The recent global growth and popularity of open and distance learning (ODL) has been attributed to its advantages, such as flexibility for students who wish to study while working. Moreover, ODL is an effective tool in extending participation to students from less privileged social groups who are unreachable due to geographic location or cannot access higher education due to diverse factors, such as financial constraints or domestic arrangements. In the light of this, this study investigated learner support in the Department of Adult Basic Education and Training (ABET) at the University of South Africa (Unisa), the largest, dedicated ODL institution in South Africa. A review of literature identified the Community of Inquiry model proposed by Garrison, Anderson and Archer (2001) as useful in this context and I used it as a conceptual framework for the empirical inquiry that I undertook. A mixed method approach comprising two consecutive phases was employed to investigate the research questions. A self-designed questionnaire was used to gather quantitative data from a random sample of 400 students registered for the ABET Diploma module (Phase One) followed by face to face interviews with selected lecturers and students (Phase Two). The scope of the study was limited to ABET lecturers, ABET diploma students and to selected Unisa learner support systems, such as myUnisa which includes a web-based discussion forum. The findings of the inquiry were presented and discussed under three main headings: the findings of Phase One, the findings of Phase Two and a summary in which the findings of the two phases were integrated where appropriate. The themes that emerged from the questionnaire and the interviews demonstrate clearly that learner support in the ABET Department is crucial in ensuring learner success. Interlinking themes are as follows: the context of the students, levels of computer literacy, accessibility of Unisa learner support systems, student motivation and time management. Many ABET students live in remote areas of the country and have little or no access to internet facilities. However, the majority of students agreed that they would like to interact more with other students through myUnisa in future. Lecturers and students agreed that myUnisa was a vital tool in teaching the students online; yet both students and lecturers still regarded contact discussion classes as the most important form of learner support. The findings suggested that the distance between the university and the student still has to be reduced more to ensure that student support reaches all students equitably. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This is a phenomenographic study, of which the aim was to explore the variation of experiences, needs, views and understandings through a phenomenographic study of academics who were enrolled in the MEd in Open and Distance Learning (ODL) at Unisa during 2012-2015. The MEd in ODL is a dual university programme between University of South Africa (Unisa) and University of Maryland University College (UMUC). The research question was around issues which Unisa academic staff members experienced during the course of their enrolment for the MEd in ODL. Relevant scholarly literature on online learning, theories for online learning, and previous research on online learning, was surveyed in this regard. Variation theory which framed the study through a phenomenographic research lens was described. Interviews were conducted with seven participants from the students on the MEd in ODL programme. Postings on MyUnisa Discussion Forum which were treated as data were analysed in relation to the aspects raised in the interviews. The findings revealed students’ varied online experiences in the three main aspects namely, experience and understanding, understanding the object of learning and learning objects. Important recommendations made, were based on the findings. In conclusion, the findings exhibited students’ varied experiences about issues which they battle with in the MEd in ODL programme, of which Unisa should take into consideration as they further enrol students in the programme. / Curriculum and Instructional Studies / M. Ed. (Open and Distance Learning)

The general aim of this research was to investigate whether a relationship exists between the perceptions of job characteristics, job satisfaction (JS) and organisational commitment (OC) of e-tutors in a virtual work environment in an Open Distance Learning (ODL) university in South Africa. Considering the nature of the virtual work environment and the Job Characteristics Model (JCM), the design of e-tutors’ jobs does not encompass some of the core dimensions. This creates certain distinctive issues in terms of how e-tutors work, relate and communicate with their supervisors and co-workers. This has the potential to negatively affect their levels of JS and OC and increase their intention to leave the organisation. Accordingly, a quantitative survey was conducted on a sample of 279 (n = 279) e-tutors serving contracts at an ODL institution in South Africa. An exploratory factor analysis in the absence of good fit revealed a three-factor model for job characteristics, a two-factor model for JS, and a three-factor model for OC. Moreover, a correlational analysis revealed a statistically significant relationship between perceptions of job characteristics, JS, and OC. A bivariate-partial correlation revealed that the relationship between job characteristics and JS is stronger than the relationship between job characteristics and OC. Following these correlations, a regression analysis was done to test the influencing nature of job characteristics on JS and OC. Accordingly, the results revealed that 26% of the effect of JS on OC is mediated by job characteristics. Tests for statistically significant mean differences revealed no significant difference between male and female e-tutors, nor differences in terms of their job tenure. However, in terms of educational background, significant mean differences were found between e-tutors holding undergraduate degrees and those holding postgraduate degrees. In order to determine which colleges differ significantly, multiple comparison tests were done, but the results revealed no significant individual differences. These results are applicable to similar populations and may help to improve the work experiences of other virtual workers. In addition, it is envisioned that they may help to improve human resource management practices in virtual work environments. / Human Resource Management / M. Com. (Human Resource Management)

The purpose of this research is to explore students’ on-line interactivity in an Open Distance Learning institution with other students, educators, study materials and Unisa as the sampled prototypical research subject. A mixed-method of research encompassing both explorative and descriptive aspects was used. Data was collected through myUnisa discussion forum, focus group interviews and an on-line questionnaire from second and third year Health Services Management students at the University of South Africa (Unisa). Although the findings indicated that 84.9% of students owned computers, and 100% owned cellular phones, only 3.8% participated in the discussion forum. On-line discussion forum are critical in Open Distance Learning (ODL) because it allows people who cannot physically attend the educational institution to interact with each other. Almost 40% of these sampled students agreed that the discussion forum allowed them to study with their peers. However, only 53 of the 1,379 students registered for both second and third year studies during the first semester participated in the discussion forum. This indicates that very few students benefit from on-line interaction. Most of the students who are enrolled in Health Services Management course are from 21 to above 50 years of age. This age factor can have an impact on computer literacy. Some of them indicated that they struggled with the utilisation of technology. The majority of these students do not utilise the prescribed on-line interactive tools effectively. Students’ need support cognitively, academically, administratively, institutionally and affectively. The findings suggest that although students are aware of the benefits of using online technologies, they do not have the support from the institution to enable them to better their skills in using these technologies. The other challenge that they have raised is that educators also interact minimally on-line. Therefore, they do not receive the necessary feedback they require. The university systems are sometimes offline, which becomes worse during registration and submission of assignments. The recommendations emanating from the study warrants various interventions of multiple stakeholders to resolve the students’ challenges. / Health Studies / D.Litt. et Phil. (Health Studies)

With recent advances in technology, distance education has seen a move towards online and e-learning programmes and courses. However, many students in South Africa have limited access to computer technology and/or the Internet resources necessary for online learning. Worldwide trends have recently seen a growing emphasis on the use of mobile technology for learning purposes. High mobile penetration rates in South Africa means that mobile learning can potentially overcome many of the challenges associated with distanceand online learning. This research therefore aimed to explore adult distance education students’ mobile learning readiness in the South African context. Specifically, this study examined the influence of mobile learning self-efficacy, locus of control, subjective norm, perceived usefulness, perceived ease of use, perceived behavioural control and attitude towards mobile learning on students’ behavioural intention to adopt mobile learning. In order to test a model predicting students’ behavioural intention, the conceptual framework guiding the investigation combined the Technology Acceptance Model (TAM) and the Theory of the investigation combined the Technology Acceptance Model (TAM) and the Theory of Planned Behaviour (TPB) and extended the model to include locus of control and mobile learning self-efficacy. A sample of 1070 students from a private higher education institution in South Africa participated in this study. Data were collected using an online survey questionnaire. Multiple regression analysis indicated that perceived ease of use contributed most significantly to behavioural intention to adopt mobile learning, followed by attitude towards mobile learning, subjective norm, perceived usefulness, perceived behavioural control and locus of control. Mobile learning self-efficacy did not significantly influence behavioural intention to adopt mobile learning. Overall, the model accounted for 44.8% of the variance in behavioural intention to adopt mobile learning. Significant differences in age, gender, race and household income existed with regard to several of the psychological constructs hypothesised to influence behavioural intention to adopt mobile learning. 4 Structural equation modelling was used to examine the fit between the data and the proposed model. The chi square goodness for fit test and the RMSEA indicated poor fit between data and model. Considering the sensitivity of the chi square statistic for sample size and the negative influence of too many variables and relationships on the RMSEA, a variety of alternative fit indices that are less dependent on the sample size and distribution were used to examine model fit. The GFI, AGFI, NFI and CFI all exceeded their respective acceptable levels, indicating a good fit with the data. / Psychology / M.A. (Psychology)

Although a number of researchers have attempted to identify measures to account for the core elements of effective intercultural/multicultural teams of community of practice (CoP) in open and distance learning (ODL) formal institutions, there is no consensus on those measures. Previous studies also suggest important differences in teamwork across cultures but they do not adequately address the complexity of issues affecting culturally diverse teams and do not identify the specific factors that contribute to these differences (Earley & Gibson 2002). The purpose of the study was to collect views and experiences of multicultural lecturers from the six Unisa colleges and the Directorate for Curriculum and Learning Development (DCLD) personnel on the operationalization of Unisa Framework for the implementation of a team approach to curriculum and learning development. Soon after South Africa’s independence in 1994, Unisa had to respond to a new paradigm shift by re-aligning their curricula to meet the new national and global economic demands and social justice. The process relates to major revisions of programmes and modules, as well as new programmes and modules. The study adopts a qualitative research approach and uses Van Dijk (2009) critical discourse analysis (CDA) as a methodology and data analysis strategy. Sociocognitive Approach (SCA) theory as espoused by Van Dijk (2009) is underpinned by a narrative research design. A purposive sampling method was employed to collect data and critically analysed views and experiences of interracial/multicultural academic lecturers, a Director and DCLD education consultants engaged in collective partnerships in the craft of ODL curriculum and learning development at Unisa in South Africa. I used the Unisa Framework for a team approach to curriculum and learning development at Unisa as a model. Previous discourse studies in this area suggest that differences in communication practices may be attributed to power differentials or language competence. In particular it surfaces key tensions within subject expertise autonomy, such as those between commitments to reform and efficiency that may have a significant impact on the outcomes of subsequent policy compliance. In my analysis of the research participants’ discourses, it emerged that a culture of dichotomy; “us and them” inhibits the operationalization of the Unisa Framework for the implementation of team approach to curriculum and learning development which may be attributed to the failure to manage multicultural identity issues. / Educational Leadership and Management / D. Ed. (Education Management)

The knowledge-driven, network society is founded upon technology. Educators need to implement technology effectively into the three main pillars of education, namely teaching, learning and assessment. This would assist students to become independent, confident and motivated life-long, self-directed learners that can use technology effectively in an educational environment. It would also ensure that graduates are able to become change agents, transferring their knowledge, skills and values to others in their communities. Alternative assessment methods that are technology driven could enable both educators and students to become more effective in a network society. This study advocates the use of alternative assessment methods by using technology driven assessment tools for possible replacement of traditional, paper based and "one size fits all" assessment methods within the subject field of Theology. Document analysis was used in a broad sense to evaluate technology-based multimedia documents. Ten documents were identified and evaluated as possible alternatives for traditional assessment methods. Inter-rater reliability ensured that the investigation provided constant estimates and results. The SECTIONS model used for this evaluation provided opportunities to include criteria important for higher education, the use of technology and subject relevant information to ensure that the evaluation was done with a specific purpose and scope in mind; to find technology-based tools that can substitute traditional assessment tools in order to enhance effective education to students. / Educational Studies / M. Ed. (Open and Distance Learning)

South Africa has a low throughput rate in the public higher education sector which leads to severe skill shortages that are urgently required by the country. In particular, the financial skills shortages are severe, especially those of accountants and chartered accountants. Keeping in mind the vastness of the University of South Africa’s (Unisa’s) market share of accounting students in South Africa, it is important to understand the distinct challenges related to retention and throughput of students pursuing an accounting qualification at an open distance learning institution such as Unisa. If one considers the landscape of accounting education in South Africa, the unique challenges faced by accounting students at Unisa and the recent scholarly addresses on retention and throughput of distance education students, as well as the disadvantaging factors with which Unisa students are faced, this study contributes to the theoretical comprehension of students’ retention and throughput rates in accounting education at postgraduate level. The focus of the current study was mainly on non-academic factors affecting the performance of accounting students at postgraduate level, since much research has already been done on academic factors that affect the performance of accounting students. Many studies are focussed on students at undergraduate level; therefore, in this study, postgraduate students studying towards becoming a chartered accountant were chosen. / Financial Accounting / M. Phil. (Accounting Sciences)

Students in Open Distance Learning (ODL) face a myriad of challenges including a low proficiency in English. While research has identified vocabulary as important in improving language proficiency and the pertinent role of interaction in vocabulary development, there remains a dearth of research on how to enhance vocabulary in ODL, a context which is characterised by the distance between students and the institution. In searching for an intervention that would support vocabulary development, including interaction, while taking cognisance of the distance between students and lecturers, this study explored the use of mobile learning (mlearning). Because mlearning technologies offer ubiquitous flexibility and accessibility, they were deemed fit for purpose for ODL which is established on the principles of openness, flexibility and student‐centredness. Using the design‐based research (DBR) method within a pragmatic paradigm, this study designed, implemented and evaluated mobile‐based interventions for vocabulary development. The first phase of the study involved the analysis of the problem through a literature review. The literature and theoretical framework were used to ground the second phase of DBR, which included the development of the intervention prototype in the form of a mobile‐based vocabulary development app called VocUp. The intervention was implemented, tested and refined in three iteration stages, which formed the third phase of DBR. The iterations included a VocUp only stage, followed by a WhatsApp only stage, and ended with a VocUp plus WhatsApp stage. The last phase of DBR involved a reflection and a production of artefacts and guidelines for practice in ODL. Data were collected through interviews and WhatsApp chats from students registered for a first‐year English module. The results were 1) that vocabulary should be explicitly taught, allow for rehearsal opportunities and contain assessment while acknowledging the instrumental role of interaction; 2) mobile interventions should balance the pedagogic benefits with the technological qualities; and 3) the advantages and challenges of using WhatsApp and VocUp can be successfully combined into a hybrid model of both platforms. This study’s contribution to the body to knowledge includes the newly‐designed VocUp as an artefact; a revised model of the CoI theoretical framework called MODeL as well as principles guiding the application of the MODeL in authentic ODL contexts. / English Studies / D. Litt. et Phil. (English)

The knowledge-driven, network society is founded upon technology. Educators need to implement technology effectively into the three main pillars of education, namely teaching, learning and assessment. This would assist students to become independent, confident and motivated life-long, self-directed learners that can use technology effectively in an educational environment. It would also ensure that graduates are able to become change agents, transferring their knowledge, skills and values to others in their communities. Alternative assessment methods that are technology driven could enable both educators and students to become more effective in a network society. This study advocates the use of alternative assessment methods by using technology driven assessment tools for possible replacement of traditional, paper based and "one size fits all" assessment methods within the subject field of Theology. Document analysis was used in a broad sense to evaluate technology-based multimedia documents. Ten documents were identified and evaluated as possible alternatives for traditional assessment methods. Inter-rater reliability ensured that the investigation provided constant estimates and results. The SECTIONS model used for this evaluation provided opportunities to include criteria important for higher education, the use of technology and subject relevant information to ensure that the evaluation was done with a specific purpose and scope in mind; to find technology-based tools that can substitute traditional assessment tools in order to enhance effective education to students. / Educational Studies / M. Ed. (Open and Distance Learning)