies to attain the goals, determining the correct personal learning tempo, monitoring learning progress, and self evaluating learning outcomes are typical characteristics of self-regulation necessary for effective distance learning and academic progress. The population of the research includes the PU vir CHO - Open Learning Academy-learners registered for the Further Diploma in Educational Management, module PSD 511 (Teaching and Learning) in the North West region of South Africa. The total number of students attending the three contact sessions in September 2000 at five sentra in the North West Province, and who participated in the research, was 143. Three questionnaires were used to obtain personal information, as well as information regarding self-regulation in the learners, namely, a biographical questionnaire, the Motivated Strategies for Learning Questionnaire (MSLQ) and the Self Regulated Learning Questionnaire (SRLQ). The data was statistically analized by means of: a) factor analyses, b) multiple regression analyses, and c) stepwise regression analyses. A difference was found to exists between the variables that determine the academic achievement of successful versus unsuccessful distance learners. Successful distance learners have better developed self-regulated learning skills than unsuccessful distance learners. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001