Scholars have recommended hybrid learning to combat education problems in emerging economies due ... more Scholars have recommended hybrid learning to combat education problems in emerging economies due to their challenging contexts. It potentially offers a means to address growing demand without sacrificing quality or increasing costs. In this article we report on a new “hybrid” distance teacher education programme in which we sought to address the requirements of new policies (both institutional and national) by combining the blended and distance education approach. We adopted a pragmatic qualitative approach, rooted in a communitarian perspective and distance education theory. Although progressing slower than expected, the programme’s implementation to date has provided lessons that bolster the value of blended learning theory and practice in a hybrid model. The study also highlighted the critical role that the mode adopted for teacher training can play in shaping teachers’ practice. However, to work more effectively in an emerging economy, a more substantial teaching presence is sug...
Tenth Pan-Commonwealth Forum on Open Learning, Sep 1, 2022
Open, distance and flexible learning (ODFL) is a key strategy for building resilient education sy... more Open, distance and flexible learning (ODFL) is a key strategy for building resilient education systems in the Pacific, given the difficulty of providing more traditional campus-based learning for widely distributed and culturally diverse learners. However, few of the teachers currently in-service have received training in or through ODFL. It is therefore necessary to make such training available in ways that both model and build such capacity in cost-effective and scalable ways. This paper explores the rationale for and design of an open learning ecosystem as exemplified in a micro-course called Digital Skills for OER Sharing (DS4OERS), which is the first of several courses that have been developed or are in development under the Pacific Partnership for Open, Distance and Flexible Learning led by the Commonwealth of Learning. The platform and course were designed to be as open and flexible as possible and use was made of digital badging both to encourage active learning and to allow for multiple exit and re-entry points. Moreover, the pedagogical approach and technologies deployed were designed for remix to build resilience for professional development solutions in the region. Feedback from participants in the first mediated iteration of the course offered to 1560 teachers will be shared as will core learnings which have influenced subsequent design and implementation. Published as OER using free and open source software digital learning environment, the course was remixed and deployed by the Ministry of Education, Sports and Culture in Samoa demonstrating the potential for scaling professional development using open online micro-courses.
We have been witnessing a global experiment in delivering emergency remote teaching using distanc... more We have been witnessing a global experiment in delivering emergency remote teaching using distance learning, internet, web and related technologies, since the World Health Organization announced its assessment that ‘Covid-19 can be characterized as a pandemic’ on 11 March 2020. // The shift to digital has made more teachers and institutions realise the importance of structured access to open educational resources (OER) – learning materials having open licenses. However, availability of OER in a structured way alone, though important, may not increase the use and re-use by teachers and learners. Research evidence suggests that OER use is maximized when they are contextualised for local needs. A survey conducted by COL and the OER Foundation in 2020 highlighted the need for curated OER aligned to national and institutional curricula. // Since much before this unprecedented situation, the Commonwealth of Learning (COL) has been promoting the use of open and distance learning (ODL) to h...
As part of Commonwealth of Learning’s (COL) strategic plan from 2021 to 2027, its open schooling ... more As part of Commonwealth of Learning’s (COL) strategic plan from 2021 to 2027, its open schooling portfolio focuses on children/youths in need of schooling opportunities in sub-Saharan Africa. This category of children is referred to as Out-of-School-Children (OOSC), depicting children/youth excluded from education, which makes up about one-sixth of the global population of this age group. This study reports on COL's commissioned project in the African Commonwealth countries, with a special emphasis on girls to help it to better focus its efforts. The study was undertaken in two phases. Data analysis involved simple descriptive statistics and transcription of recorded interviews, the identification of themes and sub-themes and coding. Both findings were triangulated. Generally, the findings show common threads, for instance, gender inequality that pervades the data, with the female gender being at a disadvantage in most of the countries. Given the multi-layered challenge of OOSC,...
The article explores the complexity of quality assurance and promotion at the University of South... more The article explores the complexity of quality assurance and promotion at the University of South Africa (Unisa), one of the world's mega-universities. Since the completion of the merger between the University of South Africa (Unisa), the Distance Education Campus of Vista University (Vudec) and Technikon South Africa (TSA) in 2004, the new Unisa has endeavoured to redefine itself as the country's dedicated ODL comprehensive university. This has required extensive reflexive research into the institution's current practices and attempts at setting appropriate benchmarks for transformation. However, with 280 000 students, 4 000 active courses and 600 assessment centres distributed throughout the world, and a particular mission in development in Africa, Unisa has both similarities with and key differences from other ODL institutions. This has led to the development of an Integrated Quality Management Framework (IQMF) (Unisa 2008b) which provides guidelines as opposed to pre...
This article observes that while open distance learning (ODL) has demonstrably created greater op... more This article observes that while open distance learning (ODL) has demonstrably created greater opportunities for access to higher education opportunities, access alone is a necessary but insufficient criterion for advancing the twin causes of development and social justice. The article considers social justice and supporting learners in ODL, particularly in terms of what is taught and the ways in which teaching/learning is mediated. It argues that the demographics of ODL learners are changing and these changes should be considered and addressed. The article starts from the assumption that learning is a basic human activity, but observes that what is learned in higher education is both more systematic and more purposeful and therefore requires careful mediation. It considers the University of South Africa (Unisa) case, recognising a shift towards an epistemology of social-constructivism, where progressive scaffolding allows the learner to move to more independent learning. The article then identifies some of the key assumptions that need to inform changed practice in order to produce a deeper sense of connection and relevance with learners: from appreciating that learning resides with the learner, through to redesigning the distance learning approach. The article is basically a position paper for Unisa, but it seeks to manifest many of the root assumptions underlying its interpretation of ODL. As such it is hoped that the article will be of interest to international readers by providing an African perspective on challenges faced by higher education more generally.
Open and distance learning (ODL) is an important channel for increasing education opportunities a... more Open and distance learning (ODL) is an important channel for increasing education opportunities and outcomes. It is particularly relevant for the Pacific, given small dispersed remote populations and limited access to secondary and post-secondary opportunities in rural and outer island locations. Despite the importance of ODL to the region and the immediate need to build capacity, there has been limited investment. The COVID-19 pandemic has further reinforced the need for the Pacific to be well-prepared for non-contact teaching and learning approaches outside traditional classroom-based practices. This paper charts the development of an ODL course catalogue, as part of a wider initiative, to build capacity by assisting classroom-based teachers to locate professional development opportunities in and through ODL. The process began with the development of a concept note and an attempt to survey what training was already available in the region. This led to the development of a prototyp...
Scholars have recommended hybrid learning to combat education problems in emerging economies due ... more Scholars have recommended hybrid learning to combat education problems in emerging economies due to their challenging contexts. It potentially offers a means to address growing demand without sacrificing quality or increasing costs. In this article we report on a new “hybrid” distance teacher education programme in which we sought to address the requirements of new policies (both institutional and national) by combining the blended and distance education approach. We adopted a pragmatic qualitative approach, rooted in a communitarian perspective and distance education theory. Although progressing slower than expected, the programme’s implementation to date has provided lessons that bolster the value of blended learning theory and practice in a hybrid model. The study also highlighted the critical role that the mode adopted for teacher training can play in shaping teachers’ practice. However, to work more effectively in an emerging economy, a more substantial teaching presence is sug...
Tenth Pan-Commonwealth Forum on Open Learning, Sep 1, 2022
Open, distance and flexible learning (ODFL) is a key strategy for building resilient education sy... more Open, distance and flexible learning (ODFL) is a key strategy for building resilient education systems in the Pacific, given the difficulty of providing more traditional campus-based learning for widely distributed and culturally diverse learners. However, few of the teachers currently in-service have received training in or through ODFL. It is therefore necessary to make such training available in ways that both model and build such capacity in cost-effective and scalable ways. This paper explores the rationale for and design of an open learning ecosystem as exemplified in a micro-course called Digital Skills for OER Sharing (DS4OERS), which is the first of several courses that have been developed or are in development under the Pacific Partnership for Open, Distance and Flexible Learning led by the Commonwealth of Learning. The platform and course were designed to be as open and flexible as possible and use was made of digital badging both to encourage active learning and to allow for multiple exit and re-entry points. Moreover, the pedagogical approach and technologies deployed were designed for remix to build resilience for professional development solutions in the region. Feedback from participants in the first mediated iteration of the course offered to 1560 teachers will be shared as will core learnings which have influenced subsequent design and implementation. Published as OER using free and open source software digital learning environment, the course was remixed and deployed by the Ministry of Education, Sports and Culture in Samoa demonstrating the potential for scaling professional development using open online micro-courses.
We have been witnessing a global experiment in delivering emergency remote teaching using distanc... more We have been witnessing a global experiment in delivering emergency remote teaching using distance learning, internet, web and related technologies, since the World Health Organization announced its assessment that ‘Covid-19 can be characterized as a pandemic’ on 11 March 2020. // The shift to digital has made more teachers and institutions realise the importance of structured access to open educational resources (OER) – learning materials having open licenses. However, availability of OER in a structured way alone, though important, may not increase the use and re-use by teachers and learners. Research evidence suggests that OER use is maximized when they are contextualised for local needs. A survey conducted by COL and the OER Foundation in 2020 highlighted the need for curated OER aligned to national and institutional curricula. // Since much before this unprecedented situation, the Commonwealth of Learning (COL) has been promoting the use of open and distance learning (ODL) to h...
As part of Commonwealth of Learning’s (COL) strategic plan from 2021 to 2027, its open schooling ... more As part of Commonwealth of Learning’s (COL) strategic plan from 2021 to 2027, its open schooling portfolio focuses on children/youths in need of schooling opportunities in sub-Saharan Africa. This category of children is referred to as Out-of-School-Children (OOSC), depicting children/youth excluded from education, which makes up about one-sixth of the global population of this age group. This study reports on COL's commissioned project in the African Commonwealth countries, with a special emphasis on girls to help it to better focus its efforts. The study was undertaken in two phases. Data analysis involved simple descriptive statistics and transcription of recorded interviews, the identification of themes and sub-themes and coding. Both findings were triangulated. Generally, the findings show common threads, for instance, gender inequality that pervades the data, with the female gender being at a disadvantage in most of the countries. Given the multi-layered challenge of OOSC,...
The article explores the complexity of quality assurance and promotion at the University of South... more The article explores the complexity of quality assurance and promotion at the University of South Africa (Unisa), one of the world's mega-universities. Since the completion of the merger between the University of South Africa (Unisa), the Distance Education Campus of Vista University (Vudec) and Technikon South Africa (TSA) in 2004, the new Unisa has endeavoured to redefine itself as the country's dedicated ODL comprehensive university. This has required extensive reflexive research into the institution's current practices and attempts at setting appropriate benchmarks for transformation. However, with 280 000 students, 4 000 active courses and 600 assessment centres distributed throughout the world, and a particular mission in development in Africa, Unisa has both similarities with and key differences from other ODL institutions. This has led to the development of an Integrated Quality Management Framework (IQMF) (Unisa 2008b) which provides guidelines as opposed to pre...
This article observes that while open distance learning (ODL) has demonstrably created greater op... more This article observes that while open distance learning (ODL) has demonstrably created greater opportunities for access to higher education opportunities, access alone is a necessary but insufficient criterion for advancing the twin causes of development and social justice. The article considers social justice and supporting learners in ODL, particularly in terms of what is taught and the ways in which teaching/learning is mediated. It argues that the demographics of ODL learners are changing and these changes should be considered and addressed. The article starts from the assumption that learning is a basic human activity, but observes that what is learned in higher education is both more systematic and more purposeful and therefore requires careful mediation. It considers the University of South Africa (Unisa) case, recognising a shift towards an epistemology of social-constructivism, where progressive scaffolding allows the learner to move to more independent learning. The article then identifies some of the key assumptions that need to inform changed practice in order to produce a deeper sense of connection and relevance with learners: from appreciating that learning resides with the learner, through to redesigning the distance learning approach. The article is basically a position paper for Unisa, but it seeks to manifest many of the root assumptions underlying its interpretation of ODL. As such it is hoped that the article will be of interest to international readers by providing an African perspective on challenges faced by higher education more generally.
Open and distance learning (ODL) is an important channel for increasing education opportunities a... more Open and distance learning (ODL) is an important channel for increasing education opportunities and outcomes. It is particularly relevant for the Pacific, given small dispersed remote populations and limited access to secondary and post-secondary opportunities in rural and outer island locations. Despite the importance of ODL to the region and the immediate need to build capacity, there has been limited investment. The COVID-19 pandemic has further reinforced the need for the Pacific to be well-prepared for non-contact teaching and learning approaches outside traditional classroom-based practices. This paper charts the development of an ODL course catalogue, as part of a wider initiative, to build capacity by assisting classroom-based teachers to locate professional development opportunities in and through ODL. The process began with the development of a concept note and an attempt to survey what training was already available in the region. This led to the development of a prototyp...
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