The evolution of technologies used for learning in open distance learning (ODL) has compelled academics to upgrade their teaching skills and competencies in order to teach in an ever-changing environment. While the earlier ODL generations were characterised by the use of written, printed texts, radio, television, print media and postal services, the current generations are characterised by the use of information and communication technologies (ICT) to enhance teaching and learning. This study explored the experiences of academics who participated in the staff development courses for innovative teaching and learning at the University of South Africa. To explore the experiences, a qualitative research design of a phenomenological genre was adopted. Using interviews, data was collected from six purposively selected academics and analysed following Giorgi’s phenomenological methods. The academics’ experiences and concerns provided some insight into their development needs and how they would have liked to have been developed for innovative teaching. It emerged that staff development provided valuable knowledge, skills and competencies, enabling and promoting innovative forms of e-teaching and learning. These experiences and concerns were synthesised into a staff development framework consisting of four phases: Orientation; Learning; Acquisition of skills and Competencies; and Performance indicating that effective staff development requires that participants are initially orientated to the training programme before exposure to authentic learning activities. Through this exposure they acquire the vital online teaching skills and competencies thereby enhancing their performance as online teachers. The staff development framework indicated further that for effective staff development to take place, the different phases should not only be supported by university management but also by an evaluation mechanism to establish whether the objectives in each phase have been achieved. It also emerged that time played an important role in staff development, as the duration of each phase and the development intervention as a whole affects how well academics are able to acquire and perfect their teaching skills. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

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)

The improvement of throughput rates is a crucial factor at higher education institutions; hence, university departments focus on improving pass rates per module. This study investigated how lecturers in the School of Computing (SoC) at the University of South Africa, use technology for improving throughput rates in an Open Distance Learning (ODL) context. The study sought answers to the main research question on how lecturers in the SoC use technology for improving throughput rates in an ODL institution. A mixed research methods approach was used, where quantitative data was extracted from the university systems and integrated with the qualitative data collected from interviews. Thirteen lecturers for the thirty modules under investigation were interviewed. A thematic analysis was used on the qualitative data, and quantitative data was analysed using rankings and correlation coefficients, leading to the interpretation that the use of myUnisa technology assisted to improve throughput on the modules. / Mathematics Education / M. Sc. (Computing Education)

In this dissertation of limited scope, the phenomenon of providing effective workintegrated learning mentorship to nature conservation undergraduate students is explored, specifically to determine if mobile technology can be offered as an alternative or supplementary mentoring strategy for an Open Distance Learning university. Mentoring of work-integrated learning undergraduate students is an integral component of the Nature Conservation Diploma offered by the University of South Africa. The prerequisite mentoring of students is not consistent across all required sector-based placements and this could be construed as being unjust and discriminatory. This possible negative perception has motivated this investigation into work-integrated learning mentorship approaches within the Nature Conservation Diploma. This exploratory case study provides insights into and lays a foundation for the development of a supplementary mentorship provision strategy, for students who find it difficult to secure mentorship opportunities. Applying a social learning and integration perspective, three cohorts of undergraduate nature conservation work-integrated learning students participated in this study. This qualitative exploratory case study focused on the interaction and subsequent results achieved by students, through engaging with one of three different mentorship methods available to students at the University of South Africa. The three methods were: face-to-face mentoring by an academic, digital mentoring provided by means of a mobile phone application and sector-based mentoring. The latter method represents the current mentorship provision status quo for all nature conservation work-integrated learning diploma students. The findings reveal that the three mentoring methods are effective in supporting workintegrated learning students. The students indicated their preference for mentorship provided by the University of South Africa, over that of the sector-based mentors. No significant difference between the two university-provided methods of mentorship was found. This study recommends that the University continue with its development of the digital mentor option, to function as a fully functioning supplementary mentor. / Curriculum and Instructional Studies / M. Ed. (Open and Distance Learning)

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)

Recent language policy developments at the University of South Africa (Unisa) indicate that the language attitudes of its students should be researched, particularly the attitudes of students who have an African language as their first language. This study takes a first but solid step towards meeting this requirement. It conducts exploratory research into the nature of the relevant language attitudes and, based on the findings of this research, constructs an attitude scale that can be usefully employed in the measurement of such attitudes, both at Unisa and other tertiary institutions in South Africa. In order to achieve its aims, the study places much emphasis on the use of proper methodology, in order to counteract the trend in much local language-attitude research of ignoring the complexity of language attitudes and avoiding methodologically sophisticated and rigorous statistical techniques that are equipped to accommodate such complexity. / Linguistics and Modern Languages / M.A. (Linguistics)

The evolution of technologies used for learning in open distance learning (ODL) has compelled academics to upgrade their teaching skills and competencies in order to teach in an ever-changing environment. While the earlier ODL generations were characterised by the use of written, printed texts, radio, television, print media and postal services, the current generations are characterised by the use of information and communication technologies (ICT) to enhance teaching and learning. This study explored the experiences of academics who participated in the staff development courses for innovative teaching and learning at the University of South Africa. To explore the experiences, a qualitative research design of a phenomenological genre was adopted. Using interviews, data was collected from six purposively selected academics and analysed following Giorgi’s phenomenological methods. The academics’ experiences and concerns provided some insight into their development needs and how they would have liked to have been developed for innovative teaching. It emerged that staff development provided valuable knowledge, skills and competencies, enabling and promoting innovative forms of e-teaching and learning. These experiences and concerns were synthesised into a staff development framework consisting of four phases: Orientation; Learning; Acquisition of skills and Competencies; and Performance indicating that effective staff development requires that participants are initially orientated to the training programme before exposure to authentic learning activities. Through this exposure they acquire the vital online teaching skills and competencies thereby enhancing their performance as online teachers. The staff development framework indicated further that for effective staff development to take place, the different phases should not only be supported by university management but also by an evaluation mechanism to establish whether the objectives in each phase have been achieved. It also emerged that time played an important role in staff development, as the duration of each phase and the development intervention as a whole affects how well academics are able to acquire and perfect their teaching skills. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

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)

This study was conceptualised within a social-constructivist ontological orientation and, further, uses an interpretive epistemological lens to extract information from the participants who are coming from different life worlds. This thesis, Effective assessment in open distance and e-learning: using the Signature Courses at the University of South Africa as a model for future practice, investigated how emerging information communication technologies (ICTs) can be used to transform, enhance and influence student assessment practices in Open Distance and e-Learning (ODeL) contexts. The ultimate objective of the study was to establish assessment guidelines for effective student assessment in distance education using technology as an enabler. To achieve the objectives of this study, a mixed methods research methodology was adopted in which Unisa lecturers’ and first-year students’ experiences, perceptions, attitudes, and beliefs regarding the use of ICT as a tool to enhance and influence student assessment were sought. Despite some limitations, the study was able to reveal that technology has the potential to influence student-lecturer, and student-peer interaction thereby bridging the isolation gap that normally exists between them. Further, these potential benefits also include the identification of teaching strengths and weaknesses, the indication of areas where instructional change or modification is needed, and the application of more effective means of interacting with students. A key function of this study, therefore, is to help the lecturers involved in higher learning assessment to use technology effectively and efficiently to enhance assessment practices as a means of maintaining both the academic standards and enhancing the quality of the student learning experience. In addition, the study has shown that technology has the potential to enhance and influence student learning and motivation. Furthermore, this study made theoretical and practical contributions to the literature on information communication technology implementation on lecturers’ and students’ pedagogical and technological readiness to online learning and assessment in open distance and e-learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

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)