Distance Education at Traditionally Contact Higher Education Institutions
REPORT PREPARED FOR THE SOUTH AFRICAN COUNCIL ON HIGHER EDUCATION
Introduction
In the second half of 1999, in response to a concern raised by the Council on Higher Education (CHE), SAIDE undertook a research process examining distance education practices at traditionally contact public higher education institutions. The research was conducted under the auspices of the Higher Education branch of the Department of Education. The aim of this work has been to understand better the nature of these practices, and to use this understanding to inform policy developments in South African higher education. The statistical analysis was to be conducted by the national Department, and is not incorporated into this report.
In this summary report in Part One, we outline key trends emerging from our research work, then, in Part Two, we make a limited number of recommendations drawn from our findings. The summary is supplemented by in-depth appendices capturing the details of our findings. In the interests of brevity, we have not incorporated these into the summary itself, but have ensured that all observations made in this report are substantiated by the research we have undertaken. In this regard, we have drawn on a range of primary research tasks: Case studies of selected programmes that described themselves, in some form or another, as using distance education methods. These case studies were written on the basis of institutional visits and interviews conducted with officials of providing institutions. SAIDE’s previous work with traditionally contact higher education institutions, where services such as workshops, materials development, evaluations and research were rendered. The case studies of selected programmes, as well as examples of SAIDE’s previous work with traditionally contact higher education institutions are contained in Appendix One. In selecting case studies for new primary research, we aimed to balance the following elements: • Institutional types (including both technikons and universities); • A mix of small and big institutions and mix of small and large programmes; • Use of a range of technologies; • Undergraduate, post-graduate, diploma, and degree level programmes; and • A focus on different fields. We also excluded institutions and fields with which we had already done extensive work. For example, SAIDE has provided extensive support to some institutions as they have sought to integrate effective use of distance education methods into either their institution as a whole or identified programmes. In addition, we had recently completed extensive research work into distance teacher education. Hence, we sought to supplement this work and integrate the analysis emerging from our existing knowledge and new data. Full details of the research methodology used in constructing our case studies is contained in Appendix One.
SAIDE has spent extensive time tracking the use of distance education methods at traditionally contact higher education institutions, as well as working with many of the people trying to integrate distance education methods into their educational offerings. Below we present a summary of our key findings. These trends are supplemented by detailed descriptions and case studies in the appendices to this report.
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PART ONE Range of Educational Practices at Traditionally Contact Institutions
INTRODUCTION
A first set of trends clusters around the difficulty of finding appropriate descriptors for different educational practices. This set of trends is of particular relevance to higher education policy, because it raises broader questions about the broad policy frameworks used to govern distance education practices in South African higher education. Most importantly, it forces analysis of the definitions of distance education and the extent to which they remain relevant. In getting to this analysis, we start by exploring some of the different terms educational providers are using to describe their activities.
HOW ARE PEOPLE DESCRIBING THEIR ACTIVITIES?
The first difficulty we experienced in conducting our research work was in trying to come to a generally acceptable understanding of the term distance education. This has been greatly complicated by growing use of the term – for widely divergent reasons – by a range of players in South African higher education. Since the release of the White Paper on Higher Education, the term has found growing currency both as misapplied jargon and as a marketing strategy for different types of programmes in public and private education. This problem has also been exacerbated by the development of new educational technologies that are making the concept of distance increasingly difficult to interpret. Use of video conferencing technologies, for example, creates spatial but not temporal separation, while e- mail discussion groups allow users to share the same virtual ‘space’, their discussion separated mainly by time.
Rather than dwell too much on this problem, we shifted responsibility to institutions, seeking to discover more about those educational practices that providers themselves described as involving ‘distance education’. This, however, has become complicated because some providers feel uncomfortable with this label, primarily because they are aware that programmes defined as distance education programmes are subject to lower subsidy returns than those that are not. Others reject the distinction that is being made between distance education and face-to-face education as artificial and untenable.
Our discovery was that a much wider range of terms to describe practices than simply distance education is used by institutions and practitioners’. Moreover, we found that a number of terms may be used within a single institution, either interchangeably or to describe different sets or ‘packages’ of distance education delivery methods. All, however, share a common thread: they involve structured efforts to overcome problems of temporal and/or spatial separation between learners and educators. Below are examples of some of the terms used by different institutions:
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OFF-CAMPUS ACTIVITIES
Distance education programmes at Technikon Northern Gauteng are referred to as off- campus activities. Off-campus activities are understood to be learning activities of the Technikon that take place away from the main campus, the purpose of which is to ‘make available educational opportunities where there is no infrastructure.’1 Although off-campus programmes is not the formal term most institutions use to describe programmes they offer using distance education methods, our research showed clearly that this notion informed many distance education managers and practitioners’ understanding of distance education. Thus, programmes offered away from the main campus or physical facilities, no matter what learning strategies are employed (including face-to-face teaching), are generally referred to as distance education programmes.
TELEMATIC EDUCATION AND TELEMATIC LEARNING
At Technikon Pretoria and the University of Pretoria, the main coordinating structure for distance education provision is called the Department of Telematic Education, while, at Potchefstroom University, Telematic Learning Systems plays a similar role.
The University of Pretoria uses the term telematic education to refer to ‘a comprehensive system of flexible learning which emphasizes the use of technology to enhance the teaching and learning environment, mostly ‘over a distance’.2 Technikon Pretoria also uses the term telematic learning as an umbrella term for its distance education programmes.
The University of Potchefstroom uses the term ‘telematic learning’, which is similar to the term telematic education, to refer to a specific type of distance education programme. Other programmes using distance education delivery strategies that are offered by this University are referred to as distance education programmes. In the University’s institutional plan (2000-2002) to the Department of Education, this distinction is highlighted and explained as follows: Since 1996, the university has introduced Telematic Learning Systems. This is contact education at learning centres all over South Africa. The programmes offered at these learning centres as well as at residential campuses constitute the contact education programmes of the university and are recognised by the Department of Education as such. In a limited number of cases, students use the Telematic Learning Systems in non-contact situations. Those students are flagged in our information data system and are considered as distance education students for reporting purposes.
The distance education programmes offered by the PU for CHE consist of three modes: 1. Distance education offered in collaboration with UNISA. All students involved in these programmes enrol at UNISA and are therefore not reflected in our data; 2. Distance education offered in partnership with the Open Learning Academy (previously COLSA); and 3. Distance education offered on a limited basis by the University itself, using technology related to the virtual mode of education.3
From the above, it is clear that Potchefstroom University for CHE regards telematic learning programmes to be part of the University’s residential programme offering. These
1 Inter view with the Head of Department of Nursing Science, Technikon Northern Gauteng, 4/10/1999 2 Notes from Dr Tom Brown’s presentation at the Telematics for Africa Development meeting, CSIR, May 1999. He is Project Manager of Telematic Education at the University of Pretoria. 3 Potchefstroom University for Christian Higher Education. 1999. Institutional Plan (2000-2002) page 16.
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programmes generally maintain a structured contact component. Distance education programmes, on the other hand, are then understood as those programmes not available to residential students, offered in partnership with another institution or delivered through information and communication technologies with no contact element.
The Chief Director of Telematic Learning Systems at Potchefstroom University explained that telematic learning programmes were introduced because of an investigation into appropriate delivery options to support the University’s shift to outcomes-based education, rather than via a formal decision to introduce distance education programmes. This explanation is important, as the implication is that telematic learning programmes, or elements of such programmes, could be offered to on-campus learners as part of the residential programme. The LLB programme offered by this University is a case in point. Course materials initially developed for the telematic learning delivery option of this programme are now also used in the residential programme. As a result, the total number of contact hours for residential students was substantially reduced.
The above example clearly demonstrates the tension and overlap between the terms distance education, telematic learning, and contact tuition. It can be argued that students on the telematic learning option of the LLB programme perceive themselves to be distance education students, since they can study from home using structured materials and attend satellite broadcasts at centres in close proximity to their homes. Students on the residential programme, however, are unlikely to regard themselves as distance education learners, simply because they attend lectures on campus, albeit with much reduced contact time and with additional independent study aided by structured materials. To further compound this, the learning strategies employed by programmes the University classifies as telematic education programmes vary, as does the number of contact hours per programme.
DISTANCE EDUCATION
The Rand Afrikaans University and Peninsula Technikon use the term distance education. According to the Head of Department of the Department of Environmental Health at Peninsula Technikon, distance education is understood as ‘an approach where education is offered without physical contact’.4 At many of the other institutions we visited or worked with, we found that the term distance education is still frequently used in informal discussions to denote non-traditional forms of provision. There are different reasons why this term is no longer commonly used in formal contexts, but one reason that certainly came through strongly was the sense that distance education has a pejorative meaning, signifying something like correspondence tuition.
FLEXIBLE LEARNING
At the Technikon Witwatersrand, the term flexible learning is preferred to the term distance education. The Technikon has an official policy on this type of provision, which describes the purpose of flexible learning to bring education closer to where students live. In an interview, the Director of the Flexible Learning Unit distinguished between education and learning. According to him, learning takes place when students take books and guides to go and learn on their own, whereas education takes place when students work with others in groups and
4 Interview with the Head of Department of Environmental Health, Peninsula Technikon, October 1999.
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have contact with lecturers. The approach adopted by the Flexible Learning Unit is to allow students to study at their own time and pace and to use different strategies available to access education.
LIFELONG LEARNING
The University of the Western Cape clusters its distance education and resource-based learning programmes under the rubric lifelong learning programmes. This is because these programmes, through means of their flexible delivery strategies and/or target audiences, embody the university’s commitment to promoting and facilitating lifelong learning. This term is therefore derived from the purpose of these programmes in the broader institutional context, rather than from choice of delivery strategies. The programmes included in this category have divergent delivery strategies, some of which can be classified as a form of contact tuition, while others involve resource-based learning. Programmes that are targeted at hard-to-reach populations or audiences who would not conventionally enrol at a university, such as programmes for adult educators or programmes that focus on rural development, are also regarded as lifelong learning programmes.
PROGRAMME-LEVEL DESCRIPTIONS
In addition to the umbrella terms used by institutions to describe their overall distance education provision, we found that yet more terms and categories for distance education are used on the programme level. An example of this is the honours programme in Human Resource Development at the Rand Afrikaans University, which is classified as a reduced contact programme. Various programmes in education offered by the University of the Witwatersrand that use distance education strategies are referred to as mixed mode programmes. Programmes at the University of Pretoria are classified as paper-based distance education, web-based distance education, or block release or block contact programmes. These are but a few examples.
IMPLICATIONS OF DIVERGENT TERMINOLOGY
A consequence of the general quagmire of terminology is that institutions are reporting on their ‘distance education’ provision in very different ways. This is particularly evident in institutional plans for 2000-2002 that higher education institutions submitted to the Department of Education at the end of 1999. The Department of Education had requested institutions to explicitly report on their distance education provision in these plans. A number of institutions reported that they do not offer any distance education programmes, among these Peninsula Technikon, the University of Cape Town, the University of the Western Cape, Rhodes University, and the University of the Witwatersrand. These institutions do, however, offer programmes that could be regarded as employing distance education strategies (albeit on a small scale), depending on the definition that is used.
Some higher education institutions, notably the University of Port Elizabeth, have questioned and problematized the application of the concepts ‘contact’ and ‘distance’ education students in their submissions. The University of Port Elizabeth’s institutional plan (2000-2002) to the Department of Education argued that: Under close scrutiny, the conceptual distinction which these definitions are attempting to draw cannot be maintained and have been overtaken by international developments in higher education
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teaching. Local and international developments in higher education teaching have moved strongly in the direction of resource-based learning.5
The University further argues that: In resource-based learning, direct interaction between the university teachers and the learners - by way of face-to-face discussion…is now seen as simply one element of teaching in higher education amongst many others. Also, the place of instruction – indicted in the phrase “the institution’s premises or a site of the institution”, no longer has a definite boundary - with many higher education institutions delivering their programmes at sites which are more convenient for the learners they are attempting to serve.6
The University noted that it found the distinction between contact mode and distance mode, as reflected in the manner in which institutions were requested to supply their projected enrolments, especially uncomfortable. That is because the University has ‘committed itself to serving diverse mature students, many of whom are geographically remote from the main campus of the University, are in full-time employment, and cannot afford the indirect costs of studying at a University either full-time or part time.’7 It is further argued in the institutional plan that UPE has focused on the material barriers to access to higher education prevalent in South Africa and in the Eastern Cape in particular. As a result, the University has developed modes of teaching that cannot be neatly accommodated in either the categories ‘contact’ or ‘distance’.8 Despite the difficulties the institution had with distinguishing between its ‘contact’ and ‘distance’ education offerings, it has differentiated them for the purpose of developing the institutional plan.
In their institutional plans, both Rhodes University and Potchefstroom University for Christian Higher Education explain the way in which they distinguished between contact education and distance education students. Rhodes University added a note to its projections for enrolments stating that it classified all its students as contact students, although ‘it does not mean that students are necessarily on campus for the full duration of their coursework.’9 Rhodes University further states that it is of the opinion that the classification of students into contact students and distance students will not reflect the realities of the 21st century.10 The distinction that Potchefstroom University draws between distance education and telematic learning was previously discussed.
In conclusion, it is clear from the above discussion that terminology used to describe the delivery strategy of a particular programme or set of programmes is of little value in determining whether a programme is a contact or distance education programme. Moreover, our research provides further support for the view that the introduction of new educational technologies and teaching approaches have rendered the distinction between contact education and distance education artificial.
5 University of Port Elizabeth, Second Phase Rolling Plan, 2000-2002, p.5. 6 Ibid. p.5. 7 Ibid. p.5 8 Ibid. p.5. 9 Strategic Plan 2000 – 2002, Rhodes University, p.2.4. 10Ibid. p. 2.4.
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WHAT IS THE RANGE OF PRACTICES?
We have summarized below examples of different practices we documented. The intention in the brief summary below is not to provide a comprehensive overview, but rather to highlight some key features of the educational practices we have explored.
DELIVERY MODEL
In our research, we encountered a wide range of delivery strategies. We have organized particular combinations of strategies into four categories or models. The purpose of this exercise is not to introduce new terminology or to attach a qualitative value to any one of these models, but to provide a brief overview of the delivery models that are most prevalent. It should be noted that a single programme is sometimes offered using combinations of different delivery strategies. For example, Potchefstroom University’s LLB programme is offered both as a contact programme away from campus (with satellite broadcasts at learning centres) and as a web-based independent study programme. Learners can make a choice as to which strategy will best suit their needs.
Paper-Based Distance Education Many of the large-scale distance education programmes in education and nursing can be classified as paper-based (this is the term that the University of Pretoria uses to describe this delivery model) or print-based distance education. This does not suggest that there are no other support components built into the course, but points to the fact that print materials is the primary delivery strategy. This model is also widely used in programmes that are offered by public higher education providers in partnership with private providers, such as the Further Diploma in Education Management offered by the University of Pretoria in partnership with Success College.
Web-Based Distance Education Web-based programmes require that students have access to this type of technology, and enrolments on these programmes therefore tend to be much lower than for paper-based programmes. Programmes offered in this mode are generally targeted at niche markets and/or offered at Master’s level. In this model, the Internet, World Wide Web, and CD ROM are used to deliver programmes. In some instances, programme delivery through means of the World Wide Web or CD ROM actually constitutes paper-based distance education, meaning that the technology is primarily used to download content. In addition to content delivery, however, many of the programmes offered through this mode provide learner support and administrative services, using web-based software packages such as Web CT and Embanet.
Off-Campus Tuition through Learning Centres, Satellite Broadcasts, and Block Contact The delivery model for many of the distance education programmes that we surveyed was primarily selected to bridge the spatial divide between learners and teacher. This was achieved by using technologies such as satellite broadcasting, offering face-to-face lectures at satellite and learning centres, and compacting the period over which face-to-face tuition takes place. In essence, these programmes are traditional contact programmes that employ innovative strategies to make them more accessible to learners who work full-time or who are spatially removed from the institution.
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Some programmes make use of only one of these strategies, such as the seminar programme in Dentistry offered by the University of Stellenbosch that uses satellite broadcasting. Other examples are the health programmes offered by Peninsula Technikon, where lecturers travel to learning centres. The honours programme in Human Resource Development offered by the Rand Afrikaans University uses both block contact and satellite broadcast strategies. Yet another example of this type of provision is the School for Public and Development Management (P&DM) at the University of the Witwatersrand’s Master of Management Programme in Mpumalanga.
Mixed-Mode Provision Mixed-mode programmes make use of a combination of face-to-face and distance learning strategies. An important component of mixed-mode programmes is independent study, which is aided by instructional expressly designed for this purpose. The Flexi-B.Ed programme and the Further Diplomas in Education offered by the University of the Witwatersrand are examples of such programmes.
INSTITUTIONAL STRUCTURES FOR MANAGEMENT OF DISTANCE EDUCATION PROVISION
The way in which distance education provision is organized and managed varies across institutions. Three broad categories of institutional organization of distance education can be distinguished.
Category One The first category constitutes those institutions that have formal policies on distance education, have made an institutional commitment to offering distance education, have introduced a wide range of distance education programmes, and have established strong institutional structures to manage and coordinate this type of provision.
Institutions that fall in this category are, by and large, the Historically Afrikaans Institutions, and include: the Universities of Pretoria, Stellenbosch, Potchefstroom for Christian Higher Education, and Port Elizabeth, the Rand Afrikaans University, and Technikon Pretoria. The University of the Orange Free State is not included in the above list, as it has not yet embarked fully on distance education provision. From discussions with the Head of Distance Education at this institution, however, it became clear that, in moving to distance education provision, this university is planning to follow a path similar to that of the institutions listed above. The University of the Orange Free State is piloting a number of distance education programmes in 2000.
We found that most of the institutions that offer distance education programmes on a large scale and have made an institutional commitment to distance education provision have established – or are in the process of establishing – strong institutional structures for managing and administering distance education. These institutions have central structures that function as the engine room for distance education provision. Examples of these are the Centre for Distance Education (PRAUD) at the Rand Afrikaans University, Telematic Learning Systems at Potchefstroom University for Christian Higher Education, and the Department of Telematic Learning at the University of Pretoria.
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Services The services offered by these structures differ from one institution to the next, but usually include ICT support, support for materials development, and marketing and administrative functions. At some institutions, for example at the Rand Afrikaans University, the majority of services are offered in-house, but the general trend seems to be to outsource some functions, such as printing of materials, materials dispatch and delivery, and marketing and publicity.
Management The heads of structures established to manage and coordinate distance education provision are usually appointed on a senior management level. These persons generally have direct access to the vice-chancellor or to executive management. Distance education structures are managed as cost or profit centres, and are expected to become self-sustainable over a three- to five-year period.
Funding At those institutions where an institutional commitment to distance education provision has been made and where institutional structures to manage and support distance education are in place, seed capital for the development of programmes to be offered through distance education is usually derived from the institution’s reserve funds. These monies are usually made available after a financial sustainability exercise has been undertaken and on condition that the loan must be paid back to the institution over a defined period, usually three to five years.
Category Two Institutions that fall in the second category do offer distance education, albeit on a far smaller scale than those in category one. Some of these institutions too have structures in place to coordinate distance education provision, but these are often less formally established, offer a more limited range of services than, and are not as well resourced as those in the first category. Institutions that fall into this category include, but are not limited to, the University of Natal, Peninsula Technikon, Technikon Northern Gauteng, the University of the Western Cape, Free State Technikon, Witwatersrand Technikon, University of Fort Hare, the Medical University of South Africa, the University of Cape Town, and Cape Technikon. Examples of such units or departments are the Flexible Learning Unit at Witwatersrand Technikon, the Open Learning Network at the University of Natal, and the Division for Lifelong Learning at the University of the Western Cape.
Some of these institutions, such as Cape Technikon, are in the process of moving over to large-scale or more sustainable distance education provision and are currently investigating different models for doing so.
Category Three The third category of institutions covers those institutions where we discovered some small- scale distance education programmes, offered without any structured institutional support. Amongst the institutions in this category, we include number of institutions that formally declared in their institutional plans for 2000-2002 to the Department of Education that they do not offer distance education programmes. These institutions offer a small number of programmes that use distance education strategies, but which cannot outright be classified as distance education programmes.
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Category Four The fourth category comprises institutions that currently do not offer any distance education programmes. In this category, we include institutions that have adopted a formal policy not to have distance education programmes and/or whose institutional plans do not have projections for distance education enrolments. These include Vaal Triangle Technikon, Border Technikon, Technikon North West, Port Elizabeth Technikon, University of Zululand, University of Venda, University of the North, ML Sultan Technikon, and the University of Transkei. There are difficulties sometimes in differentiating between categories three and four, as formal institutional policy does not automatically equate with absence of distance education provision.
COURSEWARE DESIGN AND MATERIALS DEVELOPMENT
We identified four approaches that institutions and departments adopt in the design of materials. First, some institutions or programmes adapt existing materials to make them more suitable for distance education application. This approach is used most often where a distance delivery option is introduced alongside a face-to-face programme. A second approach is to develop new materials expressly for distance education purposes. The latter practice is normally found where new programmes are being developed that will have distance education as the only delivery option. Third, some institutions or programmes develop or adapt materials so that they can be used as outcomes-based educational resources for both contact tuition and distance education. A fourth strategy is for departments to enter into agreements with other institutions – both in South Africa or abroad – to use and/or adapt their materials.
At institutions with institutional structures for distance education, the development of course materials for medium- and large-scale programmes is often a multi-disciplinary endeavour that brings together telematic education staff, instructional design staff, and departmental staff. In some institutions, such as the Rand Afrikaans University and Potchefstroom University for Christian Higher Education, the process is initiated by the department responsible for offering the programmes, but driven by the telematic education or distance education department. At these institutions, it would seem that the role and nature of academic development units and bureaux is shifting, with the primary purpose of these units increasingly being regarded as supporting distance education programme development. At these institutions, the development of distance education materials for smaller programmes is often undertaken by individuals or departments with some support from the institutional structures.
At institutions where there is less evidence of institutional support for distance education, materials are sometimes developed by departmental course teams, often with the assistance or support from experts from within and outside the institution. We also found, however, that materials are often simply developed by individuals working on their own. The latter scenario is often true for programmes that attract fairly low numbers of distance education learners, including some Master’s degree programmes.
The major challenge facing introduction of distance education programmes is the extra workload these programmes bring to staff members, particularly with respect to materials design and development. Most institutions rely on their existing staff for the development of materials for distance education programmes. This adds to the workload of academic staff,
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but is regarded by some institutions as part of their normal duties and therefore no incentives are provided. There are, however, some institutions that recognize the additional workload distance education programmes bring on departmental staff and who offer incentives or rewards to staff. For example, when the MBA programme was introduced at the Potchefstroom University for Christian Higher Education, new course materials had to be developed. Lecturers were required to develop course material during their spare time, and were rewarded for this exercise. In addition, authors are entitled to royalties on their material, and Telematic Learning Systems has structures in place to deal with copyright issues.
In some instances, institutions or departments feel that they lack the expertise to develop distance education materials and decide to outsource the function of developing materials. For example, at the Medical University of South Africa (MEDUNSA), academic staff at the National School of Public Health (NSPH) developed course materials for their distance education programmes with the assistance of a distance education specialist from the United States of America. All staff members in this programme are linked online to this specialist, who offers them ongoing support. NSPH staff members also develop first drafts of the materials, and then identify an international expert in the discipline to help shape the course content. Further input and discussions are held with local experts until the programme is complete.
USE OF TECHNOLOGY
Information and communication technologies (ICTs) play an important role in the delivery of many of the types of distance education we encountered. Often, it is the technology that makes a particular type of provision possible. The past five years, however, have involved a steep learning curve for the majority of institutions that embarked on distance education provision, and many valuable lessons, in particular about use of technology in delivering education, have been learnt.
At many historically Afrikaans institutions, where strong institutional structures for coordinating and supporting distance education provision have been established, various high-end technologies, such as live satellite broadcast and video-conferencing, are used. For example, the University of Stellenbosch offers programmes combining paper-based resources, the Internet, and ‘interactive television’ broadcasts. The University of Pretoria’s programme in Nursing uses satellite broadcast as its main delivery strategy. But high- technology delivery strategies are not used exclusively by historically Afrikaans institutions. Technikon Witwatersrand’s main means for delivering the curricula is video conferencing delivered through the Integrated Services Digital Network (ISDN) from Telkom. For delivery of the University of the Witwatersrand School for Public and Development Management’s Master of Management programme in Mpumalanga, video-conferencing through PictureTel was used as the main strategy for delivering 40 hours of lectures per module.
Many institutions do not use high-technology delivery strategies, such as Peninsula Technikon and Technikon Northern Gauteng. These institutions, both of which are offering programmes in the health and environmental health sciences using distance education methods, rely on paper-based delivery strategies supported by contact sessions. Low cost technologies are also frequently employed in large-scale distance education programmes, notably the many programmes offered in teacher education and nursing.
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The use of technology allows institutions to reach out to students in remote areas. For example, through the paper-based delivery strategies and support of quarterly contact sessions, Peninsula Technikon has been able to establish a centre and reach out to students in Namibia, Umtata, Mafikeng, Kimberley, and Pietersburg. The web-based Master of Taxation programme at the University of Pretoria makes it possible for learners to move countries without their studies being interrupted, since they can access the course materials and send the assignments online.
LEARNER SUPPORT
Below we list some common teaching and learning strategies employed to support learners enrolled on programmes using distance education methods. It is critical, however, to note that learner support does not, for us, suggest reference to an easily identified group of teaching and learning strategies. Regretfully, much distance education literature attempts to categorize teaching and learning strategies in precisely this way, creating a mistaken impression that the mere application of a particularly such strategy (for example, a small group tutorial) is in itself an indicator of learner support.
For us, the issue is much simpler. Every teaching and learning strategy used in a course or programme has the potential either to support learners or not to support them, depending on how it is used and how relevant it is to achieving success within a course or programme. Thus, every teaching and learning strategy should be measured by the extent to which it support learners.
Likewise, the way in which these teaching and learning strategies are combined and integrated should also be assessed against this measurement. This is the only meaningful way to determine how well learners are supported in any educational system. Nevertheless, the following strategies have been incorporated into programmes we have examined with the stated aim of supporting learners. The issue is not what strategies are used, but how and why they are used. The following are a summary of the types of learner support strategies we came across in our research.
Contact Sessions. Contact sessions are the most prevalent form of learner support provided to students. Almost all programmes we surveyed have some forms of contact sessions organized for students, and in many of these it is the main means of communicating the curriculum.
The way in which contact sessions are used and the frequency of such sessions are widely divergent across programmes and institutions. Where the purpose of contact sessions is not regarded to be the delivery of content, these sessions are often used to facilitate physical contact and interaction between students and lecturers. Educators sometimes also use these sessions as opportunities to brief students about course requirements and to deal with difficulties encountered by students. They also provide students the chance to interact with educators and to raise any problems they may have that are related to the courses they are doing.
Interactive television broadcast and two-way video-conferencing are specific forms of contact that we found to be quite prevalent. It is used extensively in programmes offered by, among others, the Universities of Stellenbosch, Potchefstroom, and Pretoria, and Technikon
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Witwatersrand. For example, a major form of student support available in distance education programmes at the University of Stellenbosch programmes is through interactive television broadcasts. These are not primarily used to deliver lectures, but to offer support by discussing issues arising out of the reading materials that students are given. Television broadcasts are also used to brief students on issues related to the course. The University of Pretoria also uses television broadcasts as forms of support to students in programmes such as the Master of Taxation programme, in which paper-based materials and web-based materials are the major delivery strategies.
The high costs generated by the use of this type of technology, as well as technical failures often associated with its use have placed a question mark over the continued use of this type of learner support. At most of the institutions we visited, programme coordinators and distance education staff indicated that they are re-considering the use of this type of technology or are planning to change the way in which it is used. Often this entails substantially reducing the number of hours for which it is used.
Individual Support. Most of the programmes we researched have some component of administrative and/or academic support strategy on the level of the individual student built into the programme design. The extent to which these services are accessed and utilized by students vary between students enrolled on the same programmes and between programmes. In the following section, we discuss those individualized support strategies most commonly found.
Telephone Support Some institutions provide support to students through telephone help-desk services that operate up to 24 hours a day. The level of sophistication of these systems differs from institution to institution. At its most basic level, it entails an answering machine connected to a telephone line in the academic department in which the programme is offered. Students can therefore phone in at any time and leave messages for their lecturers. Such a system is in place for the Further Diploma in Education for teachers specializing in mathematics, science, and English language teaching at the University of the Witwatersrand.
A more sophisticated system of this kind is found at the University of Potchefstroom, where there is a help desk service available from 8:00 to 20:00. An operator, who is generally assigned to one or two programmes only, takes students’ calls and relays their queries, both academic and administrative, to the relevant people. The operator is then responsible for ensuring that the student gets prompt feedback on his/her query. Students who phone after 20:00 can leave message on the Help Desk’s answering service. The forms of support provided by the Help Desk include logistics, delivery of materials to students, and submission of assignments. Students can also send messages overnight via e-mail. Staff retrieve these messages at the beginning of every working day and direct them to the relevant departments. There is a commitment that, through this service, a student query will be responded to within 24 hours.
E-mail Support Whereas the possibility to use e-mail as a means of communication forms part of most of the programmes we researched, e-mail as a formal a learner support strategy is mostly found in small-scale programmes, often those offered on a postgraduate level. In the Masters of Philosophy in Maternal and Child health programme at the University of Cape Town, e-mail communication between students and lecturers is built in as a major learner support strategy.
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Face-to-face Consultations with Lecturers/Tutors/Mentors Most of the programmes included in this research exercise make provision for a form of one- to-one consultation with lecturers or tutors. In most cases, learners need to telephone lecturers to arrange a time for the consultation to take place. Generally, learners need to go to the main campus to see the lecturer, but there are exceptions to this. From our research, it would seem that this type of support is not regarded as a primary support strategy, as the high number of students enrolled on programmes often makes this form of support difficult to provide and only a small number of students access this type of support. Informal one-on-one consultations with tutors or mentors, where those are available, take place more frequently.
Feedback on Assignments Feedback on assignments is an important form of individual support to learners, although very few of the programme coordinators we interviewed or worked with explicitly identified this as a learner support strategy. An example of a programme where feedback on assignments is used as a primary strategy for supporting learners is the Further Diploma in Education programme offered by the University of the Witwatersrand.
Research Supervision In postgraduate programmes with a compulsory research component, individual support is also provided to learners by research supervisors.
Computer and Online Support. Online support is mainly found in web-based programmes. It facilitates communication between lecturers and students and between students. The Masters in Public Health programme at Medunsa is a good example of the possibilities available for online courses. The National School for Public Health at Medunsa uses a computer software programme, called the Embanet system, to offer its programmes. Through this and other systems (such as Web CT, used by various other universities), a range of online support services is provided. These include electronic chats, ‘virtual classrooms’, online documentation, and other services. Other forms of support that use personal computers include providing exercises for learners on CD ROM. The LLB programme at Potchefstroom University for Christian Higher Education is an example of a programme that uses this strategy.
Work-Based Learner Support. Given the collaboration between institutions and industry, learner support can now be extended to the workplace of students. In this regard, workplaces of students are viewed as extended learning environments or centres. For example, in the engineering programme that Technikon Pretoria will be running in collaboration with Sasol, students will be located in industry, working under a supervisor. Supervisors will also act as mentors, and provide guidance to students in relation to their studies. The workplace will also provide the student access to infrastructure and equipment (laboratories, computers, and chemicals) for them to do experiments. This will be cost-effective for students, since they will not have to travel long distances to the technikon to access these facilities.
Tutorial Letters Learners on the in-service Further Diplomas in Education programme that is offered by the University of the Witwatersrand receive a general tutorial letter summarizing the issues that arose from assignments. Tutorial letters are also used in the honours programme in Human
15 Distance Education in Traditionally Contact Public Higher Education
Resource Development offered by the Rand Afrikaans University and the Further Diploma in Education Management offered by the University of Pretoria. In the latter examples, tutorial letters provide general information about the programme, information about administrative arrangements and are used to convey updated information when the material in the study guide is out of date.
Learning Groups or Syndicates Formal and compulsory group work is a component of the MBA programme offered by Potchefstroom University for Christian Higher Education, the pilot programme in Management Leadership offered by the University of the Orange Free State, and the Master in Public and Development Management programme offered in Mpumalanga by the University of the Witwatersrand. Additional learner support in the Master’s of Philosophy in Maternal and Child Health offered by the University of Cape Town is provided through discussion groups where geographical groups of learners are able to meet together and discuss common interests in the course.
Mentors
Several distance education type programmes offered by the technikons have mentoring systems as part of programme design. For students on the Nursing and Environmental Health programmes offered by the Technikon Northern Gauteng, mentors are appointed in the experiential learning sites where students have to do their practical work. The programme in engineering that the Technikon Pretoria will be running in conjunction with Sasol is also envisaged to have a strong mentoring component. Students will be located at Sasol and will be working under a supervisor, and mentors will be appointed as the centres where students are based. Peninsula Technikon appoints student mentors in all the regions where their B Tech programmes through distance education are offered. The role of student mentors is to coordinate students’ activities when there are no lecturers around, to collect assignments and forward these to the main campus, and to keep students motivated.
Video Video is used as a support strategy for learners in, for example, the MBA programme offered by Potchefstroom University for Christian Higher Education. Video is also sometimes used as a backup strategy when there is technology failure in live satellite broadcasts.
Workshops Workshops are another form of learner support. Examples of programmes that offer workshops are the Master of Public and Development Management Programme that is offered in Mpumalanga and the in-service FDE programme, both offered by the University of the Witwatersrand. Attendance of the mid-cycle workshops offered in the Wits FDE programme is not compulsory. Their function is primarily to assist with assignment and contact queries, and there is sometimes a focus on improving reading and writing skills. Workshops are offered to learners enrolled on the Master in Public and Development Management programme to assist students to develop specific skills (such as the use of the Internet) or to bridge skills gaps (for example, statistical analysis).
16 Distance Education in Traditionally Contact Public Higher Education
USE OF SATELLITE CAMPUSES AND LEARNING CENTRES
Many of the institutions and programmes with which SAIDE has had contact use satellite learning centres to support their distance education programmes. A satellite learning centre is understood as a physical facility that is used as a meeting place by students, which an institution establishes or rents to support programmes it is running at a distance. These centres are used mainly for contact sessions, writing of tests and examinations, viewing of television lecture broadcasts, and sometimes for submission of assignments.
As the director of Telematic Education Unit at Pretoria Technikon has noted, satellite centres should be differentiated from satellite campuses, as the latter are regarded as a replica of the main campus: ‘All activities that take place on the main campus such as daily contact tuition, administration, library facilities, also take place at the satellite campus.’ 11
Facilities made available at satellite centres vary from centre to centre. Hence, some centres have VCR facilities, computer laboratories, computers with Internet access, and a satellite connection with the main campus, whereas others only provide lecturing facilities. In some cases, a learning centre could be a rented classroom used for contact sessions, or a rented room used for viewing of television broadcast lectures. The practice in most institutions is not to erect facilities, but to rent existing ones from other institutions.
PARTNERSHIPS AND COLLABORATION
Between Public Higher Education Institutions In our research, we found little evidence of partnerships between public higher education institutions. UNISA offers some of its courses in partnership with Potchefstroom University for CHE. There are also some examples of materials sharing on postgraduate level, such as the Images of Africa course offered by the University of Cape Town and the University of the Witwatersrand together with an international partner.
Between Public Higher Education Institutions and Industry Even though there is little evidence of local inter-institutional collaboration in offering distance education programmes, what exists is a strong partnership between these institutions and industry. Partnerships with industry are motivated by the fact that most distance education programmes offered by technikons, but also some of the programmes offered by universities, have been introduced in response to the needs of industry or the needs of students who are employed.
For example, Technikon Witwatersrand (TWR) started offering distance education programmes in 1989 following a Transnet request to the Technikon to offer training to its employees to upgrade their skills. At the time, Transnet employees who had obtained training and qualifications from the technical colleges held good technical positions and were supposed to be paid better salaries. However, because of their lower qualifications, this was not possible. As such, the company took the initiative to have the qualifications of its employees upgraded by requesting TWR to provide them with courses. As a result, TWR provided Transnet’s technicians in the telecommunications and signalling fields. This led to the skills and qualifications levels of employees upgraded from a certificate level obtained at
11 Interview with the director of Telematic Education Unit at the University of Pretoria, 13/10/199.
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a technical college level to a national diploma obtained at a technikon. This further led to these employees qualifying for better salaries commensurate with their levels of responsibility and qualifications.
The Bachelor of Technology (B.Tech) Nursing offered by Technikon Northern Gauteng was also designed to meet the needs of employers and students. Employer needs were solicited and accessed through an advisory committee, which was mainly made up of faculty staff and employers of students. The role of the advisory committee was to help the faculty in identifying what the needs of employers and students are.
Some of the programmes surveyed that respond directly to the needs of employers are the Masters in Public Health programme at Medunsa, the Master of Engineering and Law at the University of Stellenbosch, and the Engineering programme at Technikon Pretoria. The Technikon Pretoria partnership with Sasol in offering a Diploma in Process Instrumentation from 2000 presents an interesting model in that the workplace of the students is seen as an extension of the student’s learning environment. The two institutions also have an agreement that students working an eight-hour shift would be allowed to work for six hours, while two hours would be devoted to his/her studies at work. They have also negotiated a deal whereby supervisors in the workplace will also be used as resource people to assist students in their studies. Through this arrangement students will be able to further their studies on the job without losing their salary, and the knowledge they acquire will be immediately applied in the working environment.
The B. Comm. Banking degree offered by the University of Pretoria was designed after a market research was conducted in the banking industry. Consultations were held with stakeholders, namely the banking sector, the public and the Reserve bank, around the question ‘what kind of skills should banking students have?’12 The banking sector was asked to define the kinds of outcomes they wanted from a Banking student graduate. The result of that research shaped the design of the B.Comm Banking degree. This programme is said to be unique and responsive to the needs of the banking industry.
Between Public Higher Education Institutions and Private Education Providers This type of partnership seem to be widespread and on the increase. For example, the University of Pretoria collaborates with Damelin in offering the B.Comm Banking degree. Beyond the scope of the programmes surveyed, institutions such as University of Pretoria, the Rand Afrikaans University and Technikon Pretoria are collaborating with the National Private Colleges in offering some of their distance education programmes, especially teacher education programmes. Similarly, Technikon Pretoria and the University of Port Elizabeth are working with Azaliah College.
Between Public Higher Education Institutions and Service Providers In addition to partnerships with educational institutions, many of the service providers institutions work with in the delivery of their distance education programmes are regarded by distance education managers and programme coordinators as ‘partners in the delivery of education. Institutions distinguish, among others, between delivery partners, materials development partners, financing partners, and technology partners.
12 Interview with the head of Department of Economics, University of Pretoria, October 1999.
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Telematic Learning Systems at the University of Potchefstroom recognizes some of its private service providers as ‘partners’ in the delivery of telematic learning programmes. These include DHL, which is responsible for delivery of materials, their printing company, the advertising agency responsible for brochures, the company that duplicates CDs, and Global Access, who is responsible for satellite broadcasts.
Between Public Higher Education Institutions and International Providers Whereas there is little evidence of partnerships and collaboration between public contact higher education institutions in the country in offering of distance education programmes, we came across some programmes where local institutions collaborate with overseas institutions in offering distance education programmes. For example, Medunsa offers the Master of Public Health in conjunction with the University of George Washington in the United States and the University of Massadah in Jerusalem.
WHAT TYPES OF PROGRAMMES ARE OFFERED THROUGH DISTANCE EDUCATION AND WHY
PROGRAMME LEVEL
In this research, it was intended to explore distance education practices, using a programme focus as a basis for analysis. An overview of the programmes surveyed shows that there is an overwhelming postgraduate focus adopted by traditional contact institutions that venture into distance education provision. We did attempt to include more undergraduate programmes in order to get the right balance; however, it was discovered that most institutions do not offer distance education programme at an undergraduate level.
Three reasons can be identified for institutions having adopted a postgraduate focus. The first is related to institutional policies regarding the establishment of distance education programmes, whereby some institutions have adopted formal policies not to offer distance education programmes at undergraduate level. For example, the University of Stellenbosch (US) adopted a position that it would not have an undergraduate focus for distance education, as undergraduate students were seen as needing campus experience and daily contact tuition. The second reason is that undergraduate distance education programmes are seen by some institutions as a specialization area for UNISA, and some institutions did not want to be in competition with UNISA.13 The third reason has to do with availability of resource. Some higher education institutions are faced with the problem of dwindling financial resources and loss of student numbers. The loss of financial resources and student numbers are a threat to sustainability and future of these institutions. At the same time, government policy encourages higher education institutions to devise innovative ways to expand access to meet the needs of a diversified body of learners.
Distance education and education and resource-based learning, based on the principles of open learning, are identified in the White Paper on Higher Education (3) as having a crucial role to play in meeting the challenge to expand access, diversify the body of learners, and
13 Interview with director of the division of distance education at the University of Stellenbosch, 12/10/1999.
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enhance quality, in a context of resource constraint.14 Thus some institutions have responded to the challenge by focusing at postgraduate level
PROGRAMME FOCUS
A general approach to distance education adopted by many institutions is the quest to do something that is not done by other providers. This is expressed in different ways by institutions. For example, the Universities of Stellenbosch and Potchefstroom talk of a niche market approach to distance education. At the University of Potchefstroom, the fact that - with the exception of UNISA - no other university in South Africa was offering an LLB programme through telematic learning played a major role in the decision to introduce this programme, as it was felt that there was a niche market for the university. The University of Stellenbosch has identified postgraduate programmes in Law, Medicine, and Engineering as its niche, and is accordingly offering masters programmes in these fields. The niche market approach has enabled institutions to attract working people, some of whom occupy senior positions in their work places. These students are also fee-paying, and can afford to purchase the technology required in some of the programmes.
For example, the Master of Public Health (MPH) at Medunsa attracts students who occupy senior positions in the Ministries of Health in the different Southern African countries and in provincial governments. One of the students is said to be a Member of Executive Council (MEC) for Health in one of the provinces in South Africa. The Master of Taxation at the University of Pretoria attracts Chartered Accountants and practising lawyers. Both these programmes are web-based and students are said to have access to the Internet both at work and at home. Most of them are said to have secretarial support at work, which offer support to students to cope with the course demands.
The same applies to the Master of Engineering programme and the Master of Laws offered by the University of Stellenbosch. Even at undergraduate level, the Bachelor of Commerce (B.Comm.) in Banking degree offered by the University of Pretoria in conjunction with Damelin School of Banking also attracts students who are working in the Banking industry. The programme was designed specifically for upgrading the skills and qualifications of employees in the banking sector. The Master of Business Administration (MBA) at the University of Potchefstroom is targeted at executive and middle managers. They have found that a diverse range of students enrol on this programme, including pharmacists, medical doctors, and quite a substantial number of teachers.
Several programmes offered by traditionally contact providers making use of distance education methodologies are in the field of teacher education, nursing, and the public health sector. Generally, these programmes also attract large numbers of learners, so that economies of scale can be achieved.
PROGRAMME SIZE
It is to some extent useful to classify the various distance education programmes profiled in this report in terms of their size or enrolment figures. Though quantitative data collection was
14 White Paper 3 (1997), ibid. pp. 26-27.
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not included in our research brief, we asked programme coordinators to provide us with ballpark figures for the various programmes.
Small-Scale Programmes Small-scale programmes are those programmes that have fewer than fifty learners enrolled. We found that these programmes are often targeted at niche or elite markets, are almost always offered on postgraduate level – very often coursework programmes offered at masters level – and tend to make substantial use of information and communication technologies, specifically the World Wide Web. Where programmes that fall into this category are offered on undergraduate level, these are often in niche markets where there are small numbers of students, such as Theology and foreign languages.
Medium-Scale Programmes Programmes with between fifty and three hundred students can be classified as medium-scale programmes. Many of the courses that are offered to professionals to meet upgrading requirements contained in legislation and refresher courses are medium-scale programmes. Other programmes that fall into this category are those that are offered by public institutions in partnership with industry. Thus, many of the distance education programmes offered by technikons can be described as medium-scale.
Large-Scale Programmes These programmes have more than three hundred learners. Most of the programmes in teacher education and nursing fall into this category. These are often offered by a public education provider in partnership with a private provider, and the delivery model is mostly paper-based distance education supplemented with other forms of learner support.
WHO ARE THE LEARNERS?
Almost all of the programmes included in this research exercise either target or attract working people as learners. This is, however, not surprising when you take into account that a large number of programmes offered by traditionally contact institutions through distance education strategies are: 1. Specifically designed to be in-service programmes (for example, FDEs, many of the nursing programmes, some of the public health programmes); 2. Require that you have work experience (for example, MBA, Honours in Human Resource Development); and/or 3. Are offered in conjunction with employers (for example, programmes involving Spoornet, Sasol, and the government as employer) and therefore target their employees.
Evidence shows that even undergraduate programmes tend to attract learners who have already obtained a tertiary qualification. The LLB programme that is offered by Potchefstroom University for Christian Higher Education is a case in point. Reasons provided by interviewees to explain this phenomenon centre around the fact that the employment market requires that professionals need continuous upgrading or refresher courses, that a great number of professionals in this country – in particular nurses and teachers – are under- qualified, and that distance education programmes offer opportunities for those persons who want to make a career change. Distance education programmes offered by face-to-face
21 Distance Education in Traditionally Contact Public Higher Education institutions therefore tend to offer postgraduate courses for professionals that are either required by legislation or that are compulsory for registration with professional bodies.
We also found that, whilst institutions cast their net widely to attract students to study through distance mode, the responses from many of the officials interviewed show that institutions see distance education provision as a strategy for enrolling their alumni, thereby increasing their student numbers and meeting its lifelong learner commitments. This is explained in different ways by institutions. For example, at the Peninsula Technikon, distance education programmes were introduced in response to a request from students who had previously studied with the institution. These students still wanted to obtain further qualifications through the same institution. The University of Stellenbosch has entered into a service contract with their graduates to continue offering them further training on an ongoing basis.
There are, of course, also other reasons why institutions target working persons as students, two of which should be mentioned. The first is that students who work full-time earn an income and are able to pay their fees. The second is that many institutions perceive the chances of success to be higher for professionals (such as doctors and lawyers) than those of out-of-school youth. A higher success rate directly affects subsidy allocations.
In concluding this section on the reasons for moving to distance education strategies, we wish to note that these are different from institution to institution and from programme to programme. Distance education programmes are sometimes introduced in an attempt to broaden a declining client base and to generate additional income. However, distance education programmes are also introduced as a way of meeting national priorities or to reach specific groups, such as rural community workers. Many of the programmes we came across are offered to professionals who are working full-time, and these programmes of necessity use distance education strategies. Some providers and programme coordinators indicated told us that they have adopted distance teaching strategies as these support their teaching and learning approach, while others admit to being fascinated by the new opportunities for innovative teaching and learning information and communication technologies create. We found that reasons for embarking on distance education provision are varied and multi- faceted, and have as much to do with the external environment in which public face-to-face higher education institutions find themselves as with the interests and personalities of programme coordinators.
In conclusion, two further observations are worth mentioning. The first is that distance education provision by traditionally face-to-face higher education is a fairly recent phenomenon, and in the past five years many lessons have been learnt and much change has taken place. In identifying programmes to be included in this research project, we were surprised by the number of programmes that were offered only a year or two ago, but are no longer being offered. Also, some programmes that were advertised in the prospectuses of institutions for 1999 and in the media were never offered, often because the desired student numbers failed to materialize. At the same time, new programmes are being developed, with institutions hoping to build on lessons learned. Perhaps the most important lessons have been learnt about the use of technology in distance education. Many institutions have changed the way in which they use and think about technology, particularly the World Wide Web and satellite broadcasting.
22 Distance Education in Traditionally Contact Public Higher Education
The second observation is that, once a distance education programme has been introduced, qualifying learners the institution to offer a follow-up programme on a higher level or to make an alternative learning path available to them.
23 Distance Education in Traditionally Contact Public Higher Education
PART TWO Emerging Trends
INTRODUCTION
In this section, we attempt to extrapolate some key trends emerging from the range of practices outlined in part one. We begin by exploring problems with terminology.
PROBLEMS WITH TERMINOLOGY
The more research SAIDE has conducted in this area, the harder we have found it to maintain neat categorizations, as these are increasingly containing too divergent a range of educational practices to remain relevant. This has become particularly problematic in the area of distance education. For example, distributed lecturing systems using video-conferencing equipment and systems using instructionally designed study guides and decentralized tutorial support find themselves located within the same category, although they bear almost no resemblance in terms of pedagogical approach, technologies used, and their financial implications. This is not to suggest that one is intrinsically better than the other. It simply points to the inadequacy of planning approaches that assume the planning requirements of both will be adequately met by a single framework called ‘distance education’.
‘DISTANCE’ AND ‘CONTACT: AN OUTDATED DICHOTOMY?
The different terms used by traditionally contact institutions and the range of practices we have described provide some illustrations of the extent of this problem, as does the detailed information provided in appendices to this report. Our research has revealed a wide diversity of practices at traditionally contact public higher education institutions. We believe that this research project, if nothing else, has demonstrated unequivocally that the traditional dichotomy of ‘distance’ and ‘contact’ education has outlived its usefulness. The growth of distance education methods of delivery has been a key feature of education in the twentieth century, a feature which has marked South African education as much as education in any other country in the world. Initially, these methods were developed as distinctly different from contact education, resulting in the establishment of dedicated distance education institutions such as the University of South Africa (UNISA) and Technikon SA. To most people, distance education came to be seen as provision for those people denied access to contact education (either because they cannot afford the latter or because circumstances demand that they study on a part-time basis), and distance education was regarded as a separate educational ‘mode’ and operated through systems that ran parallel to contact education systems.
The examples and case studies presented in this report, however, reflect an ever-growing diversity of educational practices being clustered under this ‘catch-all’ phrase of distance education. Furthermore, many educational practices using what might historically have been described as distance education methods are not labeled overtly as distance education by their protagonists, either because it has simply not occurred to them to do so or because they are
24 Distance Education in Traditionally Contact Public Higher Education conscious of the threat of seeing their government subsidy reduced. These practices are also being integrated into contact educational systems, as the growth in such practices at traditionally contact higher education institutions demonstrates.
Further, awareness is growing that elements of distance education have almost always existed in face-to-face programmes, while educators involved in good quality distance education are increasingly recognizing the importance of different types of face-to-face education as structured elements of their programmes. This trend has rendered rigid distinctions between the two modes of delivery meaningless. Compounding this problem, the growth of new information and communications technologies (ICTs) has begun to make the notion of distance difficult to interpret, while creating a number of educationally and financially viable new means of providing education. Many of the case studies we have described in this research report are incorporating use of such technologies into their offerings, while most institutions are busy with processes of developing strategies to harness ICTs effectively.
In many other research and policy processes, SAIDE has suggested that an appropriate solution to this problem is the conceptual introduction of a planning continuum of educational provision. This continuum has, as two imaginary poles, provision only at a distance and provision that is solely face-to-face. The reality is that all educational provision exists somewhere on this continuum, but cannot be placed strictly at either pole. A major advantage of this blurring is that educational planners can turn from meaningless debates about the relative virtues of particular methods of educational provision, to consideration of the nature of learning and the educational value of a course’s structure and content. Educators often end up equating particular methods of education with good quality education, even when these methods are being poorly implemented. The notion of this continuum is free of such premature and unnecessary judgements about quality. We believe it should form the basis of any strategic planning processes undertaken to harness the potential of distance education methods in South Africa, and should also guide policy formulation in higher education. It is vital in this context precisely because it can enable planners to remove the baggage of educational models developed for fundamentally different contexts (which continues to dog educational interventions in the country), while allowing them to draw on the lessons contained in the implementation of these models. This conceptual shift is vital in changing the structure of higher education systems in South Africa. In particular, it will allow for greater flexibility and open up possibilities of collaboration, both of which are vital to an improvement in educational quality and in the cost-effectiveness of educational provision, issues of particular relevance to South African policy-makers currently.
DISTANCE EDUCATION AND TECHNOLOGY-ENHANCED LEARNING
Regretfully, the simplistic use of terminology outlined above has crept further into the field of educational technology. This new trend, particularly pervasive in American educational debates but now finding its way into South African educational discourse, has been to use ‘distance education’ and ‘educational technology’ interchangeably or even as a single, composite term. The most obvious problem with this is that is simply an illogical inference. Educational technologies are used regularly in face-to-face educational environments, whether they be ‘old’ technologies like print or whiteboards or ‘new’ technologies like data projectors or personal computers.
25 Distance Education in Traditionally Contact Public Higher Education
More importantly, though, the use of distance education and educational technology as interchangeable or composite phrases introduces a blurring conflation of the terms, which – at least in many South African educational interventions – has led to poor quality strategic planning. In many ways, it is similar to the conceptual integration of open learning and distance education in the United Kingdom and Australia – open and distance learning – which created a real misperception that distance education was intrinsically ‘open’. In the same way, many people in South Africa harnessing educational technologies think they are harnessing the benefits of good quality distance education, when, in most cases, they are simply finding technologically clever ways of replicating traditional, face-to-face educational models. Many of these projects have blazed a sad trail of failed educational technology projects (most notably in applications of broadcasting technologies to transmit lecture-style programming), wasting huge amounts of time and money. On the positive side, these experiences have valuable lessons for South Africa, so there is no reason why we need continue repeating many of these costly mistakes.
The key point here is that each educational intervention should be planned, implemented, and reviewed on its own merits, rather than forced into simplistic, dichotomous categories (such as ‘distance education’ or ‘face-to-face education’), which set arbitrary and unhelpful constraints. Leading on from this, attempts by South African educators to harness the potential of different technologies to support their educational interventions should not automatically be regarded as distance education interventions. Technologies can be applied in a range of ways, to support an almost limitless combination of teaching and learning strategies, and it is essential to keep options as open as possible. This flexibility should form the cornerstone of all educational planning processes. South African has a diversity of people with a wide range of educational needs. There is no single teaching and learning model that will equally meet these diverse needs equally well. This point seems obvious, but cannot be stressed strongly enough, particularly given the almost innate human desire to find simple, packaged solutions to complex problems.
POLICY IMPLICATIONS
The above discussion is, we believe, not simply of conceptual interest. Specifically, it has two major policy implications, which are linked. 1. The current funding approach for higher education makes an unreasonable financial distinction between distance education and contact education in calculating subsidy allocations to public universities and technikons. Currently, programmes defined as ‘distance education’ receive two-thirds of the allocations of comparable ‘contact’ programmes. This is problematic for various reasons. First, it assumes comparability in terms of expense of two broad categories of education: ‘contact’ and ‘distance’. Our analysis provides conclusive evidence that – at least – the category of distance education has become too broad to justify this simplistic funding approach. Second, embedded in this distinction is a deeply qualitative assumption that the output of distance education programmes is of less value than that of contact education programmes. While we agree it is critical to establish funding formulae that penalize poor educational practices, we see no evidence to suggest that this funding dichotomy achieves that goal. Further, the extent to which distance – or contact – education programmes reduce per-student costs is entirely dependent on how they are constructed. SAIDE has done extensive financial planning work with higher education institutions, which has demonstrated clearly that the traditional notion of distance education being cheaper is not intrinsically correct. Thus,
26 Distance Education in Traditionally Contact Public Higher Education
there is no basis to this qualitative distinction. Third, this strategy of penalizing broad categories of educational practice has the unfortunate goal of encouraging educators and institutions to misrepresent the nature of their educational processes, for fear of arbitrarily applied financial penalties.
Consequently, we believe that the review of funding formulae for higher education should seek to remove this artificial distinction. This would greatly simplify the way in which institutions are expected to report, and also place the responsibility far more squarely on national strategies to assess the quality of output of all higher education programmes on equal terms, and make judgements about how to make allocations on this basis rather than on artificial and arbitrary categorizations.
2. The Higher Education Quality Committee of the Council on Higher Education should focus on establishing a single, common framework for assessing the quality of output of higher education programmes. This policy issue emerges directly from the above discussion, and is a response to the standard concern often voiced about the needs to ensure the quality of pedagogical approach of distance education programmes. This theme has emerged almost without fail at traditionally contact higher education institutions where distance education programmes are introduced. While we concur totally with the observation that strategies to ensure the quality of distance education provision are critical, it has been interesting to note how few of the people who voice this concern see the logical inference that such strategies should also seek to ensure the quality of contact education programmes. In 1997, SAIDE developed a set of quality criteria of distance education programmes, which we believed would – with minor adaptation – apply to all educational institutions. Evidence of the extent to which such a framework can indeed apply to all education provision is that the South African Qualifications Authority (SAQA) is currently in the process of incorporating these same guidelines into a single set of quality guidelines for all South African educational providers seeking to register with SAQA.
We believe that it is critical to establish similar frameworks for measuring quality of output and pedagogical approach in higher education. Further, we believe that implementation of such a framework should not simply serve to guide educational providers, but should rather be used to direct public funding to programmes of higher quality of pedagogical approach and output. This framework could operate effectively in an environment where all educational programmes receive funding on the basis of pedagogical approach and output rather than according to an artificial distinction between educational ‘modes’. In making this recommendation, we do not seek to underplay the difficulty of creating and implementing such a framework, but it remains a sustainable way of directing public funding towards educational programmes of the highest quality and relevance to South African educational requirements.
3. The issue of inappropriate duplication of distance education courses and programmes should be dealt with in the regional and national planning processes. Our research has demonstrated that there is little co-operation among public higher education institutions in the offering of distance education courses and programmes. Furthermore, noticeably in the field of education, there is evidence of apparent duplication. This needs to be examined in detail, exploring the similarity or difference of purpose and outcomes of the offerings.
27 Distance Education in Traditionally Contact Public Higher Education
The proposed national education development planning framework will be of great benefit in helping to give direction to programme development, in this field. More generally, as the regional and national planning processes led by the national Department of Education are steadily strengthened and linked to funding, inappropriate major investment in duplication of courses and programmes can be severely limited. In addition, incentives for beneficial collaboration can be offered.
RECOMMENDATIONS
1. Establish a single quality framework for measuring quality of pedagogical approach and of output of higher education programmes. 2. Remove the funding distinction between distance and contact education programmes, replacing it with implementation of the above-mentioned quality framework. 3. Ensure that inappropriate duplication of courses and programmes is strongly discouraged through the national planning and funding processes.
The second recommendation could have an implementation time-frame of five years, possibly starting with implementation at postgraduate degree levels and working downwards to undergraduate degree programmes.
DISTANCE EDUCATION AND RESOURCE-BASED LEARNING
Some years ago, in a report written for SAIDE, Wally Morrow described a fundamental problem in higher education as follows: the traditional culture of Higher Education is based on a picture of teaching and an idea of Higher Education institutions which, in combination with each other, constitute a (perhaps the) major barrier to the accessibility and availability of Higher Education.15 He went on to suggest that the principle recommendation which can contribute to the dismantling of this barrier is to think of teaching in terms of resource-based learning.
In the report to which Morrow contributed, SAIDE argued that the term ‘resource-based learning’ emerges as a logical consequence of the collapse of distinctions between contact and distance education, together with the increasingly exciting variety of media available and decline in production and reception costs of these media. In essence, it means that a significant but varying proportion of communication between learners and educators is not face- to-face, but takes place through the use of different media as necessary. Importantly, the expensive face-to-face contact that does take place need not involve simple transmission of knowledge from educator to learner; instead it involves various other strategies for supporting learners, for example tutorials, peer group discussion, or practical work. In this respect, therefore, resource-based learning draws significantly from the lessons learned in international distance education provision throughout the twentieth century. Critically, we argued that resource-based learning is not a synonym for distance education. Rather, it provides a basis for transforming the culture of teaching in the entire higher education system to enable that system to offer better quality education to significantly larger numbers of learners in a context of dwindling funds.
15 SAIDE, The Green Paper on Higher Education: An Open Learning Perspective, unpublished paper, p. 97.
28 Distance Education in Traditionally Contact Public Higher Education
This research project has, we believe reinforced the importance of this shifting conceptual framework. This is because we believe that the motivations for shifting to resource-based learning and those for turning to distance education have been conflated. The result is that an unfortunate qualitative value has come to be attached to the term distance education –namely that, de facto, it achieves the goals of resource-based learning – that is neither deserved nor useful. We believe it is possible to separate the reasons why traditionally contact institutions have been making the kinds of changes in pedagogy that prompted the initiation of this research exercise. Thus, using the first-level definitions provided in the box below, we will examine briefly why traditionally contact higher education institutions have been turning to growing use of distance education methods and to resource-based learning, and what range of practices this incorporates.
FIRST-LEVEL DEFINITIONS
Distance Education Distance Education describes a set of teaching and learning strategies (or educational methods) that can be used to overcome spatial and temporal separation between educators and learners. Theses strategies or methods can be integrated into any educational programme and – potentially – used in any combination with any other teaching and learning strategies in the provision of education (including those strategies which demand that learners and educators be together at the same time and/or place).
Resource-Based Learning Resource-based learning involves communication of curriculum between learners and educators through the use of instructionally designed resources that harness different media as necessary. Resource-based learning strategies can be integrated into any educational programme, using any mix of contact and distance education strategies. Resource-based learning need not imply any temporal and/or spatial separation between educators and learners, although many resource- based learning strategies can be used to overcome such separation.
REASONS FOR USING DIFFERENT TEACHING AND LEARNING STRATEGIES
Having worked through an understanding of some of the key features of use of distance education methods in traditionally contact higher education institutions, as well as the policy implications emerging from this analysis, we turn now to trying to develop a clearer understanding of why use of distance education and resource-based learning strategies is growing in such institutions. This analysis is important in deepening understanding of the nature of the practices, and also serves to highlight that cost is only one factor amongst many influencing those programme planners with whom we interacted during this research. It also helps to illustrate that overly simplistic policy distinctions (like blanket moratoria) can easily stifle important innovative activities as well as preventing poor quality pedagogical practice We have separated our analysis along a slightly arbitrary line, differentiating between distance education and resource-based learning (using the first-level definitions outlined above). This is important because it helps to draw out some of the tensions inherent in the range of practices with which we engaged.
29 Distance Education in Traditionally Contact Public Higher Education
It would, of course, be näive to believe that the motivations of all educators and educational providers introducing resource-based learning and distance education methods are educationally driven. Many organizations and individuals in South Africa are using certain distance education methods and cheap versions of resource-based learning to increase student numbers and/or income with little or no concern for impact on the quality of that provision. This points again to the importance of establishing a single quality assurance framework at national level that aims to prevent such practices by systematically diverting funding away from them.
Likewise, we do not wish to create the impression that all the programmes with which we have engaged have been driven by systematically understood and articulated reasons. Much of the work we have explored has evolved organically, driven by the enthusiasm and interests of individual academics. Nevertheless, we believe it is important, in reflecting on the effect of such activity, to pull together broader trends that might have influenced or emerged from people’s work. Hence, the motivations outlined below aim to move beyond these simplistic interpretations of motivation to explore other reasons why educators committed to quality of educational provision have been implementing such changes.
Why the Use of Distance Education Methods? Whether consciously or unconsciously, attempts to make use of distance education methods by various traditionally contact higher education institutions in South Africa over the past few years have been driven by a desire to build on some or all of the following lessons emerging from the history of distance education practices:
1. Providing access to students who would - either because of work commitments, geographical distance, or poor quality or inadequate prior learning experiences - be denied access to traditional, full-time contact education opportunities. This has possibly been the key motivating factor behind the establishment of distance education programmes, and helps to explain why so much of this activity (in terms of numbers of programmes rather than numbers of students) has been in the postgraduate domain. The drive has been motivated partly by growing awareness of the importance of lifelong learning and corresponding attempts to respond to market needs. It has also been motivated by dwindling student numbers in some of the more traditional areas of undergraduate educational provision, particularly in Arts Faculties, and a corresponding need to find new educational markets.
2. Seeking to expand access to educational provision to significantly larger numbers of learners. This motivation is linked to, but not the same as, the previous one. Its difference lies chiefly in the scale of programmes. Many programmes motivated by a desire to provide access to students who would be denied access to traditional full-time contact education do not really have goals of reaching significantly larger numbers of learners (particularly postgraduate programmes). Indeed, it is notable that large-scale distance education programmes at traditionally contact higher education institutions are, in general, confined to very few educational sectors, most notably nursing and teacher education. Most other programmes we have engaged with tend to be small- scale interventions, although it is fair to suggest there may be a change in this regard as alignment between industry/commerce and programme providers gathers momentum.
3. Shifting patterns of expenditure to achieve economies of scale by amortizing identified costs (particularly investments in course design and development and in effective
30 Distance Education in Traditionally Contact Public Higher Education
administrative systems) over time and large student numbers. This motivation draws together the above two motivations, and has been an underlying economic rationale for many distance education institutions around the world. Its success depends on limiting numbers of courses, while maximizing enrolments on these courses. As we have pointed out, this economic rationale has only really been systematically exploited on any serious scale in the areas of teacher and nursing education. Many distance education programmes we have worked with at traditionally contact higher education institutions simply have no intention or capacity to exploit these economic benefits. Reasons for this are varied, but are most commonly because the market demand is simply not big enough to create programmes enrolling thousands or learners or because the institutions or programmes have neither the financial nor human capacity to make large-scale venture capital investments in course design and development or administrative systems to support large-scale distance education implementation. The latter problem is exacerbated by the reality that administrative systems at these institutions have been so narrowly designed to support full-time, contact education that the investments necessary to adapt these systems would often be more than would be necessary to set up new systems from scratch.
Under the above discussion, we have outlined various reasons for adopting new teaching and learning strategies, such as those outlined in the previous section, that we believe are largely linked to opening access to more and new kinds of students. We have, however, separated out various reasons for adopting such teaching and learning strategies that pertain more directly to use of resources. The intention behind this has not been to set up new artificial dichotomies. Rather, it is to illustrate more vividly that moves to resource-based learning do not, de facto, achieve the goals of distance education as articulated above, and vice versa. Thus, while most of the distance education programmes we have examined seek to overcome temporal and spatial separation through use of resources, some seek only to overcome distance using direct communication via telecommunications technologies (such as video- conferencing). Conversely, many efforts to develop educational resources have not systematically focused on achieving the economies of scale that have historically provided such a central motivation to most distance education programmes.
Why the Move to Resource-Based Learning? Efforts to integrate use of instructionally designed resources into courses and programmes have been influenced by various motives. It is worth noting that these objectives have often incorporated efforts to overcome temporal and spatial separation, but not always. When they have incorporated this aim, the result has generally been an integration of distance education and resource-based learning strategies.
1. Breaking down the traditional notion that a talking teacher is the most effective strategy for communicating curriculum. While this motive has not been exclusive to distance education programmes, it has been most systematically applied in such programmes. Nevertheless, many contact courses and programmes in higher education incorporate use of instructionally designed resources as higher educators have learned the limitations of lecture-based strategies for communicating information to students. It is important to stress that this motive does not imply any intrinsic improvements in quality of learning experience. The extent to which shifting communication of curriculum to instructionally designed resources leads to improvement in the quality of education is entirely dependent on the quality of resources developed. Experience has demonstrated that, while spending more money on educational resource development does not
31 Distance Education in Traditionally Contact Public Higher Education
necessarily lead to improvements in quality, under-investment in design of such resources is very likely to diminish the quality of the final resource. Many of the programmes we have examined operate under severe financial constraints, and are not able to make investments of sufficient scale in the resources that they develop. Thus, while the motive may be to use resources to communicate curriculum more effectively, the investments made in designing those resources often do not allow for achievement of the intended goal.
2. Directing a significantly larger proportion of total expenditure to the design and development of high quality resources, as a strategy for building and assuring the quality of educational provision. This motive is linked to the previous one, but contains important differences. Importantly, many people motivated by the desire to use resources to communicate curriculum are not similarly motivated by a desire to shift patterns of expenditure in this way (or are unable to do so because institutional financial policies make it impossible). This can lead to the problems outlined above, where communication of curriculum via resources rather than a talking teacher does not lead to improvements in the quality of pedagogy. There is, however, another tension that this motive creates when people do seek to shift patterns of expenditure in this way. This can occur when additional money is actually invested in design of resources, but this investment is then still spread over very small student numbers. The consequence of this can be to drive up the per-student cost of the educational experience significantly, leading to unsustainable educational practices. This practice is prevalent in traditionally contact higher education institutions, and is most often found in coursework-based Master’s degree programmes. We believe its impact on public higher education may be profoundly unsettling in the long-term, as it is proliferating unsustainable educational programmes.
3. Implementing strategies to shift the role of the educator.16 This motive has been important in many education programmes, where educators have sought to maximize
16 In the TELI report, this changing role is described as follows: • They will become facilitators and managers of learning in situations where they are no longer the source of all knowledge. • They will plan, negotiate for, and manage the integration of learning in formal institutions, in the workplace, and in communities. • Many educators may spend a considerable proportion of their workloads contributing to the preparation of courseware. • Many will interact with learners at a distance through any one, or any combinations, of a variety of media (of which real-time face to face interaction is only one of many possibilities). • Preparation, management, and logistics will vary greatly between the following modes of communication: – interaction with learners; – presentation of one way television broadcast; – video conference that hooks up a number of remote sites; – written response to a learner’s assignment; and – face to face facilitation. • It will be essential that educators design and administer complicated, increasingly computer-based record-keeping systems that keep track of learners’ progress through their individual learning pathways, pathways that reflect individual variations in learning content, learning sequence, learning strategies, the learning resources, media and technologies chosen to support them, and the pace of learning. Increasing proportions of educators’ work will involve them as members of teams to which they will contribute only some of the required expertise, and of which they will not necessarily be the leaders, managers, or coordinators.
32 Distance Education in Traditionally Contact Public Higher Education
the educational impact of contact time with students. As this time is generally the most significant component of variable educational costs, many educators have sought to use it to stimulate engagement and interaction rather than simply talking to mostly passive students. Again, though, we wish to stress that this shift is not a feature of all of the programmes we have examined. Many educators continue to use contact time to perform very traditional functions, leaving no space for meaningful engagement between educators and learners. As importantly, many educators do not embed the logic of engagement into resources themselves, often simply creating resource-based versions of traditional lectures. This trend is particularly pervasive in web-based learning, where many courses simply involve electronic mark-up of lecture notes into web-compatible formats.
4. Investigating the potential that the integration of new educational technologies into teaching and learning environments has for supporting, improving, or enhancing those environments. Given the explosive growth in use of ICTs in higher education around the world, we felt it was important to add this to the list of motives for engaging in resource-based learning. As our research has demonstrated, this motive is very strong throughout traditionally contact higher education institutions, and significant money is being invested in testing this potential by developing resources of different kinds. This exploration is very important, and is yielding interesting results with potentially important consequences for opening higher education to more people. It is, however, worth noting that there is nothing intrinsically good about applications of new technologies in higher education, and we have observed many very expensive failures. Typical reasons for such failures have included: • Imposition of inflexible technological choices made without reference to educational need and context; • Lack of investment in integrated curriculum and course design and development processes; • Integrating technologies into programmes based on poor pedagogical practice, which usually leads to worse quality pedagogical practice; • Unexpectedly high operating costs, and a very high percentage of total expenditure on recurrent costs, which militates against achieving economies of scale; • Underestimation of the need for well-developed systems of student support, designed as an integral part of overall courses; • Lack of attention to designing and implementing effective management and administrative systems; and • Paucity of people with the necessary skills and expertise to staff programmes, and a corresponding absence of clear professional development strategies designed to overcome this problem.
IMPLICATIONS FOR HIGHER EDUCATION PRACTICE
The growing integration of distance education and resource-based learning methods and practices into contact education systems is putting tremendous strain on the capacity of those systems to administer themselves efficiently. This problem is evident, in different degrees, at all of the institutions with which we have worked. It threatens to undermine many attempts to open access to higher education, because educators are finding themselves spending large quantities of time working against administrative systems that are designed almost exclusively for full-time, contact educational provision aimed at young adults. The point here
33 Distance Education in Traditionally Contact Public Higher Education is not that this full-time educational provision is problematic per se, but that it represents only one configuration amongst many educational alternatives. Changes in institutional administrative systems have lagged quite considerably behind processes of building new educational configurations (such as those described in the previous section).
Strategic Options We believe that this leaves five basic strategic directions open to traditionally contact higher education institutions. In brief, these are as follows: 1. Committing an institution to operating according to the status quo, with some minor strategic interventions to improve efficiency and cut costs. Substantial research conducted locally and internationally suggests that this will not really be a viable long-term strategy, and current national and institutional policy commitments already carry an implicit - and sometimes explicit - awareness of this. This research exercise has also demonstrated that most institutions have already begun to introduce new educational practices that seek to shift the status quo, while commitment to various changes in pedagogical approach have also been embedded into many institutional policies and plans. Most institutions have therefore, already dismissed this strategic direction.
2. Walking a path of in-principle policy commitment to and increased flexibility in educational provision, while maintaining the status quo in administrative, logistical, and financial systems. In many ways, national policy walks this path, which, in practice, is not very different from option one, except to the extent that it allows a small conceptual space for innovation and flexibility. The White Paper on Higher Education contains statements about distance education and resource-based learning, which demonstrate unequivocal commitment to the development of these concepts as important parts of a transformed higher education system. This is not, however, reflected as a general commitment that runs throughout the entire policy statement. Rather, it has been compartmentalized into a one-and-a-half page section, with some brief references in other sections of the document. Because this theme does not run systematically through the document, many of the proposals made elsewhere are either in tension with or even contradict the commitment made by the Ministry of Education.
Implemented at institutional level, this strategy relies heavily on the energies and enthusiasm of committed individuals as the engine for institutional transformation. This is because it creates a conceptual space for educational innovation and the development of better quality, more flexible educational provision, but then does not back this up with necessary administrative and logistical infrastructure. The capacity of these individuals is then taxed extremely heavily as they grapple to offer educational programmes based on assumptions that run counter to all of the operations of the institution.
It ends up being a very expensive and wasteful strategy for encouraging innovation, because it leads to fragmentation and duplication of effort, as well as preventing meaningful focus of investment that will create long-term educational and financial sustainability for institutional operations. Unintentionally, therefore, it can become a strategy for adding serious and continuous strain to the capacity and resources of institutions, which might, if left unchecked, gradually erode that capacity entirely. This path is likely to be just as harmful in the long term as simply maintaining the status quo.
Some institutions have moved further than others in supporting the integration of new pedagogical approaches and programmes aimed at new target markets into institutional
34 Distance Education in Traditionally Contact Public Higher Education
practices by redesigning existing systems and/or adding new systems. In many cases, though, this process is either taking place too slowly or without the kind of financial support it requires to be implemented successfully. In many institutions, though, this work is simply not taking place, leading directly to the negative consequences described above.
3. Committing a traditionally contact institution to integrate the use of distance education methods into all provision of education. Setting this as a strategic direction is both very difficult and potentially problematic. Embedded in this strategic direction is a simplistic argument in favour of moving an institution towards becoming a full-scale distance education provider. This would be difficult because it entails levels of initial investment in substantially different administrative infrastructure that are simply not affordable in the current financial climate. Furthermore, it would generate tremendous resistance within the institution, especially because it poses such a direct challenge to the modus operandi of most elements of the institutions concerned. Finally, it might potentially set up new systems that are equally as inflexible as those that have developed to support full-time contact education. This can be intensified in some cases, as it can tend to prioritize simplistic models of financial sustainability – often based on potential student numbers and matching income and expenditure – above all other motivations for running higher education programmes. Such models sometimes do not take account of a wide range of other important motivations for running higher education programmes, some of which are very difficult to measure quantitatively (such as likely social impact of the programme and those who complete it successfully).
No institutions that we have observed have implemented this strategic direction, primarily for the reasons contained above.
4. Committing an institution to integrate use of distance education methods with a view to developing a dual-mode institution. This option is similar to option three above, except to the extent that it involves a greater realization of the difficulties of transforming an entire institution and thus narrows its focus slightly. Although possibly less threatening than option three to people within the institution, it nevertheless poses some threats to those who have become accustomed to the status quo. In addition, it creates similar problems, although of a smaller magnitude, in terms of the need to invest in new administrative and logistical systems (which will then function separately alongside existing systems). As well as entailing expense that is probably not currently affordable, it can also lead to the development of new types of administrative and financial inflexibility that are not justifiable in a rapidly changing environment. Like option three, it also carries the potential danger of snuffing out short-term innovation because of the time and human investment required to develop a dual-mode institution. Finally, it can serve to entrench distance education and face-to-face education as separate systems, rather than seeing them as part of the same continuum.
There is, however, evidence that this approach has been followed by some of the institutions with which we engaged. Unsurprisingly, this approach is limited to those historically advantaged institutions able to mobilize sufficient resources to support the creation of these new systems. While we do not see this as a problem per se, we do believe that it will be important to engage all institutions on the choices they have made, particularly given some of the concerns raised above. Our major concern in this regard would be to ensure that investments made yield the maximum possible return, and we are
35 Distance Education in Traditionally Contact Public Higher Education
not convinced that setting up parallel systems achieves this goal. For this reason, we propose below a fifth option, which is, as yet, not really in evidence at traditionally contact higher education institutions (although some are starting to move in this direction).
5. Focusing institutional transformation efforts on creating a flexible environment supportive of increasingly diverse teaching and learning strategies and groups of learners, which draw on the significant experiences that have developed through distance education and resource-based learning provision (both in South Africa and around the world). The respective histories of distance education and resource-based learning contain valuable lessons for higher education provision, many of which have been picked up in an ad hoc fashion by traditionally contact institutions or individual departments within those institutions.
As we have noted above, the conceptual collapse of easily identifiable boundaries between contact and distance education creates a growing space for educational providers to choose, from a wide variety, those methods that are most appropriate to the contexts in which they will be providing educational programmes. Our research into distance education practices revealed a growing tendency to exploit this space by introducing a range of new teaching and learning strategies into programmes. We believe that it has to be reflected in a commitment to creating more flexible administrative, logistical, and financial management structures and procedures. This commitment is likely to be the one which will best equip traditionally contact higher education institutions (as well as traditionally distance higher education institutions to provide meaningful educational opportunities in the long term, while ensuring that short-term support is secured for programmes attempting innovation and flexibility of provision. This is because it includes commitment to transformation, without setting up the potential conflict that occurs when a strategic direction demands that all programmes commit themselves to very similar types of transformation.
It opens up the space for educational innovation and the development of more flexible – and better quality – educational provision, while ensuring that administrative and financial management structures and processes are transformed to support greater flexibility. Another strength of this option in an ever-changing environment is that it carries an implicit awareness that creating and maintaining large, inflexible institutional structures will impinge severely on the ability of higher education institutions to find relevant – and changing – roles for themselves as the environment in which they operate continues to change. Unfortunately, adopting this strategic direction is, in many ways, also the most difficult, as it contains an implicit recognition that there are no ‘quick-fix’ solutions to the many pressures impacting on higher education. It acknowledges that the process of transformation is going to require major planning, design, financial restructuring, political strength, and hard work. This will be intensified by the continual need to develop short- term ‘fire-fighting’ strategies to deal with urgent problems, while ensuring that these are harnessed towards a longer-term vision of creating much more flexible and open educational opportunities.
National Support Requirements The above discussion has attempted to outline some of the challenges facing traditionally contact higher education institutions as they seek to integrate resource-based learning and distance education methods into their educational programmes. These are not simply issues for consideration by individual institutions. We believe the above discussion also further
36 Distance Education in Traditionally Contact Public Higher Education
illustrates the importance – in a changing educational environment – of establishing national systems that have the flexibility to accommodate this change. This provides further support to the policy recommendations we made earlier. Removing artificial distinctions between distance and contact education practice can help to simplify the national policy framework, while leading to the type of flexibility that supports ongoing adaptation and improvement of educational practices at all public higher education institutions.
As a second step, we believe it is important to examine a range of national policy implementation frameworks to establish the extent to which they support or impede the kinds of systemic changes at institutional level that we have described in this section. For example, institutions management information systems are a critical part of administration. Part of the change implied above includes investigation of every level of data structure, to ensure that these systems do not embed anachronistic assumptions about higher education into the institution’s operations. Possibly the most obvious assumption – although it is only one of many – would be that students study full-time, enrolling in February or March and writing examinations in May and June and/or October and November. Once assumptions such as these are embedded, they become very difficult to extract from these management information systems. Consequently, it will be crucial for institutions to investigate the relationships between data sets in management information systems to ensure that these rigidities are removed where they are unhelpful.
However, almost all management information systems at institutions have, unsurprisingly, been set up to supply data required at national level. Given the legacy of artificial categorizations like ‘distance’ and ‘contact’ and the historical focus of higher education on full-time, contact education offered in year-based programmes, it is entirely conceivable that national statistical requirements perpetuate the existence of inflexible institutional management information systems, thus constraining change. Therefore, we believe that it is essential to work systematically through and adapt these statistical requirements to ensure that they do not unnecessarily constrain educational innovation and growth in new areas, thus preventing the type of work described in the previous paragraph.
In addition, national higher education structures have a vested interest in helping institutions to work systematically through these problems, as systemic inefficiencies constrain the capacity of the system to produce what it has been set up to produce. Unfortunately, though, the human resources required to implement effective re-design of institutional administrative systems are few and far between, and also generally struggling to cope with the volume of workload already facing them. We believe it is worth exploring the possibility of making small strategic investments in building the capacity of those managers and administrators tasked with implementing systems changes at institutional level, and supporting them in their work. This would signal an important shift away from policy implementation that seeks to regulate and control what people are allowed to do towards support for moving in strategic important directions, a shift that is critical in the current education environment. Describing the exact nature of this investment falls outside of the scope of this study, but we believe that, with the right team of people, it need not take more than a month to establish the scale of such investments and where best to make them.
37 Distance Education in Traditionally Contact Public Higher Education
RECOMMENDATIONS
4. Work systematically through national policy implementation frameworks – starting with the systems of gathering national data on higher education – to remove unnecessary inflexibilities that may be constraining the growth and development of innovative educational strategies and more flexible institutional systems. The time-frame for completing this work in its entirety could be set at five years, so that it is integrated with the implementation of our earlier proposals. 5. Develop a plan of action to make small strategic investments in increasing the capacity of higher education institutions to re-design their administrative and logistical systems to accommodate increasing levels of flexibility in educational provision where appropriate. A team tasked to develop such a plan could conceivably complete such a plan in one month, given that further research on needs would not be required.
CONCLUSION
This report has summarized some key features of distance education provision at traditionally contact higher education institutions. We believe that it has demonstrated the complexity of this provision and its evolving history over the past few years. Critically, it suggests the importance of fostering the growth of innovation and flexibility in higher education provision, in ways that will ensure the sustainability of a high quality higher education system in South Africa. We hope that it has made a useful contribution to unfolding policy debate in these areas.
38 Appendix One Programme Case Studies
APPENDIX TO THE REPORT PREPARED FOR THE SOUTH AFRICAN COUNCIL ON HIGHER EDUCATION
APPENDIX ONE Programme Case Studies
CONTENTS
1. University of Stellenbosch 3 Master of Engineering and Master of Law (LLM) Programmes 2. Medical University of South Africa (MEDUNSA) 8 Master of Public Health (MPH) Programme 3. Potchefstroom University for Christian Higher Education 15 Master in Business Administration (MBA) Programme 4. Potchefstroom University for Christian Higher Education 26 LLB Programme 5. University of Pretoria 35 Bachelor of Commerce in Banking Programme 6. University of Pretoria 39 LLM (Taxation) and M Com (Taxation) Programmes 7. Technikon Northern Gauteng 44 Diploma in Nursing and Environmental Health Programmes 8. Technikon Pretoria 48 Bachelor of Pharmacy Programme 9. Peninsula Technikon 49 Bachelor of Technology (B Tech) Programmes in Environmental Health, Radiology and Biomedical Technology 10. Technikon Pretoria 52 National Diplomas in Process Instrumentation, Power Engineering and Mechanical Engineering 11. Technikon Witwatersrand 57 Programme in Transportation Management 12. University of the Witwatersrand 62 Master of Public and Development Management Programme 13. The University of Cape Town 67 Masters of Philosophy in Maternal and Child Health 14. University of Pretoria 71 Further Diploma in Education Management 15. University of the Witwatersrand 83 Further Diploma in Education Programmes in Mathematics, Science, and English Language Teaching 16. University of Pretoria 105 The Bacalaureus Curationis Instructionis et Administrationis (BCur I et A) programme 17. Rand Afrikaans University 124 Honours Programme in Human Resource Development 18. University of the Orange Free State 131 Bachelor in Management Leadership Programme 19. University of Stellenbosch 151 Stellenbosch Dental faculty
Appendix One: Programme Case Studies
UNIVERSITY OF STELLENBOSCH MASTER OF ENGINEERING AND MASTER OF LAW (LLM) PROGRAMMES
This report covers the practice of distance education programmes at the University of Stellenbosch (US) with specific reference to the Master of Engineering and Master of Law (LLM) programmes. It is based on an interview conducted with the Director for the Division of Distance Education.
DISTANCE EDUCATION PROGRAMMES AT THE UNIVERSITY OF STELLENBOSCH
The Director of the Division of Distance Education stated that the mission of distance education at the US is to make the institution accessible to a geographically dispersed student population. Within this framework use is made of accessible, student driven technology to place distance education students on a direct comparable footing with their counterparts on the main campus. Distance education at US is an integral part of the university’s core focus. As such, distance education students become “Maties” in the fullest sense of the word. Core values and behavioral norms such as quality academic products, integrity in service delivery and accessibility provide cornerstones for the university’s distance education endeavor.
Distance education programmes at the University of Stellenbosch were introduced after a feasibility study was conducted by a team appointed by the university council. The team made up of academics, deans of faculties and information technology (IT) staff was assigned to conduct an in-depth assessment of the feasibility of providing distance education at the US. One of the purposes of the investigation was to look into how the US could be made more accessible to students. According to the director of the Division of Distance Education, this exercise was not an attempt to create another UNISA or Technikon South Africa, but to determine whether and where the university can add value via the providing of distance education programmes.
The outcome of this exercise was an identification of areas which were seen as potential niche areas for the US, such as post-graduate programmes in Medicine, Law and Engineering. A further outcome of this study was the conclusion that, as far as Distance Education is concerned, the primary focus for the US should be on postgaduate programmes, continuos education and one or two carefully selected undergraduate programmes. The severely restricted focus as far as undergraduate distance education programmes are concerned, stemmed from the US’s perception that this is a specialization area for UNISA. The US does not want to compete directly with UNISA on the level of undergraduate programmes. A further manifestation of this investigation was the establishment of a Division of Distance Education which provided services to different academic departments.
3
Appendix One: Programme Case Studies
THE MASTERS OF LAW AND ENGINEERING OFFERED THROUGH DISTANCE EDUCATION
In 1998, postgraduate masters programmes in Dentistry, Law, and Engineering were launched. This report explores distance education practices at the US by drawing from experiences in the Master of Laws and Engineering programmes. The Master of Engineering programme enrolls 18 students and the Master of Law enrolls 48 students. These programmes are offered on the principle and bases of adult retraining and continuos training which the university wants to provide for its former students and the general public. The university subscribes to the notion of ‘degrees/diplomas with a service contract’, committing itself it to provide ongoing training to former students as well as for students who have completed initial studies at other institutions. Programmes are therefor designed to suite the needs of mature learners who have already been exposed to tertiary education.
DELIVERY STRATEGIES
The programmes are offered using a combination of delivery strategies which include, paperbased, internet and interactive television broadcasts. The modes of delivery for each programme is driven by access. For example, the Law programme uses both a paperbased and ITV mode. The interactive television broadcasts take place on Saturday mornings. Students are allowed to take one module at a time and each module receives three broadcast per semester. These interactive lectures are regarded as a form of contact and students are not required to come to campus for physical contact sessions.
The Engineering programme is web-based but also employs interactive television broadcasts as well as paperbased materials. Students receive notes and submit assignments through the internet. They are also able to interact with fellow students in virtual ‘chat rooms’ provided on the internet.
ACCESS POLICY
The admission requirements to these programmes are undergraduate degrees. Apart from these, the organization of timetable is informed by the principle of facilitating access to these programmes. For example, since all students on the Law programme are working, the television broadcasts are not organized for during the day or in the evenings, but are organized on Saturdays which is not a working day for most students.
Tests are also taken at the remote sites. In individual cases arrangements have been made for students to take tests at the local magistrate offices. The engineering students also write examinations at the various electronic centres countrywide.
SATELLITE LEARNING CENTRE
Satellite learning centres within the university are understood as centres where there is a tutor and administrator to provide support to students. They should also have access to decentralized library facilities at such learning centres. There are no satellite learning centres used in the distance education programmes as offered by US. It is argued that the
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Appendix One: Programme Case Studies
technological infrastructure that has been organized is such that students can be supported from the main campus.
However, the ITV system which the university is contracted to, and from which it buys broadcasting airtime, has viewpoints centres in the following areas: Western Cape (Stellenbosch, Belleville, Vredendaal and George) Eastern Cape (Port Elizabeth an East London), Gauteng (Midrand) North West (Klerksdorp), Kwazulu-Natal (Durban), Northern Province (Pietersburg) Mpumalanga (Nelspruit). The university took a strategic decision not to buy technology per se, but to buy time from the service provider. This decision was informed by the speed at which technology develops and get outdated. Through this approach the university is able to make savings on resources as it only pays for the time it uses from the service provider. For example, in 1998 3300 hours of airtime were available from the service provider. The university bought and utilized 60 hours; the rest of the available hours were marketed by the service provider to other potential clients.
PARTNERSHIPS AND COLLABORATION
The University of Stellenbosch does not have any partnership with other providers. It is claimed that the two programmes, as discussed here, are not offered via distance education by other institutions. They also represent areas of strength and niche markets for the US. The university is however exploring possibilities of inter-institutional linkages with other institutions. At the moment such links are been forged between the universities of Stellenbosch, Pretoria and Potchefstroom for them to offer a joint course in Career Management. This is a non-degree, non-subsidy programme where each institution will offer three modules each and the modules will be recognized by other institutions. Discussions are also underway with the Open University of Zimbabwe concerning the possibility for collaboration in Zimbabwe.
PROGRAMME FUNDING
For these two programmes to be launched, the institution made available R50000 for each programme as seed funding. Before a programme is allowed to run, each department is supposed to prepare a project proposal outlining the cost for running that programme and the cost recovery measures to be employed. The plan is to have programmes self-financing after three years. At present the two programmes under focus in this report receive government subsidy as distance education programmes. Students are charged the same fees as full-time students. The Division for Distance Education does not have any major fixed investments on equipment and technology, but buys space on television to support distance education. It only pays direct cost for broadcasting.
LEARNER SUPPORT
Learner support is understood as forms of support available to students. The director of the division of distance education differentiates between the following forms of support which are used in their distance education programmes:
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Academic Support The major form of student support available in these programmes is through inter-active television broadcasts. These are not primarily used to offer lectures but to offer support in the form of discussing issues arising out of the reading materials which students are given. The television broadcast is also used to brief students on issues related to the course.
Help Desk Services The university runs an online dedicated help desk service that operates 24 hours a day. This service is operated during the day by staff and an after-hours by means of a system where a message can be recorded. The forms of support that are provided through this service are logistical, delivery of materials to students, submission of assignments, technological, academic and administrative support. Students can also sent messages overnight via e-mail. Staff retrieves these messages at the beginning of every working day and direct them to the relevant departments. For example, if a student is having problems in getting through to the university, s/he can send an e-mail through to the helpdesk and the message will be conveyed to the relevant section/ department of the university. There is a commitment that through this service a student query will be responded to within 24 hours.
USE OF TECHNOLOGIES
The technologies used in these programmes range from paper-materials, e-mails, Internet based, telephone, television, videos. These are used as main forms of delivery and support as described above.
COURSEWARE DESIGN
Courseware design is linked to content and evaluation. The design of programmes for Internet purposes is said to have taken about 10 months. The design of these programmes involved academics, instructional design, information technology and distance education staff. The design of courseware materials was funded through seed capital that was made available following completion of feasibility studies.
FUTURE ROLE OF DISTANCE EDUCATION AT THE INSTITUTION
The director of the division of distance education sees a growing role for distance education at US. However this will be confined mainly, on a niche basis, to the postgraduate and continuos education levels. At present, there are plans to introduce postgraduate programmes in nutrition, nursing, family medicine and educational leadership.
There is also commitment to distance education on the part of the institution as it sees it a part of the core business of the university. The director envisages that in the future there will be an integrated approach to educational provision that collapses the distinction between face-to- face and distances education. A challenge will be to ensure that the throughput and success rate in distance education programmes is equal to those of the normal contact courses. In order for this to be realized, there will be a need to put in place good administrative structures and instructional design support. Furthermore, collaboration, articulation, portability of credits across institutions are important for enhancement of programme offerings.
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He further propagates a view for the establishment of virtual university within Southern Africa which would collaborate with all higher education institutions and contributes to a breakdown of institutional barriers. He warns that a danger exists that a new form of elitism could be brought about by the use of technology in education. This could manifest in some forms of education been exclusive to some learners, which could be a barrier to access. For example, web-based programmes could exclude those students who do not have access to the internet or computers.
He sees as one of the factors that could have a negative impact on distance education in institutions as government’s potential narrow perspective of what is happening in the higher education system (if the focus is primarily on the dynamic interaction between institutions in South Africa). This could result in a drastic increase in competition in the field of higher education - especially from overseas institutions that offer online programmes which are very difficult to regulate. He argues that government should find ways of keeping track of the operations of these institutions from abroad, otherwise the end state will be one of convergence and hyper competition – which will be detrimental for the distance student..
He further proposes that government should facilitate moves towards flexible learning by making more funding available and is of the firm opinion that the education needs of South Africa will not be met by relying on the existing paradigm, or, mere incremental adjustments to the existing paradigm. He is also of the opinion that minimum quality standards should be set for distance education programmes. Emphasis should be on quality and not quantity. He argues that institutions should not ‘build numbers’ through distance education, but through quality. The approach should be, where functionally feasible and affordable, to work complementary to and not in competition with each other.
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MEDICAL UNIVERSITY OF SOUTHERN AFRICA. MASTER OF PUBLIC HEALTH (MPH) PROGRAMME
This report is based on an interview conducted with Mr. Geoffrey Setswe, a Senior Lecturer in the National School of Public Health, and the information supplied by members of faculty.
TELEMATIC LEARNING PROGRAMMES AT THE NATIONAL SCHOOL OF PUBLIC HEALTH
The National School of Public Health (NSPH) was established in 1997 after a need was identified for training in public health. The school offers a Master of Public Health (MPH) degree, a Doctor of Public Health and a postgraduate Fellowship programme in HIV/AIDS.
The MPH is a school-wide degree programme administered by the Academic Co-ordinator and program staff and is offered through distance education. The full-time distance M.P.H. program begins with the summer term and usually requires two years of enrolment for completion. A part-time distance M.P.H. program allows up to three years for completion. Admission prerequisites and program requirements are the same for both programs. The degree caters for two types of specialisations: The first is the MPH (Health Systems Management and Policy or HSMP) and the second is the MPH (Community Orientated Primary Care or COPC). The MPH (COPC) is offered in conjunction with the Hadassah Braun School of Public Health and Health Sciences in Jerusalem and the George Washington University School of Public Health and Health Services in Washington D.C. In this programme Medunsa offers the core courses in Public Health and the other two collaborating institutions offer specialization courses in Community Oriented Primary Care. However most courses in this MPH are offered directly from the National School of Public Health at Medunsa.
The programme is offered through distance education to offer opportunities to health professionals who are not able to take time off from their work to study full-time. The course is offered through distance and the face-to-face full-time versions are offered during the two- week workshops which are presented as Winter School and Summer School.
The NSPH also offers a Secure the Future Fellowship Programme that is part of the $100 million funding by Bristol-Myers Squibb company to address HIV/AIDS in Southern Africa. About 40 fellows were selected from Botswana, Lesotho, Swaziland, Namibia and South Africa who are given the task of developing effective programmes in addressing HIV/AIDS in their own countries. The programme is also run through distance mode and students are provided with academic, research and technical support.
The overall objective of the M.P.H. program is to prepare public health professionals to draw on the knowledge and skills from a variety of disciplines to define, critically assess and resolve public health problems. M.P.H. graduates should have a common grounding and sense of identity as professionals in the field of public health that enables them to work effectively with the broad spectrum of public health issues, which they face during their professional careers. The first group of students commenced their training in June 1998. The enrolments in programmes at the NSPH are as follows:
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Programme Year of Study Number MPH 1st year 38 MPH 2nd Year 42 Ph.D. 2 Secure the Future Fellows 1999/2000 37 Secure the Future Fellows Post Doctoral 3 Total 122
UNIVERSITY STRUCTURES TO SUPPORT TELEMATIC LEARNING
The university does not have a special unit or department that is dedicated for distance education. The school uses the information technology department and the computer laboratory of the university to service the programmes it runs. A technical support person for the school has been appointed. The School is working with a Distance Education Specialist from Washington DC who comes to South Africa once in four to six months to provide training to staff and new students. All staff members in the school have been adequately trained to provide technical assistance (downloading of software on the computer, computer related and technical problems). This is supplemented by the toll-free service they receive from Embanet, which offers technical support to students.
TARGET AUDIENCE
Distance Education is understood as provision of education to students who are not necessarily in a classroom with a lecturer. The target audience for this programme is the health professionals who want to improve their education in public health. The courses are open to all people in the rural and urban areas, for as long as they have access to telephones and electricity. The course is offered at post-graduate level and attracts senior government health officials. For example, one of the fellows in the programme is a Minister of Health in his/her country, another in an MEC for Health, some are directors and deputy directors of health programmes in the national and provincials levels in South Africa. It is said that most of the students are decision-makers in their countries or workplaces.
DELIVERY STRATEGIES
The NSPH offers programmes via the internet and intranet systems. This means that, for the most part, students take courses at various locations and at their own time. However, at the beginning of each semester there is a compulsory two-week winter or summer school during which students have to be on campus for lectures and other activities related to their studies. Students are credited for attending and participating in the activities of the winter and summer schools and such credits do count towards their programme. Additionally, there are seminars that are organized during the semesters.
Students are also expected to undertake a public health research project. For example, students could carry out research on areas such as HIV/AIDS, cancer or hypertension and will receive academic and research support in the form of supervision from lecturers. There is also increased contact with students during the carrying out of the research project. Each
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student has an Academic Supervisor or Research Preceptor and a Fieldwork Supervisor to provide support with the research project.
ACCESS POLICY
Preference for admission to the M.P.H. program at this School is given to applicants with breadth and depth of academic preparation in the health sciences. A minimum of two years of full-time work experience is required of all applicants without a doctoral or professional degree. The School’s M.P.H. program is not designed for those without prior relevant professional training or experience. All applications should include clearly identified career goals that are consistent with the anticipated training, a strong academic record, and impressive references that state the potential for success as a public health professional. Additional prerequisites for admission to the M.P.H. program include courses in mathematics, biology, chemistry and physics or another natural science subject.
Even though the programme is web-based, and therefore requires computer literacy, students do get admitted without computer literacy skills. Computer training is then provided to these students. The programme is said to be catering for the needs of working adults, urban and rural in the sense that through the web-based provision of the course, students are not necessarily required to come on campus on a daily or weekly basis. The only time when they are expected to come to campus is during the summer and winter schools. Students are notified ahead of time about the two weeks contact sessions, so that they can make arrangements to attend.
Students are further given a schedule of assignments and tests at the beginning of the year. The assignments and tests are posted online. Students can retrieve assignments online, answer them and post them online back to the lecturer. Students also write a take-home examination, which gets posted online, and they are given about 48 hours to write and return it. All these measures are designed to make these courses accessible to students who want to study in this programme.
SATELLITE LEARNING CENTRES
Satellite learning centres are understood as centres that are located away from campus, where lecturers go and meet students. At the moment there are no satellite learning centres used in this programme but it is hoped that they will be used in the future. The Medunsa Polokwane Campus is being targeted as a satellite learning centre for training in public health.
PARTNERSHIPS AND COLLABORATION
The National School of Public Health at Medunsa collaborates and has partnerships with George Washington University in the United States and Hadassah University in Jerusalem. They collaborate in the offering of the Community Oriented Primary Health Care course which they take turn in offering them. In 1998 Hadassah hosted and conducted a COPC workshop for students, in 1999 it was George Washington University’s turn and in the year 2000 it will be Medunsa’s turn. Students from all these three universities are put in one group and taken through the course. They all take several modules and will write the same examinations at the end of course.
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The National School of Public Health at Medunsa is the only institution in the African continent to offer this programme through distance mode using the Embanet system.
PROGRAMME FUNDING
The programmes in the school receive multiple sources of funding ranging from state subsidy, the European Union funding, the Bristol-Myers Squibb Company and the National Institutes of Health. The Research Institutes mainly fund research programmes. The Bristol Myers Squibb company funds the Fellowship programme which enables Fellows to develop effective programmes to deal with HIV-AIDS in Southern Africa. The Bristol Myers Squibb funds cover all programme expenses for the fellows including their travelling and accommodation during contact sessions, attendance of conference and seminars and tuition fees at Medunsa.
LEARNER SUPPORT
Learner support within this programme is understood as the academic and technological help that is provided to students. The following kinds of support are available in this programme:
Academic Support Academic support is provided by staff members to students. This is provided online, by telephone and by personal visits to lecturers. The staff also provide emotional support to students. The interviewee pointed out that students in this programmes are working adults with families and they sometimes call with emotional problems.
The National School of Public Health has a virtual campus with icons known as sites which can be accessed by students. These are designed to facilitate communication and the exchange of ideas amongst students and between students and staff. The messages posted to a site are accessible by everyone authorized to enter the intranet site.
Virtual Classrooms In the NSPH Area in the embanet system, there are conferences for online courses. Embanet uses a virtual filing cabinet model. In a typical class area, the various drawers of the filing cabinet are located in the top portion of the window and this is where pertinent course materials are found. Members of the class can post messages online. Posting messages and replying to them in the class area is the same as in personal mailbox.
Virtual Workgroups Students in all classes have been assigned to groups that will work together on class assignments and group projects. So special areas have been set up for the workgroups. These are private areas located in what is called a White Board area, and only the members of the group are allowed to enter though anyone can send messages to a private group by typing the name of the group in the ‘To:’ field. One person in the group is selected to serve as group leader. He/she gets training in opening discussion documents and coordinating group assignments and projects. His/her responsibilities will include leading group discussions, and submitting group assignments to the lecturer on behalf of the group.
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Virtual Documents Within each workgroup area, group leaders are able to create Whiteboards. Unlike regular messages, a Whiteboard message can be edited by other users, and saved. Any group member can add information for the others to see. The Whiteboard is a regarded as a valuable tool for collaborating on group assignments. Students use different colours when submitting their comments or responses to discussion questions in the White Board area or they simply sign their names at the end of the submission.
Electronic Chats Each group area is set up to facilitate private chats. Chats allow students to communicate with group members in real time without the expense of a long distance phone call. What students have to do is to double click the Chat icon to enter. Although group chats are private, other people may be invited to them. The people participating in a chat are required to type their comments. Because others cannot see the person that is typing, students are advised to add ‘…’ at the end of every four or five words to signal that they have not yet finished their contribution to the discussion. When the chat ends, the group leader may wish to save the chat transcript for future reference by group members.
Networking With users across the United States, Canada, Latin America, Asia and Europe, Embanet offers a rich environment for meeting individuals with similar interests. This means students have the ability to make new friends or form new alliances.
Personal Resume Students can create a personal resume. A personal resume is used to pass information you want others to know about yourself. This might include the student’s hobbies, goals, profession, and educational background or a summary of your CV.
Technical Assistance Students and faculty can rely on the availability of the services of skilled Embanet technicians 24 hours a day, seven days a week to assist in solving technical problems if they arise. The toll-free number for reaching the support line is 0.800.992.764 in Canada. This service can be accessed by all Embanet users free of charge.
Online Training The Embanet system has a Training programme with exercises which students could complete in order to learn how to use the Embanet programme. The programme contains detailed instructions for performing all of the various functions of the system.
USE OF TECHNOLOGIES
The National School of Public Health uses the Embanet system to offer its courses through a distance mode. The online system is outsourced to a Canadian Company – Embanet - which also services to Harvard School of Business and other American institutions. The Embanet system enables students and faculty to communicate across time zones and national borders. It is a system that offers much more than just e-mail capabilities. That is because it incorporates many of the functions of the Web, but in a manner that is completely interactive. The custom designed Intranet system allows students to view course materials on-line,
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participate in class discussions, submit assignments, and complete group projects. Through the utilization of computerized simulation techniques, students can also participate in realistic problem-solving exercises. They are able to hold electronic meetings via a private chat system and send electronic mail or message-conference to communicate with professors and other students from anywhere in the world.
The network is accessible through the Internet, so users need to subscribe to an Internet Service Provider (ISP). The following equipment and skills are also required: Technical Requirements Computer equipment (Minimum Requirements): 486 PC or higher, 16 Megs of RAM, 28.8 baud modem or higher, Printer Computer Skills Windows navigation Word Processing Electronic mail Web navigation
To access the NSPH network, students are required to download the Embanet software from the Internet and install it on their computer. There are no restrictions on the number of times students are allowed to download and install the software, so they are free to install it on as many computers as they like. The Embanet programme is said to have increased the capacity of both staff and students to use technology.
COURSE MATERIALS
Academic staff at the National School of Public Health developed course materials for these programmes with the assistance of a distance education specialist from the United States. All staff members in this programme are linked online to this DE specialist who offers them support on an ongoing basis. The NSPH staff develop the first draft of the programme and then identify an international expert in the discipline to help shape the course content. Further input and discussions are held with local experts until the programme is complete.
The development of courseware materials was funded from the EU funds. Training is provided by the DE specialist to both students and staff in the review of materials to ensure that standards are met. Apart from the initial contact that takes place at the beginning where workshops are conducted in materials development, teleconferencing facilities and email are used for communication purposes until the programme is finalized.
The materials are newly developed and are not adapted from other materials. South African and American textbooks are used in developing these materials. Internet sites on public health in South Africa and the United States are also used in the development of these materials.
FUTURE ROLE OF DISTANCE EDUCATION AT THE INSTITUTION
There are plans to continue offering these programmes in the future. The plan is to make the school a leader in distance education in Public Health. There are plans to get the school involved in tele-medicine and tele-health. There is a feeling that Medunsa is supporting the NSPH in becoming leaders in distance education in Public Health. The provision of
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telephones and electricity in the rural areas through the Reconstruction and Development Programmes (RDP) in South Africa is seen as a positive feature for the future provision of distance education in the school. This will enable the school to be able to be able to expand its market in the rural areas and be able to challenge competitors in the field.
The links that the NSPH has with Embanet Company in Canada and the Public Health Specialists in the US, give Medunsa some exposure and people are able to see its institutional capacity. This is seen as having some positive impact on the future role of distance education at Medunsa. At present, the school has a need for more staff members who could take the challenge of online education and to increase the capacity of the school to train more students across the health spectrum.
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POTCHEFSTROOM UNIVERSITY FOR CHRISTIAN HIGHER EDUCATION MASTER IN BUSINESS ADMINISTRATION (MBA) PROGRAMME
This report is based on an interview with Dr Stephan van der Merwe, MBA programme coordinator of the Potchefstroom Business School (PBS) at the Potchefstroom University for Christian Higher Education.
POTCHEFSTROOM BUSINESS SCHOOL
The Faculty of Economic and Business Sciences at the Potchefstroom University for Christian Higher Education first started offering management training programmes on a postgraduate level in a business school context in 1965. In 1979, the Postgraduate School of Management was formally established as a full department of the Faculty, and in 1998 its name was changed to the Potchefstroom Business School (PBS).
MBA PROGRAMME
In 1995, the Faculty of Economic and Business Sciences for the first time introduced a programme - a three-year Bachelor of Business Administration (BBA) - through telematic learning. This BBA is offered in partnership with the Domingo Hills Campus of the California State University (CSU) and the African Growth Network (AGN) - now Global Access -, which is part of the ABSA group. According to Dr Stephan van der Merwe, the decision to offer the BBA programme in partnership with the Domingo Hills Campus of the CSU was motivated by the fact that this campus has a multicultural and cosmopolitan student body. For that reason, it was believed that the course materials would be suitable for South African learners, in particular the target audience for the BBA programme, who come from diverse cultural backgrounds.
In 1997, a telematic learning MBA programme was introduced by the PBS. According to the programme co-ordinator, two reasons underpinned the decision to offer this programme through telematic learning. The first was to increase access to its MBA programme and to reach a wider target audience, as telematic learning makes it possible for universities to enrol learners on the programme without them having to come in to the main campus. The second reason, which is linked to the first, is that they wanted to provide a more affordable alternative to the residential MBA programme. This becomes possible when learners are able to study from home and therefore do not have to find additional funding to cover accommodation or travel expenses. Moreover, a flexible delivery programme makes it possible for learners to continue working full-time, which enables them to pay for their studies.
When the telematic learning MBA programme was first introduced, the PBS continued to offer a contact mode (residential) MBA programme. The telematic learning MBA and the residential MBA were, however, organised, managed, and administered as two separate
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programmes. In 1998, an extensive research exercise was undertaken through which the programme design and curriculum of forty of the world’s best MBA programmes were investigated. The MBA programmes scrutinised by the PBS team included twenty-three programmes from the United States, fifteen from Europe, and nine from South Africa. On the basis of this study, the PBS team decided on fifteen core courses that would make up their MBA programme. In 1999, they first introduced the new MBA programme, this time as a single programme offered through a range of delivery strategies. The Potchefstroom Business School’s understanding of the new MBA programme as a single programme with a range of delivery options but a single examination is one that was strongly emphasised by the programme co-ordinator throughout the interview.
Currently this programme is offered through two main delivery modes, the first of which can be described as traditional contact tuition, and the second as telematic learning. Both the contact (residential) and telematic modes of delivery are flexible, though, as they cater for learners who are working full-time. Contact opportunities on the residential programme are scheduled for times that are convenient for persons working full-time. Within the telematic learning mode there are two options available to students. They may register as either study centre students or remote students.
Contact route students generally are students who live or work within a 300-kilometre radius of Potchefstroom or Vanderbijlpark. Study centre students are those students who live or work in an area close to any one of the twenty-two PBS study centres where learners have access to facilitators. Remote students are those students who study independently and do not attend contact sessions at study centres, either because they live and work in areas that are too far away from these centres or because they find the independent study model more convenient.
CURRICULUM
The MBA programme used to be a four-year programme. When the new MBA was introduced in 1999, the programme duration was reduced to three years. These three years are divided into five semesters with three courses per semester. In the sixth semester, learners have the option of doing a dissertation, writing a management report, or joining the Strategic Thinking Programme.
Year 1 Year 2 Year 3
First Semester Subjects First Semester Subjects First Semester Subjects
General management Management Accounting Strategic Management Financial Accounting Production Management Entrepreneurship Organisational Behaviour Technology Management Change management
Second semester subjects Second semester subjects Second semester subjects
Management Statistics Marketing Management Dissertation or Management Economics Financial Management Management report or Information Management Labour relations management Strategic Thinking Programme
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ENROLMENTS
Just over 1000 students are enrolled on this programme in 1999, of which 850 are registered for the telematic learning option and 150 are contact students.
TARGET AUDIENCE
The programme is targeted at executive and middle managers. They have found that a diverse range of students enrol on this programme, including various types and levels of managers in the corporate and small business sectors, as well as professionals such as pharmacists, medical doctors, engineers, and quite a substantial number of teachers. Many of these professionals require business knowledge to enable them to run their private practises and enrol for an MBA to support that aspect of their work. A significant number of learners on the programme, in particular teachers, enrol on the programme because they want to make a career change. The programme co-ordinator estimated that women make up between ten and twenty percent of enrolments.
Contact Route Students The explicit target audience for this version of the programme is generally regarded to be people living and working within a 300km radius of Potchefstroom or Vanderbijlpark.
Telematic Route Students The programme is not aimed at South African students only, and a number of learners from countries such as the United Kingdom, the USA, Singapore, Zambia, Zimbabwe, and Namibia are currently enrolled on the telematic learning option. Many of these students are alumni of the PU for CHE. The PBS expect to see a steady growth in the number of international students on the programme over the next few years, though international students are not regarded to be a major target audience.
ACCESS POLICY
The minimum requirement to be admitted to the programme, as stated in the prospectus, is that an applicant should have a Bachelors degree or equivalent that is acceptable to the PU for CHE. In some cases the applicant should be able to convince the Director of the PBS and the programme co-ordinator that s/he has the ability to successfully participate in the MBA programme. In such a case, admission will be allowed on condition that the applicant will pass six subjects of the first study year, which - by approval of the Senate - will grant the student baccalaureate status and enable her/him to continue with the programme. Applicants should also have at least three years of practical management experience; however, the Director of the PBS could, in exceptional cases, admit students who do not meet this criterion. In addition, students must undertake to become members of a syndicate group before being registered on this programme.
According to the programme co-ordinator, they are considering to introduce an additional requirement that applicants need to have a satisfactory symbol for Mathematics in Matric, as experience has shown that students without mathematics struggle, particularly with financial accounting and management statistics. A survey of student performance will be conducted in 2000 with the view to finding a scientific base to inform a decision in this regard.
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PROGRAMME FEES
The programme coordinator explained that programme fees for both delivery options, as well as for the two routes within the telematic option, are very similar. This is because the registration fee is a little bit lower for telematic students than for contact students, but when the costs of the textbooks telematic learning students have to purchase are added to the total fee it works out to roughly the same amount.
ADMINISTRATION AND DISPATCH
Telematic Learning Systems (TLS) deals with all administrative queries of telematic learning students at the PU for CHE. Students may phone or e-mail TLS with their queries. At TLS, there is an MBA help desk, where a full-time staff member assists students with administrative queries until 19:00 in the evening. The dispatch of materials and other administrative processes are also organised from TLS.
TEACHING, LEARNING AND ASSESSMENT STRATEGIES
Contact Route Students The language of tuition is Afrikaans. Students do, however, have the option to do their assignments and answer their examination scripts in English. Students may also ask questions in English in class or during group discussions.
Lectures The programme is divided into two semesters per year and students have to attend eight lectures per semester. These are offered every second Saturday at 07:45 – 14:15 at the Potchefstroom campus, and every second Monday evening from 15:45 – 22:15 at the Vanderbijlpark campus.
Seminars It is compulsory for students to attend one study school per year in each of the three study years. The viability of these study schools is currently being investigated, and the possibility exists that these might be replaced by a prestige open day at the beginning of each year where selected guest speakers will address students.
Structured self-study Learners need to purchase textbooks but do not receive a study guide.
Peer sessions It is compulsory for students on the programme to join a syndicate group. Syndicate groups generally comprise of three to nine students.
Assessment Students need to complete two assignments – one individual assignment and one syndicate assignment – and write a final examination for each course. Assignment marks make up forty percent of the final mark and the examination sixty percent.
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Telematic Route Students
Study Centre Students Study centre students are students who live or work within a 30-kilometre radius of a study centre. The MBA is offered at twenty-two such centres. The medium of instruction for this delivery option is English. Study centre students have to attend four compulsory meetings per course, two of which can be classified as ‘lectures’ and the other two as ‘tutorials’.
Lectures Lectures in the form of video screenings take place at the second and fourth compulsory meeting for each course. The programme co-ordinator explained that they distinguish between two types of video, namely pre-recorded and life presentation videos.
Pre-recorded videos are used mainly to focus on specific learning experiences and to ‘take students to places’. This is achieved by recording, for example, interviews with managers of companies. Students are then asked to discuss issues based on the interview. The programme co-ordinator stated they have found this type of video to be a very successful medium that is also popular amongst the students.
The content of life presentation videos, on the other hand, is primarily aimed at helping students with study related issues. Lecturers help students to work through the study material, and give them tips for the examination. Some of these videos also contain panel discussions on particular topics by lecturers. Experience has taught staff at the PBS that this type of video is not very successful, as students hardly watch these videos and refer to them as ‘talking heads’. Originally, these presentations were broadcast live via satellite. The programme co- ordinator stated that they always experienced technical problems with transmissions and they did not find satellite broadcasting to be an appropriate technology for this programme.
The programme co-ordinator mentioned that they are in the process of revising their strategy for the use of video. From 2000 they will only record videos that they believe to be really essential to the programme in terms of communicating course contents.
Study Groups In order to offer support to study centre students, a network of study centres has been established where comprehensive support is offered to learners by means of qualified facilitators who assist students on a regular basis with study related queries.
The PBS and TLS currently employ eighty-four facilitators for the MBA programme on contract basis. A facilitator is appointed for each course. The programme co-ordinator indicated that eighty to ninety percent of facilitators have MBA qualifications and that there is quite a number of facilitators with PhDs. To recruit facilitators, advertisements are placed in newspapers such as the Sunday Times. They have found that persons apply for these positions because it gives them an opportunity to stay in touch with the latest trends in business thinking. For this reason, they attract many people who hold MBAs from business schools of other South African universities.
Facilitators are in regular contact with the Course Unit Manager (CUM) – sometimes made possible through teleconferences - and receive extensive guidelines before each session on how to facilitate the particular session. Facilitators do not lecture but focus on helping students with study related queries. In 2000 a pilot project will be launched to explore the
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feasibility of extending the role of facilitators to include grading of individual assignments. A strong role for moderators will be built into the system.
In the current model, the first and third compulsory meeting of each course takes the form of a group discussion. The PBS is, however, in the process of revising their strategy for lectures and group discussions. It is envisaged that the new model, which will be phased in from 2000, will comprise of four integrated contact sessions with facilitators so that the distinction between lectures and group discussions will become blurred. Facilitators will receive comprehensive facilitator’s group discussion guidelines. The content of each of these sessions will guide the choices of technologies and materials to be used. The programme co-ordinator emphasised that the envisaged model is based on the principle that you need to use technologies in such a way that value is added to the learning process.
Structured Self-study Students receive textbooks as well as a study guide for each course, which acts as a ‘road map’ for the use of the textbook. The programme co-ordinator argued that the study guide bridges the gap between lecturer and student, and is therefore a very important component of the telematic learning delivery mode.
Students with computer access may opt to receive their study guides and video material on CD-ROM rather than hard copy. This is made possible through the Flexible Learning Interactive Platform (FLIP) programme, which is an Internet-based programme to support learners. Through FLIP, students gain access to online chat groups, e-mail communication with CUMs, general programme information, study guides and materials, and a range of other services. The programme co-ordinator is of the opinion that this facility is currently under- utilised and indicated that the PBS plans to invest effort to further develop this delivery option.
Peer Sessions It is compulsory for students on the programme to join a syndicate group. Syndicate groups generally comprise of three to nine students.
Assessment Students need to complete two assignments – one individual assignment and one syndicate assignment – and write a final examination for each course. Assignment marks make up forty percent of the final mark and the examination sixty percent.
Remote Students Students outside a 30km radius of one of the study centres are registered as remote students. These students include those from neighbouring countries and international students. The language of tuition for this option is English.
Structured self-study Students receive textbooks, comprehensive study guides and videocassettes. The programme co-ordinator argued that a study guide bridges the gap between lecturer and student and acts as a ‘road map’ that guides students through learning materials, and therefore is a very important component of the telematic learning delivery mode.
Students with computer access may opt to receive their study guide and video material on CD-ROM rather than hard copy. This is made possible through the Flexible Learning
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Interactive Platform (FLIP) programme, which is an Internet-based programme to support learners. Through FLIP, students gain access to online chat groups, e-mail communication with CUMs, general programme information, study guides and materials, and a range of other services. The programme co-ordinator is of the opinion that this facility is currently under- utilised and indicated that the PBS plans to invest effort to further develop this delivery option.
Peer sessions It is compulsory for each student to belong to a syndicate group. Syndicates are usually made up of three to nine persons. Remote students who are unable to join a syndicate group in their region are assigned to a syndicate group of such students. They keep in contact with each other either by e-mail or telephone. From 2000 it will be compulsory for all students who want to register for the remote option to have e-mail access
Additional learner support The contact details of lecturers of the Potchefstroom Business School who are involved in this programme are included in the study guides, and students may contact them during working hours with academic related queries. Students may also contact the help desk at TLS. Contact between students and staff at PU for CHE is via telephonic, e-mail or mail. The programme co-ordinator mentioned that in previous years they used to have consultation hours during which students had to contact lecturers. They have found that this restricted students’ opportunities to contact lecturers and did not work properly. It was therefore decided to abandon this system.
Assessment Students need to complete two assignments – one individual assignment and one syndicate assignment – and write a final examination for each course. Assignment marks make up forty percent of the final mark and the examination sixty percent.
COURSEWARE DESIGN
A Senate resolution on the development of telematic learning programmes underpins the process of developing course materials. For the MBA programme, course unit managers are responsible for developing their own course material. They receive support from Telematic Learning Systems and the Bureau for Academic Development.
When the MBA programme was revised in 1998, the PBS developed new materials for the revised programme. These materials, with the exception of the study guides, are not exclusively used in the telematic learning MBA programme, but also by students on the contact route. Lecturers were required to develop the course material during their spare time and received a small financial reward for this exercise. In addition, authors are entitled to royalties for their material. The TLS provided support to the PBS for obtaining the necessary copyright permission.
PROGRAMME FUNDING
Telematic Learning Systems has developed a model for costing telematic learning programmes. They use this model to determine the feasibility of the offering the any
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programme through the telematic mode. Money was made available from the university’s Strategic Funds for the development of the course materials.
Subsidy This programme does receive government subsidy. In the costing model, a special calculation is made to ensure that it will be financially feasible to offer the programme in a scenario where it only receive two thirds of the subsidy for an FTE student.
SATELLITE LEARNING CENTRES
Satellite Centres There are two satellite centres, one on the main campus in Potchefstroom and one on the Vanderbijlpark campus, where the MBA is offered in face-to-face mode.
Study Centres There are twenty-two study centres for the MBA programme. These are situated in the following areas: Cape Town, Port Elizabeth, East London, Durban, Richards Bay, Taung, Kimberley, Bloemfontein, Welkom, Potchefstroom, Klerksdorp, Rustenburg, Secunda, Mmbatho / Mafikeng, Johannesburg, Sandton, Ranburg, Benoni, Pretoria / Centurion, Pietersburg, Phalaborwa, Thohoyandou. There is a central contact person as well as well as facilitators at each campus to assist students with academic queries.
The study centres are used as academic meeting places to support learning activities. Examinations also take place at these centres. No administrative services are available at the study centres.
The resources available differ from centre to centre, and range from white boards, overhead projectors, and computers with Internet access, to VCR facilities.
PARTNERSHIPS AND COLLABORATION
California State University (CSU) PBS decided not to enter into partnership with California State University for the MBA programme, even though it was originally envisaged to be the plan. The programme co- ordinator explained that the standard of course materials from the CSU was found to be much lower than expected, and therefore not suitable for the Potchefstroom Business School MBA.
Global Access The programme co-ordinator explained that the PU for CHE and Global Access went into a fifty-fifty partnership for delivering the MBA programme. He stated that they are busy with a process of phasing out the partnership with Global Access, as telematic learning is not Global Access’ core business.
Originally, they made use of Global Access’ network to advertise the course. Global Access also played an important part in video recordings and was responsible for live satellite broadcasts to the study centres. These have now been replaced by the pre-
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Appendix One: Programme Case Studies
recorded presentation videos, as far too many technical problems were experienced with the broadcasts. Broadcasts are also very expensive, and the PBS did not find these to be a cost-effective or suitable technology to use.
Telematic Learning Systems (TLS) Telematic Learning Systems (TLS) is also regarded to be a partner in the delivery of the MBA programme, albeit then an internal partner. The responsibilities of TLS and the services it provides in terms of the delivery of the telematic learning option of the MBA programme are clearly articulated and so understood by the PBS.
COMPETITORS
The programme co-ordinator indicated that there are lots of institutions in South Africa that offer MBA or equivalent programmes. These include UNISA (MBL), TSA, the University of Pretoria, the University of Stellenbosch, the University of Cape Town, the Rand Afrikaans University (M Com Management), the University of the Witwatersrand, University of Durban-Westville, as well as a number of international providers. He estimated that there were approximately thirty-five MBA programmes on offer in South Africa, but said that he thought the demand for MBAs is so high, that these institutions are all able to attract high numbers of students. He singled out the South African public institutions as those business schools who are able to attract ‘good students’.
QUALITY ASSURANCE
There is a range of processes in place to ensure quality of delivery of the MBA programme.
Senate Resolution The Senate resolution that outlines the process a department needs to go through before introducing a programme through telematic learning is an important quality assurance mechanism.
Course Evaluation The PBS attempts to, whenever possible, get their courses moderated externally. PBS staff value international moderation, and have set in place a process to contract international experts to moderate their fifteen courses in terms of quality and content over a period of two years. The programme co-ordinator indicated that they would like to find an international partner that could also play a role in their quality assurance process. He conceded, though, that to some extent an international partner is also a marketing tool and therefore very useful to have.
The programme co-ordinator explained that the nature of an MBA programme requires that courses be revised annually. As an example, he cited the Labour Law course, which at all times need to reflect the latest labour legislation and other relevant information.
Feedback from students and facilitators are actively sought and is used to enhance the programme.
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SERVICE DELIVERY: TLS
The quality of the services provided by TLS are closely monitored an evaluated. Comprehensive surveys of students on the MBA programme were conducted in 1997 and 1998. These reports are available from the PBS.
FACILITATORS
Students are asked to evaluate facilitators at the end of each course.
HINDERING AND ENABLING FACTORS
The programme co-ordinator explained that they have identified a number of critical success factors that have an important influence on the quality of the programme. One of these is the quality of facilitators. The programme co-ordinator described facilitators as the Achilles heel of the programme. For this reason, he believes that facilitators need to be well trained.
The effective use of information and communication technologies is another of the critical success factors. The PBS has learnt a lot from their use of satellite broadcasting and pre- recorded videos. The programme co-ordinator explained that the philosophy of the PBS now is to use technologies for what they are appropriate for. From 2000, the PBS will cut down on the use of video in the telematic learning option of the MBA programme. Instead, they will be producing more high-quality videos that aim to ‘take students to places’. The programme co-ordinator believes that the real challenge for the PBS is to develop good study guides.
The programme co-ordinator identified a number of problems they have experienced in the past two years with the delivery of the MBA programme through telematic learning. These issues are the following:
Getting study materials to students is sometimes a problem. TLS subcontracts the courier company DHL to do door-to-door deliveries of materials. The company is, however, not willing to deliver materials to home addresses in some townships. This means that, in some instances, materials have to be delivered to the post office closest to the students, which is not n entirely satisfactory situation.
The PBS has attempted to establish chat groups on the World Wide Web for MBA students. According to the programme co-ordinator, this has not taken off yet. They are planning to put in more effort to get this going in 2000.
In some of the more remote parts of the country, the PBS sometimes has difficulty in finding suitably qualified facilitators. Staff at the PBS are not yet satisfied with the turnaround time on assignments.
The throughput rate of students and the drop-out rate of students in the first year of study is of concern. The PBS found that once students have successfully completed their first year of study, they tend to successfully complete the programme.
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FUTURE OF TELEMATIC LEARNING FOR THE MBA PROGRAMME
The programme co-ordinator is very positive about the use of telematic learning as a delivery strategy for Potchefstroom Business School Programmes. He explained that telematic learning would increasingly become part of their job, as it already is, in the case of the MBA, their core business.
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POTCHEFSTROOM UNIVERSITY FOR CHRISTIAN HIGHER EDUCATION LLB PROGRAMME
This report is based on an interview with Professor Jan Swanepoel, LLB Programme Manager and Professor Lou van Wyk, Chief Director of Telematic Learning Systems at the Potchefstroom University for Christian Higher Education. The interview was conducted on Thursday, 7 October 1999.
TELEMATIC LEARNING PROGRAMMES AT THE PU FOR CHE
The Chief Director of Telematic Learning Systems (TLS) contextualized the introduction of telematic learning programmes at the PU for CHE by locating it within the period between 1994 and 1995. At that time, policy and planning for higher education was based on the assumption that it would be necessary to double the capacity of South Africa’s higher education system by 2005 to meet increased demand. Though the University had a strong commitment to increasing access to higher education, it was clear that it did not have the capacity to accommodate escalating numbers.
Roughly at the same time, the University started encouraging faculties and departments to move to an outcomes-based teaching methodology, which focuses on learning rather than teaching. An outcomes-based education model, with its focus on learning rather than teaching, created the possibility for using a telematic learning delivery strategy. The Chief Director of TLS thus argues that the introduction of telematic learning programmes was the result of moving from the teaching methodology to find appropriate delivery options to support that, rather than merely a decision to introduce distance education programmes.
Telematic learning seemed to the University to be a viable strategy for opening up access and increasing the university’s capacity. Subsequently, Telematic Learning Systems, the unit through which all telematic learning programmes at the university are managed and coordinated, was established. Telematic learning at the PU for CHE commenced with the introduction of a Bachelor in Business Administration (BBA) programme in 199?.
In 1998, the University Senate adopted a resolution that regulates and outlines the process for introducing a programme through telematic learning from the embryonic stage of programme design to actual delivery. The decision to offer a new programme through telematic learning is usually initiated by the relevant department, faculty or school.
UNIVERSITY STRUCTURES TO SUPPORT TELEMATIC LEARNING
Telematic learning programmes at the university are coordinated through Telematic Learning Systems (TLS). TLS comprises of the following eight sections or departments: Production management; Study centres and facilities management; Dispatch; Student records;
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Appendix One: Programme Case Studies
Finances; General administration; Student administration; and Client relations.
THE LLB PROGRAMME OFFERED THROUGH TELEMATIC LEARNING
In 1999, the Potchefstroom University for Christian Higher Education first introduced a flexible LLB programme aimed at off-campus students that is offered through telematic learning. Just over fifty students enrolled for this programme in 1999.
The LLB Programme Manager and the Chief Director of Telematic Learning Systems identified six issues that impacted on the decision to offer this LLB programme through telematic learning. These are outlined below.
Enabling Legislative Framework Changes in the legislative framework that opened up possibilities for residential universities to offer programmes to off-campus students were cited as a major enabling factor in the university’s move to telematic learning and therefore the decision to offer the LLB programme through this mode of delivery.
Response to the country’s needs The LLB Programme Manager stated that the PU for CHE recognises the fact that it is not within the reach of all students to go to university for residential full-time study. For that reason it becomes necessary for universities to “take education to the learner”. The University realised that telematic learning opens up opportunities for such students.
Niche Market The fact that - with the exception of the University of South Africa - no other university in South Africa was offering an LLB programme through telematic learning played a major role in the decision to introduce this programme, as it was felt that this is a niche market for the university. The Programme Manager stated that they felt that the package that they had to offer to potential students was substantially different from the UNISA programme. The PU for CHE programme does, for example, offer local level support and integrated course materials. The Chie Director of TLS explained that whereas the University tries to avoid mere duplication of existing programmes, it is important to understand that a programme is also linked to the “brand name” of the institution and that different brand names have different things to offer.
Change in Teaching Methodology for Residential Students Perhaps the most important factor that contributed to the decision to offer the LLB through telematic learning, was the shift in teaching methodology that occurred in the Faculty of Law. Following the introduction of the four year LLB-programme, the Faculty decided to move to an outcomes-based education approach, thereby moving away from a teacher-centred methodology to a learner-centred methodology with greater emphasis on the learning process itself. This entailed a complete overhaul of the design of the course and the course materials to bring these in line with the new learning paradigm. The programme was restructured and formal contact time reduced.
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Once this process had been completed, it presented the opportunity to start offering the LLB through telematic learning, as this learning approach was thought to be very well suited to a distance learning model and the materials could be easily adapted. The residential LLB programme, referred to as a learning-centred teaching programme, runs one year ahead of the telematic learning programme, and is therefore used as a pilot for the materials used in the telematic learning option.
Workload Until 1998, the Faculty of Law offered a daytime LLB programme with Afrikaans as medium of instruction and an evening LLB programme with English as medium of instruction. The added responsibility of the second stream of students after hours had a serious impact on the workload of lectures and thus on their capacity for undertaking research. In addition to this, it became clear that there was a strong demand for an LLB programme at the University’s satellite campus in Vanderbijlpark. Introducing a telematic learning option of the programme seemed to be a way of meeting both needs, but cutting down on teaching after hours. The telematic learning LLB programme thus replaced the on-campus evening programme.
Financial Sustainability According to the Chief Director of Telematic Learning Systems, the South African government is currently faced with enormous challenges in education, particularly in schooling, which therefore means that funding higher education is at the moment not an important priority. In the context of declining subsidy levels, it has become more important for universities to move towards greater self-sustainability. The introduction of telematic learning means higher student numbers on programmes, which contributes to the University’s self-sustainability.
DELIVERY STRATEGIES
The programme is delivered mainly through self-contained, interactive, and integrated course materials. This is supplemented by computer-based exercises, which are provided to students on stiffy disk. For learners who do not have access to computers, paper-based copies of computer exercises are provided. Learners are also provided with a timetable that enables them to pace themselves and that guides them through the study materials.
TARGET AUDIENCE
With regard to target audience, the programme manager stated that they are “casting the net wide”, as the LLB is a general undergraduate programme that appeals to a wide range of learners, both rural and urban. They have found, however, that learners enrolling on this programme are in general mature students who are working full-time. Often these students have already obtained other post-school qualifications, but decide to enrol on the LLB because they want to make a career change or because of job demands. The programme is not aimed at South African learners only, and students from neighbouring countries, such as Namibia, may enrol on the programme.
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The Programme Manager is of the opinion that they would in future like to focus the programme on learners who have already graduated but are in need of retraining, either to enable them to change careers or to help them in their current jobs.
ACCESS POLICY
The Programme Manger explained that whereas the formal minimum entry requirement is a matriculation certificate with exemption, prior learning and relevant work experience are also taken into account. In 1999, for example, some students did receive permission to enrol on the programme even though they did not meet the formal entry requirements. A committee comprising of the Programme Manager and the Dean of the faculty makes the final decision on admission. The Programme Manager did, however, strongly emphasise the need to balance a learner’s potential and with his/her chances of success.
SATELLITE LEARNING CENTRES
Currently the LLB programme is offered at two learning centres, one in Vanderbijlpark and one in Potchefstroom itself. Plans are underway to introduce the programme at a study centre in Klerksdorp in 2000.
The university currently has more than twenty-eight such learning centres. Learner support is available at any of these study centres the moment that a minimum of fifteen students in that region enrols on the programme.
With the exception of the study centre in Vanderbijlpark, none of the study centres are university property. The university enters into agreement with a range of organisations about the possibilities of sharing venues. These include community centres, corporate training centres, and private training institutions. The university holds strong position that it does not wish to acquire or erect its own premises in regions, as it maintains that there are adequate facilities available and that there is great potential for sharing these with other providers and organisations.
The centres are used as academic meeting places to support learning activities, and no administrative services are available at these premises.
Facilities vary from centre to centre, depending on what is available. Hence, some centres do have VCR facilities, computer laboratories, computers with Internet access, and a satellite connection with the main campus, whereas others have lecture halls only.
Fees charged for the use of premises as study centres are in general very reasonable. On average it amounts to about R100 per students per year.
PARTNERSHIPS AND COLLABORATION
TLS recognises some of its private service providers as ‘partners’ in the delivery of telematic learning programmes. These include DHL, who are responsible for delivery of materials, their printing company, the advertising agency responsible for brochures, and the company that duplicates CDs.
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PROGRAMME FUNDING
Courseware Telematic Learning Systems has developed a model for costing programmes. When a decision is taken about offering a new programme through telematic learning, Telematic Learning Systems uses this model to determine the feasibility of offering the programme through this mode. Each programme has its own budget. The point of departure is that each programme should, over a period of time, recover the initial costs and be financially sustainable. Telematic Learning Systems enter into a range of flexible agreements with the relevant department, school or faculty with regard to the development of the course materials. This may include paying a fee to the department for developing the materials. The money may also be used to contract out the design of courseware to an external person. The university retains copyright. Authors are entitled to royalties.
In the case of the LLB programme, the money from TLS was paid to lecturers as a small reward for lecturers who developed the materials in their own time.
Subsidy The LLB programme does receive government subsidy. In the costing model, a special calculation is made to ensure that it will still be financially feasible to offer the programme should it only receive two thirds of the subsidy for an FTE student, as is the case with UNISA enrolments.
LEARNER SUPPORT
A distinction is made between two streams of students, namely study centre students and remote students.
Study Centre Students Study centre students meet at regular times at a study centre within their region. Usually approximately four to six sessions are scheduled per semester per course. The duration of these sessions is between one and a half and two hours each.
Facilitators are appointed by the Programme Manager on contract basis. On being appointed, facilitators receive a videocassette to introduce them to the tasks and responsibilities of facilitators and to equip them with skills required for facilitating sessions. Telephone conferences are scheduled before each meeting with students, so that facilitators can receive guidance about how to handle the forthcoming session and to provide them with an opportunity to discuss their problems.
In general, preference is given to facilitators with some practical experience. Postgraduate students are also employed as facilitators. Generally Telematic Learning Systems do receive immediate feedback from students when they are unhappy about the facilitator, but there is also a more formal evaluation process at the end of the course.
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Remote students Remote students can contact their lecturers by telephone, facsimile or e-mail. All enquires are routed through the LLB helpdesk at Telematic Learning Systems, where a full-time staff member is available to assist learners until 19:00 in the evenings. TLS has found that up to eighty percent of all enquires are essentially administrative in nature, and the staff member at the helpdesk has all relevant information available to provide students with the necessary information. Enquiries of an academic nature are send through to the course lecturers. The lecturers respond to these queries, and send their response through to TLS – usually by e- mail. Staff at the helpdesk record students’ preferred method of communication, and then ensure that the lecturer’s response to the query is sent through to the learner, either by e-mail, post or telephone. The Chief Director of Telematic Learning Systems explained that the aim is to respond to a query from learner within 24 hours, though this is not always possible as it depends on the availability of the relevant lecturers.
TLS has found some evidence of remote students forming their own study groups.
USE OF TECHNOLOGIES
The Programme Manager stated that he believes that it is important to match the discipline with appropriate technologies. For this reason, the LLB programme is supported by print materials, which are supplemented with computer-based exercises. He regards the discipline of law as an analytical science, for which technologies such as audiocassettes and videocassettes would be a mere add-on that is not intrinsically required. For the programme manager, the point of departure of the teaching methodology underpinning both the on- campus and the telematic learning option of the programme is that the challenge of the society we currently live in is to find relevant information. For that reason, he believes that a teacher-centred educational approach is woefully inadequate.
The Chief Director of TLS added that the teaching methodology informed the technologies that are used on the programme. They wanted to move away from the ordinary lecture method, and therefore felt that the use of satellite, for example, which amounts to an “extended lecture hall”, is not appropriate.
An important issue highlighted by the Chief Director of TLS is that a learner-centred approach needs to take into account the needs and demands of learners when it comes to selecting appropriate technologies. The use of technologies such as satellite broadcasting limits the choices the learner can make about a convenient time for studying, as it imposes an inflexible schedule. A learner-centred approach entails that learners study at their own pace when and how they find it convenient.
COURSEWARE DESIGN
The Senate resolution on the development of telematic learning programmes underpins the process for developing course materials. A team approach is favoured, whereby a Programme Manager leads a team comprising of a number of subject or discipline specialists as well as experts in the area of didactics, instructional design, the use of technology to support learning, and so forth. The latter type of support is provided by both Telematic Learning
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Systems and the Bureau for Academic Development. The programme manager is the liaison person between the faculty and Telematic Learning Systems
In the case of the LLB programme, the existing outcomes-based learning materials that were developed for the on-campus learning-centred education programme had to be converted and adapted for the telematic learning options. Lecturers were required to do this in their spare time. Materials for some of the LLB courses are integrated, whereas for others it comprises of a textbook with wraparound study guide. In general, TLS prefers that course materials for undergraduate courses are integrated.
ADMINISTRATION AND DISPATCH
Currently all administration services are offered through Telematic Learning Systems. TLS is investigating the possibility of outsource its materials duplication, ordering, warehousing, and dispatching functions to a private partner that has more experience of this area, such as Van Schaik. The University has already entered into agreement with DHL to courier learning materials to the homes of learners, or where that is not possible, to the closest post office.
QUALITY ASSURANCE
The Programme Co-ordinator and Chief Director of Telematic Learning Systems agreed that there were a range of mechanisms and processes in place to ensure quality of the delivery of the LLB programme through telematic learning.
First, there is the Senate resolution that outlines the process for offering a programme through telematic learning. Second, the very nature of the team approach entails that all members of the team have access to the course design and materials for each course. The fact that the team comprises of a range of specialists in, for example, the areas of didactics and instructional design are further elements of a quality assurance process. Third, feedback from both students and facilitators are invited and this is then used to revise and improve the materials.
UNDERSTANDING OF TELEMATIC LEARNING
The Chief Director and the Programme Manager understand telematic learning to be an appropriate delivery mode for programmes that are underpinned by a learning-centred teaching methodology. As such, they believe that telematic learning can be a viable delivery strategy for both off- and on-campus learners, thus for residential and distance learners. The Chief Director of Telematic Learning Systems emphasised that he would like to see the notion of distance education disappear. The term telematic learning that is used at PU for CHE is not coincidental – they believe that the methodology underlying this delivery strategy is one that focuses on the learning process, rather than on teaching. The Programme Manager is of the opinion that telematic learning as a delivery strategy supplements and supports the demise of the idea of the guru or the expert that transfers knowledge to passive learners.
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FUTURE ROLE OF TELEMATIC LEARNING AT THE INSTITUTION
Both the Programme Manager and the Chief Director of Telematic Learning Systems agree that telematic learning is likely to further expand in future. They expressed the opinion that that telematic learning is a major strategy for opening up access to higher education opportunities.
New Programmes through Telematic Learning A preliminary assessment by the Programme Manager of the LLB programme offered through telematic learning programme is that it the mode of delivery seems to work very effectively. Plans are underway to introduce BCom Law and BA Law degree programmes through telematic learning in 2000. Though these programmes will not be located within the Faculty of Law, staff from the Faculty will contribute to some of the courses in these programmes.
Opportunities opened up by Telematic Learning Interviewees pointed out that telematic learning opens up a range of opportunities for learners and for the university itself.
On the one hand, it enables the university to respond to the human capital needs of the country and provides a way of opening up study opportunities for hard to reach learners in rural areas and people who work full-time.
On the other hand, the introduction of telematic learning programmes has a range of positive spin-offs for the university itself: In the first place, having to think about the teaching methodology underpinning telematic learning has led to questions being asked about appropriate methodologies and teaching strategies in general. The introduction of telematic learning has brought the process of course development and design into the spotlight. It has forced academics to “open up their yellow notes” for public scrutiny and comment. Second, the range of quality assurance mechanisms developed for telematic learning has become a model for – and is increasingly being applied to - on-campus programmes. Senate has, for example, recently adopted a new document entitled “Standards for flexible learning”. Third, increased enrolments on programmes allow for the appointment of more academic staff. Fourth, telematic learning is a way of expanding the university’s influence sphere beyond regional boundaries.
Hindering Factors Interviewees identified the following as stumbling blocks on the process to introducing telematic learning: The way in which the university is structured has provided some of the most difficult stumbling blocks on the way to implementing telematic learning. One of the reasons for this is the fact that all university regulations are actually aimed at residential students. So, for example, there are regulations on minimum levels of class attendance for students to qualify for writing examinations. There are also particular regulations governing the timeframes within which supplementary examinations should be written. These regulations are not any longer relevant when you move into a flexible learning environment.
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The current administrative systems also seem to be inadequate for dealing with the more sophisticated requirements of a flexible and telematic learning enterprise, such as the ability to list course materials as a line item on students’ accounts.
Even though telematic learning programmes are in general far cheaper than residential programmes as learners do not need to stay on campus, it is the experience of the TLS potential learners still find it very difficult to afford class fees or to obtain financing. This has an effect on the number of enrolments on the programme.
The level of state subsidy for telematic programmes has an important impact on the financial sustainability of these programmes.
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UNIVERSITY OF PRETORIA BACHELOR OF COMMERCE IN BANKING PROGRAMME
This report is based on an interview conducted with the Principal of Damelin School of Business (DBS), the Head of Department of Economics, and the senior staff member of the Department of Telematic Education of the University of Pretoria (UP). This was conducted on the 15th October 1999. Additional information derived from the written responses to the questionnaire made by the interviewees.
BACKGROUND TO THE INTRODUCTION OF BACHELOR OF COMMERCE IN BANKING AT THE UNIVERSITY OF PRETORIA
In 1997 the Department of Economics at the University conducted a market research looking into the kind of graduates they need to produce. They consulted with stakeholder namely the banking sector, the public and the Reserve bank. The question posed was what kind of skills should banking students have? The questions were asked to the banking sector in terms of the kinds of outcomes they wanted from a Banking student graduate. The result of that was a design of B.Comm in banking. This programme is said to be unique and meeting the needs of industry.
Apart from the academic content the programme was to deliver, the programme is designed to include a skills-development component. These skills include computer skills, business ethics, quantitative analysis skills and communication skills. The programme further aims to offer training to low and senior level management in the banking sector. It is argued that there is a great demand for training in the financial services sector that includes banking and insurance companies.
There is flexibility in the delivery of this programme. The packaging of the programme is such that it allows for collection of credits from the first year to the third year leading to an award of a qualification in each year. For example, a student who is unable to continue with his/her studies after completing a first year will be awarded a Certificate in Banking. The one who exists after second year will be awarded a Diploma in Banking and the one who completes a third year will be awarded a Bachelor of Commerce in Banking (B.Comm) degree. Throughout the three levels it is ensured that students are exposed to a certain level of skills training. For example, at first year a student will be taught computer skills, report writing skills and communication skills to enable him/her to be able to operate in a banking environment.
This programme is offered in collaboration with the Damelin. The arrangement is that Damelin, which has been offering this programme at certificate and diploma levels in collaboration with the Institute of Banking, will now work with the University of Pretoria. In the past the Institute of Banking would prescribe the syllabus, set examination and accredit the certificates and diplomas in Banking offered by Damelin. Damelin was responsible for the design and delivery of content. The University of Pretoria will now assume the role that was played by the Institute of Banking, but the partnership will still continue.
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UNDERSTANDING OF DISTANCE EDUCATION
The banking programme is offered through distance education. Materials are developed in a way that suites the distance education students. The programme is also offered on a face to face mode. According to a Damelin representative, distance education is understood as another way or an alternative to full-time study that a student can pursue. It is seen as another form of open learning approach where students can study without a full-time contact, but could have contact sessions in the form of workshops. It is argued that there are three types of models of students in the market: those that study full-time, part-time and through distance mode. All these students need to be catered for by education providers.
The Department of Economic at Pretoria sees distance education as an alternative mode of delivery to full-time study. Distance education students are a niche market that had been identified by industry. It is said to comprise of people without money, time and opportunities to study full-time, but want to further their studies without having to be full-time. Distance education is not an add-on strategy, but it is specific delivery strategy designed for a specific student market population. The Department does not distinguish between distance and contact delivery strategies.
There is convergence of views between the two institutions in terms of the purposes of distance education. This is understood as affording opportunities to all students to get involved in a flexible learning process whereby they can choose where, when and the pace they want to study at. This programme is said to enable students to build on their previous learning experiences and implement aspects mastered in a working environment while continuing with their studies
DELIVERY STRATEGIES
At first year (certificate) and second year (diploma) levels which are offered Damelin, the programme is mainly paper-based, with supplementary strategies devised such as revision seminars, tutorials and video materials. The third year level which is offered by the University of Pretoria, uses the same strategies but in addition, the university offers some telematic lectures at third year levels. Plans are also underway to offer the course electronically (web-based).
ACCESS POLICY
The admission requirements into this programme is matric pass, not necessarily a university entrance pass. However, if a student wants to pursue this programme to degree level s/he will have to obtain the age-exemption certificate from the examinations authorities. On the part of Damelin, in addition to matric pass, students are required to be a Certificated Associate in Banking (CAIB). This is not much of a problem in terms of access since Damelin’s students are drawn from the banking industry.
From the university side, Damelin certificates and diplomas in banking would qualify students to be admitted to a degree programme at third year level. The university would also require the normal university entrance from these students.
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Attempts are also made to facilitate access through the arrangement of the timetable. Students are required to submit assignments and could elect to write exams either in May or November. In the event of a student struggling with submission of assignments, s/he could defer the writing of exams to the following ear. S/he however needs to notify the institution on time.
The programme is further said to be accessible to learners of all ages in all conditions. Study materials is mailed or couriered to all areas. Assistance in the learning process is offered by telephone. There are no tests written, but students are expected to write two assignments per course per semester.
SATELLITE LEARNING CENTRES
The use satellite learning centres by Damelin is seen as part of the delivery strategy to offer service to students on behalf of the Department of Economics of the university of Pretoria. They are used to increase access to the programme, to assist students in administrative matters, and in the distribution of study materials. These centres are also used as venues for contact sessions where there is a sufficient demand for them. For the purpose of this programme Damelin uses its centres in Durban and Cape Town. The Damelin centres are complete campus with infrastructure and provide logistical and academic support to students. There are also internet sites which students can access for study purposes.
PARTNERSHIPS AND COLLABORATION
The partnership arrangements that exist between Damelin and the University of Pretoria are mainly at third year level. Damelin will continue to offer certificate and diplomas at first and second year levels, the qualification will be jointly awarded by the two institutions. Those students who want to continue to be awarded a degree, would be transferred to the university and register as university students.
Other forms of collaboration that exist between the two institutions in the offering of this programme are in the areas of the design and development of course materials, development of assessment (assignment and exams), marking of assignments and examinations, tutoring and provision of lecturers for revision seminars and the conferring of qualification. The two institutions further collaborate around the design of course materials. Course materials are developed by the University of Pretoria according to guidelines set by both the university and Damelin. This includes manuals in modular structure, study guides, additional reading and in some instances textbooks. The two institutions argue that they are the only providers of this programme in the country.
PROGRAMME FUNDING
Damelin receives private funding in the form of student fees to run this programme. The University of Pretoria qualifies for the normal state subsidy per student after two years. These funds will be used to appoint the necessary lecturing and tutorial staff. In the interim period, the Department of Economics has to use alternative funding from its existing personnel allocation and other funding.
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LEARNER SUPPORT
Learner support is understood as the assistance given to learners in the learning process other than what they get through the normal forma channels. The learners support strategies that are used in this programme are revision seminars, tutoring system as well as feedback on assignments. Students are also said to be given prescribed answers to assignments and guidelines towards examination papers. Assignments are also used to provide guidelines to students for examination purposes. Tutorials are said to be the most effective learner support strategy for this programme. Damelin has a tutorial system in place where distance learning students can ask for and receive telephonic assistance. Students can contact Damelin tutors for support through e-mail, fax or telephone. There are also revision seminars that are held in the satellite campuses to Damelin to help students to prepare for examinations. If these revision seminars don’t take the form of contact sessions, videos are available in the satellite learning centres to assist students in doing revision of their work.
USE OF TECHNOLOGIES
The kinds of technology used in the programme include print materials, videos, telephone, email and interactive television broadcast. Print material is the predominantly used form of technology. Videos are made available at the satellite learning centres and elsewhere to enable students to do revision. The use of a combination of these technologies is said to be effective in this programme.
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UNIVERSITY OF PRETORIA LLM (TAXATION) AND M COM (TAXATION) PROGRAMMES
This report is based on an interview conducted with Head of Department of Accounting and Finance and the administrative assistant in the Department. Additional information was drawn from documentation and information brochure obtained from the Department.
BACKGROUND AND CONTEXT OF DISTANCE EDUCATION AT THE 1 UNIVERSITY OF PRETORIA
In 1997, the University of Pretoria embarked on a massive expansion programme and recruitment drive to attract distance education learners. In order to achieve this goal, the university established the telematic education department, which introduced telematic education programmes. For the University of Pretoria, telematic education refers to a comprehensive system of flexible learning which emphasizes the use of technology to enhance the teaching and learning environment, mostly ‘over a distance’.2 In this approach, modern communication and information technologies (telematics) are combined into flexible educational delivery systems. Telematically delivered programmes are based on the integration of contact tuition; paper-based distance education; electronic education through technology-driven learning packages that use interactive multimedia, virtual campus technology that integrates with other technologies, such as the internet, and interactive television teaching and video conferencing.3
DISTANCE EDUCATION PRACTICES IN THE DEPARTMENT OF ACCOUNTING AND FINANCE
This report focuses on the distance education practices in the Department of Accounting and Finance with specific reference to the Master of Commerce in Taxation (M.Com Taxation). Planning for the offering of this programme started in 1998 and the programme was offered from the beginning of 1999.
A need for specialized knowledge of Taxation by Chartered Accountants as well as legal practitioners resulted in the introduction of the M.Com (Taxation) and LLM (Taxation) by the Department of Accounting and Finance in collaboration with Department of Commercial and Labour Law. Thus the profile of students in this programme is 99% or 100% Chartered Accountants or practicing lawyers. They all have access to technology; hence it is easy for the programme to be offered online. According to the Head of the Department of Accounting and Finance, the decision to offer this programme through distance education mode was in order to get more people involved in the programme. The programme is not delivered through face-to-face or part-time. The purpose of the degree is to provide additional formal training in Taxation with the aim of improving students’ knowledge of the theory of Taxation and equipping them with the
1 This section is based on the information obtained from the university for another project conducted by SAIDE. It is used to contextualize DE provision at UP. 2 Notes from Dr Tom’s Brown’s (Project Manager in the Telematic Education Department) presentation at the Telematics for Africa Development meeting, CSIR, May 1999. 3 Information obtained from the website: http://www.up.ac.za>http
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knowledge required identifying tax-planning opportunities. It is argued that such knowledge will enable them to become specialists in Taxation. The programme is offered over two years.
UNDERSTANDING OF DISTANCE EDUCATION
According to the Head of Department, distance education is understood as teaching students who are not normally situated on campus. In the context of this programme, the programme is web-based and there are also additional 20 television lecture broadcasts per year that are done on a weekly basis. There are no contact sessions conducted for students. The lectures are normally broadcast in the evenings. Some of lectures are broadcast live and some are pre- recorded. It is said that the profile of these students, many of whom them are in high income level, makes it easy for them to afford to purchase DSTV dish, or video equipment. This makes it possible for them to view the lessons from home or to purchase videos of the lectures that have been broadcast to view at home.
The Department has received feedback from students expressing a need to have some interaction with lecturers. It is envisaged that next year two workshop sessions will be conducted with students.
DELIVERY STRATEGIES
According to the departmental information brochure, in 1999 the Department of Accounting and Finance decided to move from contact sessions to a technology-based distance education model for the presentation of the course materials. This model entails the use of World Wide Web to distribute information to students. This entails forwarding of lecture outlines, study guides and where appropriate, study materials to students. A satellite television broadcast is used for the presentation of lecturers. Forty lectures are presented to by satellite transmission from the University of Pretoria over a period of two years. Students are able to view these lectures on a DSTV or at the viewpoints the university has set-up countrywide.
Students are required to submit two assignments per month per year and to sit for an examination at the end of the every year.
ACCESS POLICY
The university sets the admission requirements into this programme. Students who hold a Chartered Accountant (SA), B Com Honours or LLB, B Proc. (or equivalent) qualification will be admitted to the course. Only 50 students are admitted into this programme per year.
Because the course is web-based the requirements include computer literacy and access to the internet. The HOD argues that theoretically these requirements are suitable, but in the rural areas where there is electricity and telephones, there will not be easy access to the internet and DSTV. Furthermore, even though DTSV is said to be limited to Southern Africa only, there is a student in Walvis Bay who can’t access it. The student relies on videos for support.
There have been attempts to accommodate students at a distance in terms of setting course requirements. In terms of assignments, students can retrieve them online and sent them back
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by email. They can also fax them back to their lecturers, thus cutting down on travelling time and expenses.
PARTNERSHIPS AND COLLABORATION
The programme is not offered in partnership or collaboration with any other institution. However the Department draws lecturers from outside the university to teach on this programme. One of the presenters of the course is a judge of the Appeal Court. They also get involved in the supervision of students.
It is said that there are no other institutions in the country that are offering similar course. UNISA offers a paper-based higher diploma in Taxation, and thesis-based Taxation Masters course. Rand Afrikaans University (RAU) is said to be offering post graduate programme in International Tax. University of Pretoria offers a General Taxation course that incorporates International Tax as one of the modules or subjects.
PROGRAMME FUNDING
There has been no extra funding required to introduce this programme. Distance education provision is part of the core-business of the university and therefore the infrastructure was already in place. These include broadcasting facilities, www sites. All that that had to be done was to book hours on the satellite and also to advertise the programme. The programme is said to receive government subsidy.
LEARNER SUPPORT
Learner support is understood as some help or support provided to students in their self study. This entails ability to call lecturers, contact with lecturers via e-mail; support students receive in developing research proposals, and feedback they receive through assignments. Since the course is web-based, the soft ware they use (WEBCT), has a communication facility which is also used for learner support purposes. These include whiteboards, list server, chart rooms, and bulletin boards (which are used to post general notices). The department also has the practice of posting the best answered and good assignments on the bulletin boards for other students to use as a model of how a particular assignment should have been answered. At the end of the year students will thus be having all the best assignments for the year. Lecturers also use white boards to pass information or explain information to students. However, this is said to be not frequently used. The most frequently used and effective means of learner support facility used is said to be the email. Learners use the email to communicate with the lecturers and amongst themselves. Students are also able to access the materials and submit their assignments via e-mail.
Through the webCT the departmental officer can keep track of whether students can access the materials or not. In the event of students not being able to access relevant reading materials, an extension for submission of an assignment can be granted. Students are expected to submit 2 assignments per year. Other means of learner support are the use of videos and direct contact with lecturers or via telephone. Learner support is also provided to students in the form of special discounts from Butterworth Publishers for the purchase of prescribed works for the course. For example, the normal price
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Appendix One: Programme Case Studies
for the Butterworth Complete tax Library (CD ROM), including the updates for the first year is R6510. However the special price for the masters programme students is R1200. The Internet version of the Tax Library can be purchased for an additional R600.00. Furthermore, the Taxnet (Internet) which contains a comprehensive information students require for this programme, can be accessed at a rate ofR2400 per year, but the special price for students in this programme is R1200 per annum.
USE OF TECHNOLOGIES
Technology that is used in this programme is internet, television, and videos. Apart from the ability to access the course materials through the internet, students can also buy text books onscreen. These include tax cases which can be accessed on script, through the CD or online. The students also have an online library and can further access different databases on the internet. There is also a library service that is available to students whereby a contact person in the library does literature searches for students and sent it them online.
Through the use of this technology (internet), the Department is able to reach out to students in the whole of South Africa without having them come to campus. Apart from major and small towns of South Africa where students in this programme are from, students are further drawn from as far afield London, the Netherlands, Namibia, Zimbabwe and Tanzania. What is of importance is that this mode of delivery accommodates the movement of students from one country to the other. The programme administrator reported that there has been a student who moved from Pretoria to London and could still continue with the course without interruptions. Through the Internet students are able to access the materials from anywhere in the world.
COURSE MATERIALS
The materials for this course were developed by outside lecturers who were appointed by the university. They were provided with the structure, which had been existing, and they had to develop materials in terms of defining the outcomes, setting assignment and examination questions and answers. The course materials for this programme are therefore said to be outcomes-based.
FUTURE OF ROLE OF DISTANCE EDUCATION IN THE INSTITUTION
There are plans to offer this programme through distance education in the future. There are also plans to introduce new programmes in the future. At the moment, a new Masters Degree in Financial Management Sciences aimed at educating and empowering candidates to make correct financial decisions in a fast-changing and technologically complex business environment has been developed for delivery in the year 2000. This will be offered through web-based mode using contact sessions rather than broadcasting as a form of support. There is a sense of the institution being highly committed to distance education provision. The institution’s establishment of the telematic education department which has grown from 1 to 50 staff members in period of one and half years is said to be providing evidence of this.
The factors that would impact negatively on the offering of this programme in the Department are the cost of the programme to students. This is related to purchasing the
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technology (computer, modem, DSTV) that is required for them to study in this programme. Furthermore, the nature of the Accounting discipline is such that it is difficult to it without support as there are practical components that need contact with lecturers. The positive aspect of this programme is that international professional bodies accredit it.
The factors that would impact negatively on the use of distance education in this institution are said to be government’s legal and regulatory frameworks. That is, if the government introduces measures that prevent the institutions from operating in geographical areas that are said to be the market of the institutions. At the moment there is said to some uncertainty about what is going to be required and what will be outlawed.
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TECHINKON NORTHERN GAUTENG DIPLOMA IN NURSING AND ENVIRONMENTAL HEALTH PROGRAMMES
HEALTH SCIENCES FACULTY: NURSING AND ENVIRONMENTAL HEALTH PROGRAMMES
This report is based on an interview conducted with two staff members (Heads of Departments of Nursing and Environmental Health) and the documentation supplied by these departments.
INTRODUCTION
Technikon Northern Gauteng offers a distance programme in Nursing and Environmental Health Sciences. This programme was first introduced in 1992. It is offered as part of the faculty’s community outreach activity in the following areas Northern Province (Pietersburg), North West (Mmabatho), Free State (Welkom) and Mpumalanga (Nelspruit). These centres are not permanent and change from time to time as the number of students increase or decrease in these areas. For example, the Northern Province centre was initially at Tzaneen, the North West one at Rustenburg and the Free State one in Qwaqwa.
There is no institutional policy on distance education, but the faculty decided to run the programme in order to make education accessible to the people. Because there is no institutional policy, there are also no formal institutional structures provided to support distance education. The only structure available is an advisory committee that is established in all the provinces where the programme is offered. The advisory committee, which has been established on the initiative of the faculty, rather than management’s intervention, is mainly made up of the faculty staff and the employers of students. The role of the advisory committee is to help the faculty in identifying what the needs of employers and students are. In other words, how the institution can respond to the needs of the market and the community.
The course component includes experiential training and the faculty normally organizes specialists to offer a 2 day workshop or seminar for students.
DELIVERY STRATEGIES
Both the environmental health and nursing programmes are offered on a paper-based mode with contact sessions organized to support students. Students also organize themselves into small groups for discussion purposes. There is no use of technology in this programme. The course is not offered on a face to face basis. This is mainly because the clients involved are workers and not able to attend lectures during the week or day.
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UNDERSTANDINGS OF DISTANCE EDUCATION
The lecturers in this programme understand distance education as availability of educational opportunities where there is no infrastructure.
ACCESS POLICY
Access policies into nursing and environmental health programmes is based mainly on the technikon’s admission requirements and students’ professional standing in their work place. Apart from the general Technikon requirements for admission of students (matric pass and age exemption), the faculty expects students for the nursing programme to be professional nurses in service, and ought to be registered and paid up members of the South African Nursing Council.
It is generally expected that the student should inform employers about their intention to register for this course in order to be able to obtain permission to attend to activities related to the programme requirements. This is done so that the students could be able to respond to the time demands made upon them in this programme in terms of registration of the course, attendance of lectures and the writing of tests and examinations.
SATELLITE LEARNING CENTRES
Satellite learning centres are understood as off-campus facilities that are available for students for the tuition purposes. These differ mainly from those of the normal campus situation. These facilities are not expected to be a replica of the main campus.
The satellite learning centres that are used by the faculty of health sciences, which are referred to as off-campus, are classrooms or facilities that are rented from other providers in the regions where the faculty offers its programmes. The centres do not have any facilities except provision of classroom space for contact sessions. These classrooms are booked and paid for on a daily charge. Students do not have access to library facilities like those in the main campus. Lecturers used to take books for students when they went to these centres for contact sessions. This is no longer done. Instead, the faculty gives every student a letter of introduction to institutions in those regions to allow them to use their library facilities.
PARTNERSHIPS AND COLLABORATION
There is no other institution in the region where this programme (B.Tech) is offered which provides a similar programme. Although in the Northern Province institutions such as Universities of the North, Pretoria, Rand Afrikaans and Potchefstroom are offering nursing programmes at a distance, they are not at B.Tech level. At National level, the faculty collaborates with the University of South Africa (UNISA), in the offering of this programme. Unisa offers Occupational Nursing module for the Technikon students which get credited for the B.Tech programme at the Technikon.
Even though there is no collaboration at the moment, exploratory talks are underway for the possibilities of collaboration with Technikon Witwatersrand and Technikon Pretoria.
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PROGRAMME FUNDING
The Institution is said to be having a budget for the off-campus (distance education) activities. It appears the subsidy that is received for this programme is based on full-time- equivalent student cost. Before a programme is launched, a cost analysis is conducted to explore the financial viability of offering the course. The cost analysis is expected to include a proportion of student contribution to the overall cost and the payment of lectures. Only those courses that are said to be cost effective gets approval for launching. Approval for the implementation of the programme is based on ability to attract 25 students or more and ability to pay lectures involved in this programme from the available funds.
LEARNER SUPPORT
The lecturers interviewed argued that learner support is one of the difficulties they encounter offering this programme. They pointed out that there is no sufficient attention given to support learners in this programme. This is attributed to amongst the others, a lack of commitment to distance education by the institution. The only forms of support available are part-time lecturers in the respective areas who offer academic support to students and act as resource people for students. Furthermore, mentors are appointed in the experiential learning sites where students have to do their practical work to support students. The criterion used to appoint the resource people is specialization in the subject areas students are working in. It is argued that the quality and effectiveness of the service provided is varied and depends on the expertise and quality of the person who has been employed.
Students are said to have organized themselves into groups which serve as a source of support. Lecturers from the main campus also rent video cassettes related to the subject areas of students and they play them for students as a form of support and enrichment. Telephones are not used as a form of support because they are said to be expensive. Furthermore, most of the learners do not have access to telephones in the areas where they leave. Students have to wait for the contact sessions in order to raise problems related to their work.
COURSE MATERIALS
The courseware materials are said to be developed by subject lecturers. There was no clarity on how the development of these materials was funded. Since the course is not offered on a face to face basis, the materials were originally developed for distance education purposes. There was no extra or special funding obtained for the development of these materials. Lecturers developed these materials as part of their duties as academics.
THE FUTURE OF DISTANCE EDUCATION IN THE TECHNIKON
It is envisaged that the institution will continue to offer these programmes next year. Rather than adding more programmes, the faculty intends widening the offering of electives to include primary health care facets.
The interviewees did not see commitment to distance education on the part of their institution. This was substantiated by failure of the institution to provide support structures, computers, library facilities and securing of off-campus venues to support this programme.
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They argued that securing of the learning centres and overall administration of the programme is the sole responsibility of the lecturers. The management of the institution is not involved.
The aspects that would impact positively on the use of distance education in this departments of Nursing and Environmental Health are said be (i) allocation of budgets for distance education programmes, (ii) institutional support of what the faculty is doing, (iii) and the extension of community service by the institution.
Factors that would impact positively on the use of distance education in the institution are said to (i) provision of administrative support in the registration of students (ii) involvement of the institution in the management of off-campus activities, (iii) more departments getting involved in the distance education would get the management of the institution to be interested in distance education. It is said that there no clear institutional policy on distance education provision. The institution covers distance education under the policy on evening classes. The interviewees believe that if the institution could take interest in distance education and get involved in conducting research in the community, it will be able to popularize itself and further improve its image in the community.
OVERVIEW
Distance education programmes (or off-campus activities) as offered by the faculty, is more of faculty arrangement than a formal institutional initiative. There is no formal policy on the off-campus activities. There is a close collaboration between the faculty and the employers (the health ministry, hospitals and health clinics) in the offering of this programme. Officials from these institutions sit on the advisory committee for this programme. This helps in ensuring that the programme remains relevant meets the needs of students, employers and the community.
The programme is less sophisticated in its operations and there little use of technology. There seems to be little infrastructural support for the offering of this programme. This compromises the quality and the potential that is there in the offering of this programme. There is no technology used in this programme except for the use of rented videocassettes which take along with them to these centres. In order to be able to play these cassettes, lecturers are supposed to transport television sets and video machines to the learning centres.
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TECHNIKON PRETORIA BACHELOR OF PHARMACY PROGRAMME
DEPARTMENT OF PHARMACY
This interview is based on an interview with a staff member of the Department of Pharmacy at Technikon Pretoria
INTRODUCTION
Technikon Pretoria is offering a joint Bachelor of Pharmacy degree programme with the Medical University of Southern Africa (Medunsa). The arrangement between the two institutions is that students spent six months at the Technikon and another six months at the university. The approach adopted in this programme uses a problem learning concept, whereby students learn by solving problems. Students are divided into groups of five or six and are given scenarios and problems to solve. Facilitators, who are normally trained pharmacist, staff members and senior students assist students in the solving of problems. There are no formal lecturers which students have to attend. Students normally meet for discussion and problem solving exercises.
DISTANCE EDUCATION COMPONENT
The programme is regarded as a distance programme since students do spent six months off- campus. During their off-campus activities, they get posted in various work places for practical and experience. During the first year they get placed in Primary Health Care Clinics, during the second year in Industrial Pharmacy, third year in Community Pharmacy.
They are further taught basic life skills, computer skills and language skills. The system that is used in this programme is that of continued professional development system of getting credits.
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PENINSULA TECHNIKON BACHELOR OF TECHNOLOGY (B TECH) PROGRAMMES IN ENVIRONMENTAL HEALTH, RADIOLOGY AND BIOMEDICAL TECHNOLOGY
This report is based on an interview conducted with the Head of Department of Public Health at Peninsula Technikon (Pentech). The report focuses on distance education practices in this faculty of science with specific reference to a Bachelor of Technology (B.Tech) course covering Environmental Health, Biomedical Technology, and Radiology specialization’s.
CONTEXT OF DISTANCE EDUCATION PROVISION AT PENTECH.
Pentech has set itself a mission of creating opportunities for its constituency by providing education and training to employed individuals and those who far from the Technikon campus. In the realization of this vision, the Technikon offers a distance B.Tech degree in Environmental Health, Biomedical Technology and Radiography. The advantage of distance education approach is said to be that students will not be leaving their work environment and home for long periods at a time to obtain formal qualifications. This is important especially for students who come from under-resourced areas, as they are offered opportunities to improve their qualifications whilst on the job.
UNDERSTANDINGS OF DISTANCE EDUCATION AND TARGET AUDIENCE
Distance education is understood as an approach where education is offered without physical contact. However, in this programme there are one week contact sessions offered. The HOD argued that some might not regard this as distance education. Distance education programmes were introduced in this programme in response to a request from students who qualified from Pentech. Pentech is said to be drawing students from all over Southern Africa. On completion of their courses and begin to work, former students had to further their education and they approached the institution to provide some form of ongoing training. Thus, the institution had to introduce a distance education programme to accommodate these students. The course is also offered residentially on a face-to-face mode. The target audiences for this programme are ex-students and anyone who qualifies.
DELIVERY STRATEGIES
The programmes are offered through a combination of contact sessions and paper-based materials. A lecturer visits students in their respective centres one week per quarter. During this contact session students receive classroom support and tutorials in the compulsory or elective subjects. During the intervening times, outside the contact week time, students are supposed to study on their own, work on assignments and projects. The course is conducted on a continuos evaluation basis in the form of class tests, tutorials, assignments and projects. There is no examination written in these programmes.
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PARTNERSHIPS AND COLLABORATION
The Technikon does not have any partners nor does it collaborate with any institutions in the offering of these programmes.
ACCESS POLICY
A basic admission requirement into these programmes is a recognized national diploma or national higher diploma in the field where one wants to study. Other means to facilitate access to these programmes have been devised. For example, opportunities exist for individuals to participate on the programme by (a) doing a subject(s) for non-degree (short course) purposes; (b) students who have completed B.Tech in other subjects from other Technikons can switch over to these programmes and apply for the recognition of up to a maximum of 50% of the required four subjects to obtain their B.Tech qualification. The course is also open to people who have a National Diploma (Environmental Health) and have completed Research Methodology and Public Administration at University, and those who have completed Research Methodology and Public Administration as part of the National Higher Diploma (Environmental).
INSTITUTIONAL POLICY AND STRUCTURES
There is no formal institutional policy on distance education. The programme was first offered at a distance in 1994. There is no formal structure established for the offering of distance education. The Department of Health staffed with a Head of Department and a secretary is responsible for coordination of distance education programmes. Lecturing responsibilities are outsourced by appointing outside experts in the areas where these courses are offered to offer support to students.
THE USE OF SATELLITE LEARNING CENTRES
There are learning centres established in Mafikeng, Umtata, Kimberly, Pietersburg, Namibia and Nelspruit which are used in this programme. The programme operates on the principle of paper based distance education with one week contact session as a form of support. The contact sessions take place at these learning centres. Different subjects are offered in different centres depending on the specialization offered in that area. For example, historically, Mafikeng has been specializing in Environmental Health and Biomedical Sciences. Programmes have been run in Namibia for the past 5 years where the Technikon is said to be having a big pool of students. For a learning centre to be opened in an area there should be a minimum of 30-40 students interested in one specialization area. If the number is less the stipulated minimum number of students required, the course then becomes too expensive to run. According to the HOD, students are grateful about the opportunity they are given to study whilst working since it is difficult for them to get off time off to study on a fulltime basis without earning a salary. The programme is said to be offered in a way that becomes convenient for students to study. The course is also residentially on face-to-face bases. The enrolments per specializing areas are as follows:
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Centre Course offered Number of Students Umtata B.Tech. Medical Technology 9 Pietersburg B.Tech Medical Technology 20 East London Environmental Health 40 Namibia Environmental Health and Medical 10, 10. Technology Kimberly 12 Total 101
LEARNER SUPPORT
The major form of learner support that is being provided is through one week contact sessions that are conducted once per term. These contact sessions are being offered for enrichment purposes. During the contact sessions there are also tutorials that are being conducted. Student mentors have been appointed in all the regions and they coordinate student’s activities when there are no lecturers around. They collect assignments to send them to the main campus and keep students motivated. They further provide academic support to students when a need arises.
USE OF TECHNOLOGIES
The only form of technology used in this programme is paper which is used to offer the
COURSEWARE DESIGN
There was no formal process followed in the development of course materials other than adapting the materials used in contact face to face tuition. However, in distance education courses, readers are made more substantial and handouts are made more comprehensive. There was no special funding that was required for this programme.
THE FUTURE OF DISTANCE EDUCATION IN THE INSTITUTION
There are plans to continue offering this programme at a distance. At the moment there are no plans to introduce new programmes to be offered through distance mode. The HOD felt there was an institutional commitment to the offering of distance education programmes. However this commitment is at post-graduate level rather than under-graduate level. Logistical problems and lack of resources have been cited as reasons for this exclusive post graduate focus in distance education. The institution provided a loan for the piloting of this distance education programme. Thus, the provision of distance education is said to have been a good experience in terms of people who were skeptical about it, when it first started. The HOD pointed out that sceptics are beginning to see the potential of distance education and also the fact that it works. This echoes well for the future provision of distance education in this department. The factors that impact negatively on the use of distance education in this department are related to staffing and time. The HOD pointed out that when Departmental staff members are used for this programme, they suffer in terms of time since they have to use their midterm breaks to offer contact sessions to learners. In this way they end up not having a break during that term. That is why the department is making use of people from
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Appendix One: Programme Case Studies outside. One positive spin-off of offering distance education programmes is that more people in the field get to know about the institution.
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TECHNIKON PRETORIA NATIONAL DIPLOMAS IN PROCESS INSTRUMENTATION, POWER ENGINEERING AND MECHANICAL ENGINEERING
This report is based on interview with the Instructional Designer in the Telematic Education Unit and the Head of Department of Process Instrumentation in the Engineering Faculty. The interview was based on the designed National Diploma in Process Instrumentation, Power Engineering, Chemical Engineering and Mechanical Engineering to be offered on at a Distance from the year 2000.
BACKGROUND AND CONTEXT OF THE SASOL PROJECT
SASOL approached Technikon Pretoria with a request to provide training and upgrading for its workers. The course is presently been offered through face-to-face and had to be adapted to be offered telematically. Technikon Pretoria then developed notes for telematic programme in conjunction with the SASOL people. The instructional design people got involved in the developing and upgrading the quality of the material for distance education. This programme is going to be offered on pilot basis at SASOL from the year 2000. It is hope that once the course has been fine-tuned, it will be marketed nationally. Furthermore, it planned that the successful running of this programme will be carried over leading to the offering of B.Tech, B.Tech and M.Tech in the respective specializing fields.
The principle and approach to be followed in this programme is that SASOL will provide the practical component and the Technikon will provide the theory and academic components. Students should be able to go through the reading/theory material and if when encountering problems in reconciling the theory with the practical experience s/he should contact a supervisor at the work place for help and advise. Arrangements are also being made so that a student registered for this course and works an 8-hour shift can be allowed to spent six hours on the job and 2 hours on his/her studies during working hours. That means such students will work a 6-hour shift. This form of approach to education will save the student time and resources for studying full-time on campus without earning a salary.
Students will get the experience simultaneously as they get the qualification. They will further be offered opportunities to study in a secure environment where they work, earn a salary and have a family around them. They do not need to be removed from the environment they have been living in, in order to obtain education. This approach further provides opportunities for accessing available resources to enhance teaching and learning. Students in this programme, do not need laboratories to be set up, but can use the company laboratories for the purposes of their studies.
DELIVERY STRATEGIES
The programme will be offered on line with the use supplementary mechanisms such as videos and paper based materials. Practical work is important, given the nature of the Technikon programme and this will offered at the work places of students.
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ACCESS POLICY
The admission requirements are the same as those of full-time contact programmes, except that most of the distance education learners will bring practical work experience to the course. There are attempts to synchronize the scheduling of tests and assignments such that the times for their writing and submission are the same.
SATELLITE LEARNING CENTRES
A learning centre is understood as an institutional facility that is made available for students to access. In these centres there will be a facilitator and equipment. It could take the form of a computer room for software installation, where students can access the internet.
The concept of a learning centre takes a much broader dimension than the computer room. In the context of this programme it will include the working environment of a student where there is access to equipment, laboratory facilities, access to mentors and supervisors on the job who may attend to their problems. Learning centres are also going to be established within all the satellite campuses. The library staff is going to extent its working hours to allow students to access the learning centre after hours. There will be approaches made to different institutions to allow their students access to their learning centres and facilities. For example, the Technikon has a good relationship with universities of Pretoria, Potchefstroom, Rand Afrikaans, and Technikon South Africa, which are all operating in Mpumalanga. With the learning centre to be established in Nelspruit, agreements might be entered into with these institutions for their students to use Technikon Pretoria learning centres in Nelspruit.
The Technikon will further explore the possibility of opening a learning centre in Pietersburg or whether it can do that in conjunction with the University of the North’s EDUPARK, in Pietersburg.
Learning centre would be a facility or a room equipped with technology. There might also be a facilitator, someone to help the students with technology, and not with the information they are working with. It would be difficult for a facilitator to help students with information related to their courses in the event where there are more courses offered. At the same time it will not be possible to appoint a facilitator for every course in all centres.
There is a difference made between a learning centre as described above and a satellite campus. A satellite campus is a duplicate of the main campus. There, students are fully serviced with academic and administrative support, like in the main campus. The existing learning centres are not in the campuses but are based in Sasolburg and Secunda. From 2000 the available equipment for support to students will be relocated from the library into a classroom, people will be appointed to service that room and that will be a learning centre. There, students can have access to computers, video machines and tapes. Those students who are on campus and attend classes from 8 a.m. to 4 p.m.; can thereafter access the services of a learning centre after hours when other students who are working come to the centre.
The learning centre will be based at a satellite campus but will not have an administrative infrastructure anymore. That is why that facility is now called a learning centre. In the day time it will be a satellite campus because the whole infrastructure is there, but in the evening it is going to be a learning centres, because there is only one room that is going to be made
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available, and students will come to that room. Since it will not provide some administrative support, whatever administrative needs the student has, s/he will have to request it online. For example, if a student needs a library book, s/he will request it online to have the book delivered to him/her at the satellite centre or wherever he/she is. If students need those services they will have to come during the day or request it online.
PARTNERSHIPS AND COLLABORATION
There is some form of collaboration with other providers in the offering of programmes. For example, the Technikon has a signed agreement with the Medical University of Southern Africa where they offer a joint qualification in Pharmacy. It is further talking to Technikon South Africa (TSA) about a possible collaboration in the offering of other programmes. The Technikon further collaborates with the National Private Colleges and Azalia in the offering of courses. There is collaboration with the university of Pretoria on the telematic side. It collaborates with industry (SASOL), in the provision of the engineering programme as explained above.
PROGRAMME FUNDING
The funding for the development and offering of these programmes comes from the central funds for telematic education. Given the institutional commitment to distance education, funds are being made available for the development and offering of these programmes.
LEARNER SUPPORT
Learner support is understood as referring to the academic and technological support provided to students at a distance. It is a form of support where students are able to ask questions and they get responded to within 24 hours. It is aimed at taking distance out of distance education. Within the Engineering programme that will be run in collaboration with SASOL, students will be located in industry (SASOL) working under a supervisor. These students will be enrolled with Pretoria Technikon, which will be offering the academic and theory component, and SASOL will provide the practical component with support. There is a commitment on the part of the institution to offer the same quality of education for both on- campus and off campus. For learners at a distance, this will be provided by telephone service, appointment of mentors in the centres where students are based. Mentors will be the first point of contact for students before queries will be referred to the Technikon staff.
The technikons, unlike the universities, work on the principle of Advisory Boards. There is no qualification that can be conferred without the consent and approval of the advisory board. The Advisory Boards bring together the employers, academics, technical high schools, community representatives and a certification body like SERTEC around the table to work out the curriculum content, how it should be delivered and the assessment procedures.
USE OF TECHNOLOGIES
The programme will be offered online and the forms of technology to be used include the internet, video materials, paper materials (manuals, textbooks, work-sheets and worksheets).
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It will further use the interactive multi media CD ROM’s. Students will further be able to access chemical laboratories on a stiffy for them to do experiments. A WebCT software will be used in this programme. This programme is said to be the right medium for the right kinds of students. It is further hoped that by the year 2000 there will be a video conferencing facility available for a small group of students who need interaction with the lecturer. The purpose is to bring life in distance by providing some forms of interaction.
UNDERSTANDING OF DISTANCE EDUCATION
Distance education is understood as taking education to where the people live, in their own environment. It is seen as part of the strategy to massify education, by making it accessible to more people with existing resources since there is no sufficient infrastructure to handle the need. As the HOD of Process Instrumentation put it, ‘Sasol had a need which could be catered for through distance education, and the Technikon is responding to that need.’
Distance education is further understood as a form of education that takes place off-campus, through national colleges. It does not get rid of face-to-face contact altogether, as contact is being maintained, though there is lessening of face-to-face.
The target audience is working people who cannot come to campus on full-time bases. The focus is also on working people since it is difficult to reach individual students at their homes.
THE FUTURE OF DISTANCE EDUCATION AT THE TECHNIKON
There is a sense of the institution’s commitment to distance education. Distance education course is driven from management, which includes the rectorate, deans of faculties and heads of departments. Distance education in the institution is driven by three pillars: service, quality and infrastructure.
The concern that is being addressed with respect to service is whether it is possible for a student to register online instead of standing a long queue on the line waiting to register. If they have problems with the computer they should be able to pick up the phone and receive help immediately. Is he able to receive adequate administrative and academic support? With respect to quality, there is commitment to the offering of quality courses at a distance. There should also be some infrastructural support put in place to enhance the quality of service and programmes provided to students. Students should be able to access the network anytime of the day and night. If this does not happen, it is argued that it will be bad publicity to the institution.
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TECHNIKON WITWATERSRAND PROGRAMME IN TRANSPORTATION MANAGEMENT
This report is based on an interview conducted with the Director of Flexible Learning Unit at Technikon Witwatersrand and supplementary brochures from this Unit.
DISTANCE EDUCATION PROGRAMMES AT TECHNIKON WITWATERSRAND
This report provides an overview of distance education practices in the transportation management programme at the Technikon Witwatersrand (TWR) offered through the flexible learning unit. TWR started offering distance education programmes in 1989 following a Transnet request to the Technikon to offer training to its employees to upgrade their skills. At the time, Transnet employees who had training and qualifications from the technical colleges were holding good technical positions and were supposed to be paid better salaries. However, because of their lower qualifications, this was not possible. As such, the company took the initiative to have the expertise of its employees upgraded by requesting TWR to provide them with courses which would give them better qualifications. This was more in relation to provision of more skills-training for Transnet technicians in the telecommunications and signaling fields. This led to the employees’ skills and qualifications levels upgraded from a certificate level obtained at a technical college level to a national diploma obtained at a Technikon. This further led to these employees qualifying for better salaries commensurate with their levels of responsibility and qualifications.
Students were initially offered a six-week programme where they would come to the Technikon once a week for contact sessions. They were allowed to take three subjects at a time. The mode of provision was a mix of contact session and paper base (books and study guides). Presently the course provides access for students to national diplomas, Bachelor of Technology and Master of Technology.
INSTITUTIONAL POLICY ON DISTANCE EDUCATION
The Technikon has an official policy on distance education which advocates for bringing education closer to where the students live. Within the institution the concept of flexible learning is preferred rather than the concept of distance education. The director of the unit made a distinction between education and learning. He argues that learning happens when students take books and guides to go and learn on their own. Education takes place when students work with others in groups and having contact with lecturers. The approach adopted is to allow students to be able to study at their own time, at own pace, and to use different strategies available to access education. The plan with this programme is to be able to take a sweeper along a career path to develop and convert him/her into a manager.
UNIVERSITY STRUCTURES TO SUPPORT TELEMATIC LEARNING
The main support structure for distance education at TWR is the Flexible Learning Centre. This centre was established in 1996 in response to the ever-increasing demand for higher
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education in remote (rural) areas. Enrolments and financial systems were put in place to support learners at a distance.
At present there are seven centres in South Africa (Durban, East London, Cape Town, Pietermatizburg, Welkom, Bloemfontein and Richards Bay) and discussions are underway to open centres in other parts of the Southern African region (Botswana). The Technikon has 400 students off campus who are on its flexible learning programme. These centres are located at the various technical colleges in the above stated regions. Students are supported by means of resources supplied by the Technikon at these technical colleges. The Technikon also offers lectures on request to private companies at their offices. They also liase with Transnet, Taxi Board, Local government.
DELIVERY STRATEGIES
The main mode of delivery is video conferencing delivered though the Integrated Services Digital Network (ISDN) from Telkom. The information brochure of the flexible learning centre explains ISDN as a technology that provides facilities such as videophones, desktop units and portable units for ultimate efficiency in long distance and interactive communication. For example, the multi-conference unit that TWR uses enables up to 15 centres to communicate with one another. ISDN’s digital access enables users to make end- to-end digital connections that can support a wide variety of services such as high quality audio and video telephony, videoconferencing, and fax, data and image transfer. This is said to be user-friendly, easily accessible and mobile. It is stated in the Flexible Learning Centre brochure that the greatest advantage of the ISDN is that it is fully interactive, cost-effective and easily adaptable. The ISDN has enabled TWR to develop an interactive lecturing system for live presentation to students gathered at a number of remote centres throughout South Africa.
The technikon started exploring the vast potential of ISDN in 1996 in response to the increasing demand for higher education in remote areas. It is reported that the TWR already has over 1000 distance education students benefiting from this technology, and it expects to reach many more in the future.
Contact sessions have also been organised to support students. Other means used to support the main delivery strategy are tutorials, the use of videos, study guides, practical work where learners are placed in different work places to acquire some experience. Work placement of students to acquire some practical experience also serves as a strategy for the development of skills and research.
The Technikon lays claim to the fact that its flexible learning centre is the first of its kind in Africa to make use of the ISDN capabilities, and remains to be the largest, most widely used, and most experienced on the continent.
ACCESS POLICY
There are attempts on the part of the Technikon to facilitate access into transportation management course. This is done mainly through (a) diversified admission requirements, (b) access courses that have been established, (c) timetabling with respect to contact sessions, writing of tests, submission of assignments and writing of examinations.
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Admission Requirements Admission requirements are determined by the Technikon regulations. (matric pass with exemption or age exemption for those over the age of 23 years and have a senior certificate). However, there have been attempts to introduce flexible measures to accommodate those who might not be covered by the above criteria. For example, working adults who are over the age of 23 years, and have std 8 pass and related work experience in industry could be admitted into the course.
Access Courses The Technikon further provides a pre-access course and an access course to determine the level students come into the programme. This access course is also aimed at getting students into a studying mode given that some of them have not been exposed to a study environment for a long time.
The access course covers the following aspects: language component for communication purposes, computer literacy and skills development (typing), office skills (transportation skills), arithmetic and mathematical skills. The access course runs for one year. The Transnet and Technikon committee draws the curriculum content of the access course. Courses are normally adapted to meet the needs of students. Generally working students are found to be doing better than those without working experience.
Time table for contact sessions, submission of assignments, writing of tests and examinations There are attempts to organize activities to meet the needs of students. At the beginning of the year students are given a time table stipulating attendance dates, video conferencing dates, test, assignment and examination dates to give to their employers so that they could be allowed time off on those dates. The timetable is negotiated at the beginning of the year (with students and employers) and once it is approved there is no flexibility in terms of rescheduling of lectures. It is said that flexibility will inconvenience other students who have made arrangements on the bases of the approved schedule. In the drawing of the timetable, the flexible learning centre staff draws lessons from the experiences of the previous year.
Contact sessions take place once a month. These normally take place on Fridays or Thursdays. The time for contact sessions is negotiated with employers so that they can be able to release students to attend.
With respect to assignments, the Technikon has been having a post box in most of the learning centres where students could deposit their assignments. Business people who were coming to the Technikon from those centres then collected these. This service has since been discontinued. Students can also email or fax their assignments.
A test is written after attendance of every four lectures. In order to accommodate students who might not be able to write all the tests, students are allowed to write three tests, and only two of those will count towards the year mark.
Attendance of videoconference sessions is voluntary since these sessions are recorded and students can access video materials
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SATELLITE LEARNING CENTRES
A satellite learning centre at Technikon Witwatersrand is understood as a distance classroom where the Technikon provides education. This classroom is not owned by the Technikon but will rent it from institutions in the areas where it operates. The Technikon has appointed an administrator/coordinator to oversee the coordination of activities at the satellite centres. The coordinator also serves as a link between the Technikon and the students in terms of supplying information to students. The coordinator in each centre is responsible for the security of the Technikon equipment (teleconferencing facility) that is found in those centres. They are further responsible for supervising the writing of tests and examinations in those centres. Satellite centres are also understood as business centres, where the Technikon will pay for what it gets (i.e. part-time coordinator, rented classrooms). The existing learning centres are presently in Durban, East London, Cape Town, Welkom, Bloemfontein and Richards Bay.
The activities that take place in these centres are lectures, interactive videoconferencing lectures, and the writing of tests and examination. They are also used to store video- conferencing equipment.
PARTNERSHIPS AND COLLABORATION
Technikon Witwatersrand runs this programme in partnership with Transnet. It also works closely with the Taxi Board in the Northern Province as well as the traffic department for whom it has developed some courses. Furthermore it works in partnership with technical colleges which are used as learning centres.
PROGRAMME FUNDING
It is reported that it costs the Technikon about R70 000 to set-up a video conferencing station in a learning centre for it to be able to offer courses to students. Funds for the setting and running of this programme are obtained from the Technikon. The Technikon also managed to access external funds to support the setting up and the running of this programme. The programme does not receive any government subsidy.
LEARNER SUPPORT
Most of the learner support activities take place at the main campus rather than at the learning centres. This happens mainly through contact lectures, group work activities and by telephone.
COURSEWARE DEVELOPMENT
The main forms of courseware used in the transportation management course are study guides and video materials. Study guides are developed by subject lecturers and are to complement video materials. Video materials are recorded versions of the video conferencing sessions presented by lecturers. In the future the Technikon would like to make its entire
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course materials and textbooks to be fully electronic and digital. The only obstacle that could prevent this is copyright laws.
FUTURE ROLE OF DISTANCE EDUCATION AT THE INSTITUTION
The director of Flexible learning envisage that this programme would still be offered in the foreseeable future. He further hopes that more programmes in the engineering field as well as in response to the needs of industry will be offered by the flexible learning centre. The director believes that his institution is committed to the offering of distance education programmes in the future. He sees factors that would impact positively on the use of distance education in his centre as (i) financial support from government and private sector (ii) and collaboration with other teacher education institutions and high schools especially in the rural areas in offering distance education programmes. He sees government interference in the form of stopping the continued provision of this course as factor that would impact negatively on the use of distance education at Technikon Witwatersrand.
OVERVIEW OF THE FLEXIBLE LEARNING PROGRAMME IN TRANSPORTATION MANAGEMENT
Distance education practice at Technikon Witwatersrand relies heavily on the use of ISDN facilities and the use of satellite learning centres. Through this technology, it has been able to reach learners in the seven centres it is running nationally. The transportation programme has been introduced in response to the need s of industry and continues to have a heavy reliance on industry needs. The fact that clientele base for this course is industry, makes industry an inevitable partner in this programme. The collaboration of the Technikon and Transnet or employers of students becomes useful for the running of this programme in terms of putting in place access courses, curriculum content, organizing the timetable for contact sessions, writing of tests and examinations. Students do not have a problem of being freed from work to attend to the needs of the programmes since employers are partners in the offering of this programme. The programme further serves the purpose of upgrading workers skills and qualifications, does not face the problem of producing unemployable graduates since all students are drawn from industry.
It is also interesting that the institution prefers the concept flexible learning rather than distance education. The director of the centre argues that this concept emphasizes the flexibility in the teaching and learning strategies that are employed in this programme.
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UNIVERSITY OF THE WITWATERSRAND MASTER OF PUBLIC AND DEVELOPMENT MANAGEMENT PROGRAMME
The Mpumalanga Master of Management is one of the programmes of the Graduate School of Public and Development Management (P&DM), which was established in its own facilities, as part of the Faculty of Management in 1993.
The vision of P&DM is: Leadership through learning for democratic governance social transformation participatory development in an African context.4
It is important also to see the Mpumalanga Master of Management Programme in its context in the Mpumalanga Management Programme (MMP) as a whole. Although described by the programme manager as the most important project, the Master of Management is only one of several projects in the MMP.
The objective of the MMP is not to develop a satellite campus but to extend its existing academic programmes to Mpumalanga via distance education for a five year period so as to provide management capacity building, training and technical assistance in the region during a period when indigenous institutions are establishing and building more permanent capacities.5
The Mpumalanga Management Programme (MMP) was initiated and established under the auspices of the Mpumalanga Provincial Government (MPG) and the Graduate School of Public and Development Management (P&DM), following initial discussions especially between Mark Swilling, Jeets Hargovan, and Matthews Phosa, during 1996. The initiative also has the funding support of the private sector, notably Gencor, now Billiton, and Liberty Life who have respectively approved funding for the programme and the appointment of a Liberty Life Chair in Development. The establishment of the MMP initiative follows a significant demand for public and development management training in the local setting.
Following the debate on an envisaged University in Mpumalanga, the MMP has been established to support both the university initiative in the short to medium term as well as to respond to immediate demands for training in the Province. The MMP presents both the Master of Management as well as specific certificate courses. In addition, the MMP became involved in other initiatives such as a partnership with the University of Alberta (Canada) to present a project leaders’ course (funded by CIDA) and the Maputo Corridor and will also develop an analytical capacity to support the province with its technical assistance endeavours. The MMP with all its sub-projects went into operation on 1 June 1997, with appointment of a full time senior academic based in Nelspruit and the setting up of local facilities.
4 P&DM. (1996). Strategic Plan 1996/97 Draft: November 1996. Johannesburg: P&DM. 5 de Coning, C. (1998). Annual Progress and Status Report of the Mpumalanga Management Programme (MMP) June 97 to May 98. Nelspruit: MMP.
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The Mpumalanga Master of Management Programme itself started in July 1997.
DELIVERY STRATEGIES
The main teaching and learning strategies in the programme are lecture sessions (some delivered via PictureTel videoconferencing technology), course packs, learning groups, and assessment by means of individual and group assignments and tests, and formal examinations at the end of each block. These strategies are complemented by locally based tutoring (compulsory courses, electives and research reports), workplace observation from the second year and self-managed learning groups.
CURRICULUM
There are four compulsory courses: 1. Paradigms for Public and Development Management; 2. Organisation and Management; 3. Information-Based Policy Analysis and Decision Making; and 4. Resources Management.
Students are also required to choose three electives from a list of 33 electives. Numbers of students opting for particular electives determine which of these will be offered in any given year.
In the last six months of the course, students are expected to complete a research report in which they apply analytical and applied research techniques to the topic chosen from their area of specialisation. Students are assigned advisors who supervise and guide the formulation, preparation and completion of the research report.
The concentration of the evaluation is on the third compulsory course, but in the interviews of staff and students, comments on the programme as a whole are elicited.
COURSE MATERIALS
The P&DM materials development brief states that the course materials should be able to stand alone. The course materials are handed out at lecture sessions. The course packs are provided for all courses offered by P&DM. In other words, they are not designed specifically for distance education provision. However, management, production and dispatch of the course materials are more complicated for students at a distance. The course materials need to be sufficiently well produced and informative to support student use both inside and outside of the lecture sessions. Lecturers need to plan their teaching in such a way that the course packs contribute to the interactivity in the session.
USE OF TECHNOLOGIES
The PictureTel Video-conferencing technology offers some advantages over traditional correspondence type approaches to distance education or the use of one-way communication satellite-based television in that it allows for a certain amount of real-time interaction
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between lecturers and learners operating in two different venues. MMP’s use of the system is an important study case for other service providers contemplating the use of the technology in their own distance education initiatives.
Wits’ P&DM’s decision to use the PictureTel video conferencing technology system is linked to the vision for the Mpumalanga Master of Management Programme (MMP) itself. The MMP has been conceptualised as an extension of the school’s ‘customised, personal relationships with students’; particularly for those students based in Mpumalanga.6 We have also argued elsewhere that the programme was conceptualised and designed as an extension of the face-to-face or contact model used in Parktown.
Within the programme’s conceptualisation, design and management, Wits P&DM took a significant decision to use PictureTel technology to deliver the course content in the lecture sessions to distantly located students, seated in a venue in Mpumalanga. According to Mark Swilling, the decision to use PictureTel was related to the fact that P&DM needed to find a way to bridge the distance while retaining contact with the students. Any method that broke the physical/visual connection between lecturer and students, or prevented ‘customized personal relationships with students’ was not acceptable.7
Also according to Mark Swilling, the purchase and implementation of the PictureTel system was based on availability of funding [from Billiton/Liberty Life], desire to try something new, and some research – website research, and discussions with video conferencing users in Europe.8
LEARNER SUPPORT
P&DM’s MMP argues that an integral part of its learning and teaching approach is the provision of appropriate support to students that enables them to achieve the course outcomes and develop management competence. From programme documentation made available to us, we identified the following forms of academic support, which have been envisaged for students in addition to the normal lecture sessions: Syndicate or learning groups; Support by lecturers on request; Workshops to assist students to develop specific skills (for example, use of Internet) or to bridge skills gaps (for example, statistical analysis); Comments by lecturers on assignments; and Supervision support on the research project.
The use of learning groups is an integral part of the MMP programme design and should be strengthened. P&DM approaches in using learning groups in distance education (compared to other practices of correspondence, one way TV, the attendance of lectures, etc.) holds many lessons of experience for application by other distance education practitioners. Some specific uses of learning groups include: Academic preparation/ learning/ organising for lectures.
6 Swilling, M. Interview with Tessa Welch, dated 6 October 1998. 7 Swilling, M. op cit. 8 Swilling, M. op cit.
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The use as a social support group (e.g. with the death of a member) in times of personal difficulty. Logistical support e.g. travel arrangements and the distribution of material. The development of skills to handle conflict in the group, to facilitate relationships and learning groups as a vehicle for motivation (e.g. peer pressure), discipline and the execution of work programmes. The use of the learning group leader, in improving communication with other learning groups, class representatives, the MMP staff and P&DM. Learning groups handle a wide variety of issues such as seminars, complaints and social events. Learning groups also have potential for life long learning and individual tutoring as these relationships are often transcended to the work place and beyond the duration of the MM course.
A three-day orientation and workshop on group dynamics was offered in July 1997, to students participating in the Mpumalanga Management Programme. Briefly, the focus of the three workshop sessions included:
An introduction to the P&DM teaching and learning policy and participative learning approaches; Group dynamic processes; Ice-breakers and fears and expectations; Video viewing and analysis of the group dynamic depicted in the video; Group administration and syndicate allocation; Personalising groups; Effective feedback; Problem solving (with case studies); and Developing a learning contract.9
CONTACT SESSIONS
The main means for communication of the curriculum is the 40 hours of lectures offered per module. The motivation for running the lecture sessions as frequently as they are run is clearly a result of the vision for the programme (the importance of ‘customised personal relationships’ with students), as well as the desire for equity of provision between Parktown and Mpumalanga.
According to information received from the MMP management in Nelspruit,10 the main means whereby the curriculum of this Masters Programme is communicated, at least in the first year, is through lecture sessions. The course packs and the organisation of students into learning groups support the lecture sessions. The amount of lecturer/student contact time stipulated for each module – 40 hours – is interpreted in the first year compulsory courses as time spent teaching the whole group of students together in lecture sessions of three hours twice or three times a week. In the second year, the block release system is used for the electives (two days at a time for six days for each elective), and for the research project in the final part of the course, the model is entirely different, with individual supervision of students
9 Mpumalanga Management Programme. (1997). Group Dynamics 1-3 July 1997. 10 Based on interview with Christo de Coning, 19 August 1998.
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by lecturers. The focus in this evaluation will be on the first year compulsory courses, as these were the courses agreed on for review.
Six to nine hours a week represents a considerable commitment of time for students, especially when it must be considered that some students (2 or 3) travel from the Middelburg/Witbank area, and some (5) from Ermelo/Carolina to Nelspruit. It must also be considered that the students are in full time employment, some with fairly high-powered political jobs.
ASSESSMENT STRATEGIES
The following guidelines have been set up by the Faculty of Management for each course: 11
The examination must constitute a minimum of 50% of the overall course mark and must be an individual examination. The Faculty Board has placed an upper limit of 25% of the total course mark on syndicate work (presentations, assignments, etc.). The balance of the work for the course will make up the remaining marks to be allocated. This must be made up of individually evaluated work such as the examination, tests, or individual assignments.
The assessment activities designed for the three modules of the course are as follows:
Introduction to Public Policy Information Gathering for the Analytical Approaches and Policy Process Techniques for Policy Analysis Individual written Group (syndicate) Spot tests and class tests assignment (50%) assignment (50%) (10%) Open book examination Open book examination Individual written (50%) (50%) assignment (15%) Group assignment (25%) Closed book examination (50%)
11 P&DM. (1997). Teaching and Learning Policy. Johannesburg: P&DM.
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THE UNIVERSITY OF THE CAPE TOWN: MASTER OF PHILOSOPHY IN MATERNAL AND CHILD HEALTH
INTRODUCTION
This report is based on a mid term evaluation report of the Maternal and Child Health Masters of Philosophy Programme run by the University of Cape Town (UCT) in conjunction with the University of British Columbia (UBC) and the British Columbia Institute of Technology (BCIT). This programme provides a course leading to the degree of Master of Philosophy and Maternal and Child Health (MCH) to be granted by the University of Cape Town (UCT). The principal goal is to increase South Africa’s capacity to promote the health and well-being of its children through the development of a sustainable training programme for selected healthcare providers with a particular focus on the education of rural health providers with a particular focus on the education of rural health professionals. By the utilization of distance education practices and the principles this programme seeks to extend and expand the excellence in child health training including the Masters programme in Maternal and Child Health that has been successfully conducted since 1990 at the Maternal Unit of the University of Cape Town.
The goals of the project as indicated in the proposal, are the strengthening of knowledge base and resources at UBC and UCT in the methodology of distance education to remote and underdeveloped areas. It is expected that these modules will be of use in other developing countries throughout the world and also in Canada’s remote areas. The project is undertaken in the context of fostering a lasting relationship between UCT and UBC as centres of excellence for international child health education and innovative distance education with learners remaining in their rural workplace.
Programme Focus The particular focus of the programme will be the development of the capacity of district management to plan, manage and deliver maternal and child health services in rural areas. The learners are receiving Maters level training by modular distance education in: Heath and Development, Maternal and Child Health Practices Communication and Information Technology Epidemiology Organization and Management Social Sciences
The projects is expected to develop a cadre of informed, dedicated MCH workers who will be able to direct their acquired skills and knowledge to the planning and management of the MCH problems in their districts. They will be able to undertake health systems research appropriate the MCH priorities in their area and initiate training for the district health teams
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TARGET AUDIENCE
The target audience are medical and health professional based in the health sector in South African countries. The 1998/1999 intake were selected on the basis of the quality of information obtained about their experience and interests on: Rural posting in South Africa Previous experience in MCH Academic record Interest in research Their position on management team.
Twelve candidates were selected from those interviewed (7 men and 5 women, of which one died in December 1998. The remaining learners consist of 9 qualified medical doctors, 1 senior nurse/midwife and 1 speech therapist in rehabilitation.
Three of these are South African citizens; two are permanent residents of South Africa, the others (7) are citizens of other countries working in rural South Africa. The evaluators noted that the predominance of non South African citizens reflects the fact that, just as in Canada, rural health units are not considered choice postings. This they argue, is due to the lack of a stimulating academic environment, a perceived inferior quality of clinical facilities as well the perceived heavy work load, isolation, and lack of opportunities for continuing medical education and opportunity advancement. All these aspects are said to be addressed in this course.
DELIVERY STRATEGIES
The teaching consists of face to face presentation of foundation courses in each of these topics over a tow week period in the Child Health Unit at the beginning of the course. The student then return to their work stations where they continue their learning activities at a distance using mainly e-mail communication with assigned UCT tutors with back-up communication by phone, fax and regular mail. Working with the material provided in these modules, the learners will acquire the knowledge, skills, and attitudes required to manage successful MCH programmes.
The evaluators of the programme were able to discuss the teaching activities before and during this programme. All tutors were traditionally trained and according to faculty reports were considered excellent lecturers. They were now using the new case-based style of teaching. These changes had required a good deal of extra work and effort which they all considered worthwhile.
LEARNER SUPPORT
The kind of leaner support available in the programme includes contact sessions which are conducted at the beginning of the course (two weeks) and at the middle of the term. In the initial two week face to face session of the course, the learners receive an overview of the content and philosophy of the programme. They get introduced to the objectives of the modules and instructed in the use of the computer with particular emphasis on email communication. According to the evaluation report, these sessions are highly successful, not only transferring knowledge and skills to the learners but also developing a basis for a
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productive network of interacting learners, who during the initial period established a spirit of collaborative learning. The evaluation report noted the effectiveness of the face to face sessions and recommended that they be increased. It further suggested that regular newsletters and conference calls could supplement them.
Learner support is also provided via email between lecturers and learners and amongst learners themselves. As indicated in the evaluation report, controversial items were freely discussed by email, such as a lively discussion in which one of the learners suggested the name of the course excluded the father’s role and should be called Parent and Child Health course rather than the Maternal and Child Health Course. Of credit to the management of the project was the fact that when learners encountered problems with their computers, the materials or with assignments, steps were rapidly taken to correct these problems.
Leaner support had been provided through discussion groups where geographical group of learners was able to meet together and discuss common interests in the course.
A remedial mechanism is in place for the learners who difficulties, difficulties with language.
PARTNERSHIPS AND COLLABORATION
As indicated above, the programme is run as partnership between UCT, UBC and BCIT. UBC and BCIT are said to be having considerable experience in the development of interactive teaching modules in pediatric education and in the use of distance education strategies. The partnership is aimed at increasing South Africa’s capacity to promote the health and well being of its children through the development of a sustainable training programme.
The partnership entailed joined module development which report highlights that it was effective, following the completion of the course blue print rules and responsibilities were accepted and there course writing proceeded. There is a planned revision of the existing modules and the continuation of the project will benefit from an increase in the academic exchanges between Faculty at UBS and UCT and BCIT.
The evaluation report further notes that increased capacity of UCT, UBC and BCIT to provide training in the field of district health management and delivery of effective services was demonstrated in the process of module development that preceded entrance of the learners in the programme. This was a major change in the teaching/learning skills of the tutors and other faculty members as it represented a departure from the traditional lecture presentation to an integrated distance learning activity that could be applied to meet the learning needs of the present and future learners.
There has been a problem that arose out of failure of funder’s appreciation of the effort and cost of initiating the Distance Learning Programme by the Faculty at UCT. The evaluators noted that there was inequity of payment which favoured the Canadian partners and failed to recognize the major increases in workloads that the project entailed for the South African tutors and module coordinators. It appears there were financial remuneration for the Canadian partners that were not made available for the UCY Faculty.
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USE OF TECHNOLOGIES:
The programme uses mainly paper base materials (modules) with the support of e-mail communication facilities.
ASSESSMENT STRATEGIES
Learners are assessed mainly through assignments and a thesis. It appears that initially learners were expected to submit weekly assignments. The evaluators noted from the analysis of the interviews and group discussions that the weekly assignments and required reading were excessive. The made a point that the learners are adults with major professional and family responsibilities that requires time and energy to complete with the demands for the completion of project assignments. An appropriate adjustment has since been made, reducing the assignments with a focused identification of required reading in each of the modules.
Impact of the Programme The evaluators were able to discuss the learner’s activities and performance in their work sites with senior hospital authorities. All of these sources conformed the overwhelming opinion of the learners that that the course had provided them with knowledge, skills and attitudes that have enhanced their effectiveness as managers, and provided a new perspective in their roles as members of the MCH Health team. A major contributor to this was the initial situation assessment assignment the learners completed in their work place. This assignment required them to meet with the members of the district health team and informally discuss the aims of the programme, the objectives and make plans fir changes and improvements. Several of the learners described how they shared relevant information in the modules with fellow workers in their districts including introducing some of the information on communication technology they had acquired during the foundation course modules.
Learners in this programme are already using the newly acquired knowledge, skills and attitudes. A learner is Lesotho, described how others now consider him an expert in that he is able to use the management and epidemiological tools acquired during this course in his work and share these with the district health management team. Other learners have described the satisfaction they felt in their ability to use the analytical strategies as the “strengths, weaknesses, opportunities and threats” “SWOT” analysis in their planning activities.
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UNIVERSITY OF PRETORIA FURTHER DIPLOMA IN EDUCATION MANAGEMENT
INTRODUCTION
This Further Diploma in Education Management was started in 1994 with the first examination in 1995. It is a distance education programme run as a partnership between Success College and the University of Pretoria. The department of Education Management in the faculty of Education Management at the University of Pretoria is responsible for content, materials writing and assessment, while Success College manages production, despatch, and administrative support. This programme is also run as a mixed-mode programme from the Hammanskraal campus.
The programme is aimed at practising teachers who have either a recognised diploma in education (M+3), or a bachelor’s degree and diploma in education, or an integrated degree in education (BA(Ed)). After the diploma students can be admitted for a B.Ed degree if they already have a first degree. If not, they need to complete Education 2 and Education 3 before entering the B.Ed. A further entry requirement is three years’ teaching experience.
The duration of the programme is 18 to 24 months, but students can spend as long as four years completing the courses.
It is difficult to determine the numbers of students on the programme, because it takes students between two and four years to complete the FDE. Approximately 12% of the students who are admitted write the examination, and of these there is a pass rate of approximately 71%. In 1998, approximately 3,500 students received their Diplomas at the graduation ceremonies in 1998. The enrolment figures will differ at each stage: at the point of registration; students who are actively engaged (as indicated by their handing in of assignments); students who register for the exam; students who actually write the exam; and students who receive the diploma. However, according to the university staff, a reasonable estimation is that approximately 3 500 students sit the examinations in May and approximately 3 500 in October.
Programme Mission Statement and Goals The vision of the Department of Education Management at the University of Pretoria is: To make a contribution to the development of Education Management capacity within the context of change and the democratisation of education in South Africa. The department will also strive to become a centre of excellence by means of providing quality education, research and community service within Education Policy, Education Management and Law of Education12.
Within this vision, the aim of the further diploma in education management, as stated in the Success College Student Guide 1999 is,
12 Faxed to SAIDE from the University on 3 March 1999.
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to improve the teacher’s management skills. This course will help prepare the education manager in his/her management task and assist in developing a democratic management style.13 Related to this broad aim are the following objectives for students: to secure a general grounding in management practices, to optimise and promote a secure working environment.
Members of the FDE education management programme team at the University of Pretoria described14 the overall aim as preparing the teacher for management responsibilities…not only train[ing] people in theoretical aspects but also give[ing] them practical application. According to staff members at Success College, the teacher education courses are mostly upgrading, but the FDEs are beefing up of the academic work, not didactics which is covered in initial training.
DELIVERY STRATEGIES
The programme is offered by distance education and reaches teachers in all nine provinces, although the majority come from Northern Province, Eastern Cape and Northern Cape.
The curriculum is communicated through the course materials - one volume for each of the five courses. Tutorial letters provide additional necessary information, and there are also prescribed textbooks.
Contact sessions held in a variety of centres offer some support to the students, but they happen only once a year. Administrative and academic support is provided telephonically by Success College, which also organises one ‘problem-solving’ session a year in various districts in order to sort out any administrative problems students might have.
Assessment for each of the five courses on the programme consists of one examination, entry for which is determined by the student obtaining at least 50% for the one compulsory assignment.
TARGET AUDIENCE
The programme is aimed at practising teachers with the following: a recognised diploma in education (M+3), a bachelor’s degree and diploma in education, 15 an integrated degree in education (BA(Ed)) 16 three years’ teaching experience .
Although the submission to SAQA for interim registration of the qualification states that teachers must be in a position of post level 2 or above in their schools, in practice the programme often enrols teachers who wish to enter management posts in their schools rather than only those who are already managers.
13 Further Diploma in Education: Management. Student Guide 1999. p.6 14 Interview on 8 February 1999 15 Information Brochure. (1999). FDE and BEd Education Management. Faculty of Education. Department of Education Management. 16 Submission for Interim Registration of Qualification with SAQA (June 1998)
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Teachers who register for this programme come from all over the country - Umtata, Boksburg, Bloemfontein, Cape Town, Venda, Kwazulu-Natal. However, most of the students appear to come from the Northern Province, Transkei and the Northern Cape. As one of the programme team members put it17, I would venture to say that the bulk of our students come from the former self-governing territories. The reasons for this may be varied - they may not have had the opportunities before.
DELIVERY STRATEGIES
A typical feature of distance education programmes is that the main means whereby the curriculum is communicated to students is the course materials. In the case of the FDE in Education Management, the primary experience of learners is through the course material. In addition to course materials, students receive a list of prescribed books as well as a list of books for further reading. Upon registration, learners receive the entire package of course materials which contain the subject contents together with the required assignments; a list of compulsory prescribed textbooks; and other material such as tutorial letters, and so on. This means of delivery is supported by one contact session period per year.
The two day contact session enables the students to meet the lecturers responsible for the course and the assessment. The lecturers each have a team (up to three) who accompany them on the contact sessions. The lecturers described the contact sessions as follows18: we try to get one formal lecture on the first day and the second day students can ask us anything - problems with assignments, exam orientation. They can also have informal discussion about their experiences in schools where they say ‘I’ve experienced this. What do you say?’ Then we have group discussions and try to discuss the problem and then arrive at some kind of solution. The first day is used for a short formal lecture followed by students’ questions. The second day is entirely devoted to clarifying students’ difficulties, and to guiding and assisting students with exam preparation. As one lecturer stated, it gives us the chance to point out things that we have picked up as we mark the assignments - to be able to say, ’The response that you gave here is acceptable, but in this case it does not answer the question', etc.
The following comments were made by lecturers as to the value and use of the contact sessions19: it is informative, there’s problem solving and it is comforting for students who may feel overwhelmed to clarify students’ difficulties that we have picked up as we mark the assignments to point out to students problems that they’re not necessarily aware of to give them guidelines how to tackle exam questions they also have a motivational purpose - to meet other students, to meet the lecturers face-to-face; it reinforces in their minds that they’re now part of a university community and that carries a certain amount of responsibility.
According to Success College20, the main point of the contact sessions is examination guidance and seeing the lecturers face to face: the same lecturers go to the same centres in
17 Interview on 8 February 1999. 18 Interview on 8 February 1999. 19 Ibid.
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order to build up a relationship with the students (on one occasion, the usual lecturer wasn’t there and there was a complaint).
ASSESSMENT PRACTICES
Assessment Design The overall assessment strategy for the diploma in education management is designed as follows: compulsory assignments ‘self-tests’ written examinations.
According to the programme’s submission to SAQA, summative and formative forms of assessment are used. There is no continuous assessment. Students are provided with feedback by means of written comments on the assignment handed in for each course. They are also provided with further comments at the contact sessions21.
Lecturers described their overall approach to assessment in the following way22, we want them to recognise the theory or principle as well as apply the principle. The following comments give more detail: I want my students to be able to integrate and apply the knowledge; that is difficult. We can give them a chapter to study and ask them simple questions but that’s not the point. If a person scores high in the objective questions he usually scores high in the short questions - we try to let them analyse, interpret, discuss, explain.
The Law of Education lecturer commented23: My assignments first test to see that students have grasped the legal concepts, then test some application. My exam papers have 40% multiple choice questions covering all the principles, then I give the practical situations where they have to apply the theory. There is a correlation between assignments and exams … we send them past papers, but we warn them that we do not cut and paste and that all questions are original. However students still think that they can simply ‘spot’ the question and we reiterate this.
Assignments In a review of the assignments, the following patterns emerged. Each of the subject courses has one24 compulsory assignment which students must hand in and obtain at least 50% in order to qualify for the exam. In four of the subject courses, students choose one of two
20 Interview on 1 February 1999. 21 Interview on 8 February 1999. 22 Ibid. 23 Ibid. 24 It should be noted that this requirement differs from the original conceptualisation, which required students to hand in one assignment at the end of each module. This requirement has subsequently been changed to read as follows: ‘After having consulted the Head of the Department of Educational Management at the University of Pretoria, we have now decided the following: You need only hand in ONE assignment in each subject for which you should obtain a minimum of 50% - this is the minimum prerequisite to gain admission to the examination’. [Tutorial Letter 03/1995 (June 1995)]
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options for their assignment. In the case of the Law of Education, students choose one from five assignments contained at the end of the modules.
Lecturers confirmed25 that each assignment typically consists of multiple choice questions (worth 40% of the marks) followed by a combination of short questions and case studies (worth 60%).
Self -Tests Each course contains self-tests and assignments at the end of each module. In discussion with the lecturers it was established that these are not handed in and hence do not form part of the systematic assessment procedure for the programme. However, it was pointed out that students are encouraged to use these tests to evaluate their progress. The purpose of the self- tests are described in the Student Guide 1999 as follows: the modules of each subject were specifically compiled so that you can evaluate your own progress. You achieve this objective on your own by completing the SELF-TESTS and by giving practical examples from your everyday experiences as an educationist. We were thus able to reduce the number of compulsory assignments that needed to be handed in, without affecting the standard of training the course offers.26 Thus the completion of the ‘self-tests’ is a voluntary exercise, and students do not submit these or get feedback on these.
The self-test unit for Education Management (401) consists of short questions which require learners to explain and clarify concepts/theoretical principles. Included in this unit is a case study, similar to the ones contained in the compulsory assignment, cited above.
An example follows of self-evaluation questions27 for Organisational Management (OBT 402), taken from the module three: ‘Process modelling and organisational change’. 1. Define what is meant by a process model and give an educational appropriate example. 2. Identify and describe the three distinct conditions for change management. . 6. Describe and identify the five central factors in managing change and explain how the educational manager has to deal with each. . 9. Draw up an agenda for implementing one aspect of change in the educational environment in which you work, and refer to appropriate theory to illustrate how the objectives etc. will be achieved.28
An example taken from Module 4 (The Rights and Duties of the Teacher), serves to illustrate how the self-study unit for Law of Education is organised. At the end of each topic in the module, there are short comprehension-type questions. In addition students are also presented with case studies. For example, at the end of a section dealing with ‘teachers’ authority, types of authority and the principles of natural justice’29, students are presented with the following ‘situation’:
25 Interview with University of Pretoria programme members, 8 February 1999. 26 University of Pretoria/Success National. (1999). Student Guide 1999. p. 11 27 This is the terminology employed in the course material for ‘Organisational Management (OBT 402)’. 28 The questions listed here reflect the types of questions contained in this self-study unit. 29 Law of Education (401). pp. 97 - 99.
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A group of Matric boys are very familiar with a young female beginner teacher. The teacher feels that she has to (sic) the situation and reports the problem to the principal. The problem came about because the teacher allowed the boys in matric to call her by her first name. The result was that the authority of the teacher was undermined and the discipline in the school was going down the drain. 1. Indicate which types of authority are involved in this situation. 2. How would you as educational manager have handled this situation? Motivate your answer. 3. Do you regard the school policy and rules as important basic requirements to prevent this type of problem? Motivate your answer.
Written Examinations There is one written examination for each of the courses. Examinations are written in May and October. No supplementaries are offered, but students can write any subject again six months later. Re-marks are also possible for examinations.
The format for the written exam differs across the subject courses.
Support and Feedback Success College has drawn up a standard assignment cover on which there is space for lecturers provide feedback for students. However not all courses use this system. Organisational Management has developed its own more detailed feedback form. In the case of Law of Education, the course co-ordinator provides group feedback on the main problems experienced. He said, I mark all the papers and give them feedback at the contact sessions as to typical responses from students, highlighting the inaccuracies, etc30.
LEARNER SUPPORT
According to the Success College staff, an attempt is made to contact each student 3 or 4 times each year informally, but structured contact takes place twice a year at the contact session and problem solving session. Otherwise information is sent by post. Students can also phone in and visit Success College.
The main structures provided for student support in the programme are therefore: 1. the contact session (2 days in the July holidays - 6 hours per subject) 2. the problem solving session (before the contact session) 3. telephone support (the channel of communication is Success College) 4. tutorial letters and examination guidance letters.
In addition, the following features are emerging, according to the University of Pretoria lecturers31: encouragement of learner groups informal use of mentors proposed learning centres (to be instituted by Success College).
30 Interview on 8 February 1999. 31 Interview on 8 February 1999.
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Contact Sessions According to the Success College staff, students can attend as many of these sessions as they like and often travel from one centre to another to get the sessions twice on the same subject. In a letter dated March 1998, students were invited to two day contact sessions at the following places: Cape Town, Pietersburg, Nelspruit, Bloemfontein, Thohoyandou, Bosbokrand, Newcastle, Kokstad, Bisho, Durban, Umtata, Johannesburg, Port Elizabeth, Mmabatho, Phuthaditjaba. The sessions are free of charge, though students pay for their own travel and accommodation. The same lecturers go to the same centres in order to build up a relationship with the students.
The College experimented with interactive TV as an alternative to contact sessions with lecturers, but found that the available centres could not cope with the large numbers of students who wanted to attend the sessions (up to 500), and that it was too expensive to run the sessions with more than one sitting. They also found that students want to actually see the lecturer in the flesh.
Problem-Solving sessions According to Success College, ‘problem-solving’ sessions are held at the various centres in order to deal with administrative difficulties. A week or month before the lecturers are due at the contact sessions, Success sends a team of people to sort out the administrative problems so that the students can concentrate on academic issues when the lecturers come. Students are informed by letter of the places and times of the sessions32, so that if they can’t attend one, they can attend another.
Telephone Support According to the Success College staff, students can phone into the College for both administrative and academic help. The academic director responds to student requests for academic help, either directly, or she gets information from the lecturers at the university and conveys it to the students. The College does not give out lecturers’ contact details, but sometimes students nevertheless find them out, and contact the lecturers directly. An extract from a letter (undated) signed by the Director of Studies refers: It has come to the notice of Success College that students repeatedly contact the University of Pretoria with queries about the Further Diploma in Education course. The University handles the academic part of the course and cannot assist the students with the administration of the course. A lot of time and effort is wasted by students when they contact the University to solve their problems. If students contact Success College directly with their problems, it will be solved much faster because the University will not involve itself with administrative problems. It would appear from this that students are not meant to engage with university staff directly about either academic or administrative problems outside of the contact sessions.
Tutorial Letters and Examination Guidance The tutorial letters are used to convey updated information when the material in the Study Guides is out of date, to give information about assignments and examinations, and to give
32 For example, in a letter dated March 1998, students were invited to one day sessions in May at 12 venues in Eastern Cape, Northern Province and KwaZulu-Natal.
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general information about the programme (for example, the status, duration and structure of the programme).
An extract from one letter about Law of Education OWR 401 illustrates: We need to update the above-mentioned course from time to time to keep you informed on the changes in the Law. Student who have enrolled before 30 September 1995 and who plan to write Law of Education in the June 1996 examination, will not be affected by the changes that were made. Students who have registered between 30 September 1995 and 31 December 1995 may hand in the old assignments based on the existing prescribed textbooks. These students will, however, be examined on the contents of the two new prescribed textbooks as well as the existing prescribed works in the October 1996 examination. Students enrolled in 1996 must hand in the new prescribed assignments which are based on the two new prescribed books, as well as on the current textbooks. In Tutorial Letter 01/1996 we stated that students could write examination on the current prescribed books until October 1996. Please alter this to June 1996 only. Included with this Tutorial Letter you will find an addendum on Law of Education OWR 401 as well as a price list on handbooks. Please read it carefully in conjunction with the Tutorial Letter for 1996. We wish you success with your studies!
Mentors According to the lecturers at the University33, Our students also approach us for names of people who may function as mentors. In future we’d like to appoint many more mentors. It is not institutionalised, we have names of people who have the appropriate qualifications, so when students request such information we will pass on the info so that they can contact such a person. The students pay for these mentor’s services.
Learner Groups Lecturers also indicate that they encourage the formation of learner groups: We can tell from students' assignments that this is a group who works together. When you work together on a problem it is easier that if you did it by your self34.
QUALITY ASSURANCE
Four aspects will be described as an indication of the efforts of the programme to ensure quality control and quality improvement: course review processes quality assurance in assessment response to administrative challenges indicators of success and mechanisms to determine success/failure.
33 Interview on 8 February 1999. 34 Ibid.
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COURSE REVIEW
According to the Success College staff35, courses are revised when more than a third of the material needs to be updated - the cost of sending tutorial letters with updated information becomes too great. There are constraints on revision given that students may register throughout the year - cognisance must be taken of when they register and when they are most likely to write exams. However, 1999 is the year for the review of the FDE in Education Management. The revision will be done by the lecturers in collaboration with the Centre for Courseware Design (headed by Wilma de Waal).
University staff36 are aware of the need to ensure that course content is well-elected, relevant and up-to-date. As some staff members put it, we must rework modules to fit in with the experiences of the learners.
The University has evidently been conducting a research project37, the main aim of which is to identify the changing needs of schools. Lecturers pointed out that, on the basis of the responses we got, it is clear that aspects of the modules will have to be changed so that they can be relevant to the needs of students at their schools. In the case of the financial management module, for example, the course is designed to take into account the fact that 80% of schools do not have a school-fund account.
In the course of the research project, students were asked to respond to questions about their current problems, and some of the needs emerging are: principals do not know how to tackle redeployment financial management how to involve parents and the community (this notion of governance is a new one for most schools - parents and teachers are not sure about how best to effect their new responsibilities) how to interpret the new labour relations act.
Lecturers also obtain information from the assignments in which students are asked to identify a problem at their schools and offer a solution using the theory and concepts arising out of the modules. Issues emerging are: human rights, drug abuse, sexual abuse of children is a real problem both by teachers and other pupils the safety of the children has become a major concern teacher absenteeism - after 11 on a Friday no teaching takes place dealing with teacher resistance the role of parents38.
When asked about the role of the Centre for Course Design at Success, lecturers39 said that when they designed the course that centre was not established and we do feel that we could have put out a better quality if that centre was to running. We will use the centre for the next major revision of this course.
35 Interview with the Success College Management on 1 February 1999. 36 Interview with University of Pretoria Programme Staff on 8 February 1999. 37The findings of this research project are not yet published. 38 Interview with University of Pretoria Programme Staff on 8 February 1999. 39 Ibid
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PARTNERSHIPS AND COLLABORATION
The role of Success College in the partnership with the University is to arrange contact sessions (facilities and lecturers), and support between the sessions. Success sends to the students study material, assignments (with assignment cover), examination guidance, and tutorial letters. It also arranges administrative problem-solving sessions. Success also designs the information system the programme and inputs the marks that the University sends them. The role of the University to write the study material, and set and mark all assignments and examinations, as well as issue students with diplomas. Lecturers also run the contact sessions annually40.
A structure which has just been set in place to ease the collaboration is the appointment of a person at the University of Pretoria who is responsible for liaison with Success College41.
ASSESSMENT
According to the Success College staff42, the assignment management system is as follows. Students receive the assignment topic, cover and envelope by post; they write the assignment, put it in the assignment cover in the self-addressed envelope, and send it to Success in Johannesburg; the assignment details are entered on the information system and couriered to the university for marking; the lecturers are given 10 working days to mark and make comments on the inside of the assignment covers; they then send the assignments back to Success, where the marks are entered onto the information system; the assignments are then posted back to the students. The turnaround time is approximately 6 weeks. The due dates for assignments are in the Student Guide, but the College is lenient to the point of being ridiculous about late submissions because the students are working.
The general approach to quality assurance and marking was described as follows by the University lecturers43: we have co-markers (ex-students, teachers, lecturers) who are trained to help with the marking44 we do quality control, in terms of moderating the marking of assignments we also appoint external examiners - to make sure that papers, marking memos are up to standard.
Co-markers include postgraduate students, lecturers from UNISA, teacher-training college staff, school principals, and officials from the Department of Education, and they are trained mainly through the marking meeting at which the questions are discussed, scripts are marked, and agreement is reached on the approach to be followed.
ADMINISTRATION
The Success College staff described the quality assurance in administration at some length45.
40 Interview with the Success College Management on 1 February 1999. 41 Interview with University of Pretoria Programme Staff on 8 February 1999. 42 Interview with the Success College Management on 1 February 1999. 43 Interview with University of Pretoria Programme Staff on 8 February 1999. 44 The University has stipulated that lecturers may mark no more than 200 assignments per month. 45 Interview with the Success College Management on 1 February 1999.
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An example of a set of procedures is that for admission of students. Staff at the various centres in the country market the course with groups of students; students send their application forms; the College checks that they are currently employed teachers with personal numbers (the College foresees a problem with the large scale retrenchment of teachers and may have to review this requirement), and that they have the right entry qualification; they are then sent a contract to sign; their details are registered on the information system, and this constitutes registration; there are five payment arrangements, including a stop order from their salary.
An example of a quality control structure at the College are the weekly meetings of each of the departments at which problems are discussed and solutions suggested.
There are logistical problems surrounding payment, time, not receiving study materials, or not getting the assignments in on time - mainly related to aspects of delivery. An example of a mechanism for dealing with problems is that it is possible for students to phone and fax Success College and consult the Academic or Administrative Director. Many phone calls are regarded as an indication that the systems are not functioning properly. Another example of a mechanism has been the institution of the ‘problem solving sessions’ referred to above. In some cases, the students take the initiative to sort out difficulties - for example, a district official has on occasions, visited Success College with a list of problems raised by students in his or her area.
The aspects of administration described as the greatest difficulties in the last 18 months were the move to new premises and the changeover to an integrated computer system. The difficulty was compounded by the number of courses - 499. The latter change resulted in student financial records and records of examination entry and payment not being accurate. The College’s response has been to go as far as paying the students their money back directly into their bank accounts. The College is aware that one dissatisfied student means the loss of 30 future students, because satisfied students are the major means of marketing the course by word of mouth. Therefore every effort is taken to ensure that problems are sorted out. The main principle to be observed in successful relationships with students is never to have hidden agendas, to be open about what is happening. Another lesson is that if you ignore the problem, it doesn’t go away. It doesn’t necessarily become bigger, but it becomes more intense. It is important to be proactive and stop things going wrong before they happen. An example of the way in which the College has learned from experience how to deal with problems of despatch and postage is that now as much information as possible is sent out all together, so that students either receive everything or nothing. If they receive nothing they complain, and then the College knows and can solve the problem. Before, when information was sent out piecemeal, there was never a clear record of what students had received and what they had not received.
HINDERING AND ENABLING FACTORS
The staff at Success College and the University are of the opinion that the course is successful judging from the fact that there is a loyal core of students46 who wish to carry on studying with the College and that student feedback at the graduation ceremonies is invariably positive.
46 Ibid.
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Success College staff47 provided the following additional reasons: it was the right course at the right time in the right place; the University awards the diploma (not only accredits but also awards) gives it credibility; and the course materials are good and rated as friendly and comprehensible by the students (in the first year student feedback forms were included in the course material - more than 90% of the students were happy with the content and the way the material was presented).
The University staff48 provided these reasons: - The pass rate has increased. In the first year, it was 40%. The response was to introduce the contact sessions, and in the second year the pass rate increased to 55%. From 1997 to 1998 it increased to 67%. - More students are enrolling each year.
Ways to ensure continued success were listed as49 - use of the diploma ceremony to enhance the status - linking the programme to prospects for promotion - ensuring the applicability and relevance of the programme
47 Ibid. 48 Interview with University of Pretoria Programme Staff on 8 February 1999. 49 Ibid.
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UNIVERSITY OF THE WITWATERSRAND FURTHER DIPLOMA IN EDUCATION PROGRAMMES IN MATHEMATICS, SCIENCE, AND ENGLISH LANGUAGE TEACHING
The University of the Witwatersrand offers a Further Diploma in Education for teachers specialising in Mathematics, Science or English Language Teaching. The programme was launched with one hundred and forty one learners in February 1996. This case study focuses on learner support in the specialisation in English Teaching. Within this programme, particular attention is given to the core course – the Theory and Practice of English Teaching.
OVERVIEW OF THE PROGRAMME
The University of the Witwatersrand Further Diploma in Education (WITS: FDE) is aimed at secondary and senior primary teachers who are teaching in schools. They must have a matriculation and a three-year teaching qualification (M+3: Matric plus 3 years professional training is currently considered to be the minimum training needed for qualified teacher status). Successful completion of the FDE gives learners a qualification at M + 4 level.
The tables below provide a breakdown of the number of learners enrolled, passes, failures, dropout rates and fees outstanding for the entire FDE programme over two years.
Table 1: 1997 intake (Year two of 1998) Learners took either three courses (two full and two half-courses in Mathematics and Science or one full and four half-courses in English in 1998.
Subject Pass & PQ 97 Return to Ret 97 Fail 98 Fail Total Total Fees Fees Qualify complete1 972 98 97 owing owing 98 98 Mar 99 May 98 Maths 30 253 4 11 3 5 37 41 12 9 (81%) (61%) (11%) (28%) (8%) (12%) incl (32%) (22%) incl 8 ○ incl 2 ○ incl 1● incl 2● 10○ incl 1● incl 2● Scien 26 20 10 14 2 7 38 41 8 11 ce (68%) (49%) (26%) (34%) (5%) (17%) incl 6○ (21%) (27%) incl 5○ incl 1○ both ● incl 2● incl 2● incl 2● English 38 13 13 15 2 0 53 28 21 9 (72%) (46%) (24%) (54%) (4%) incl 9○ (41%) (32%) incl 9○ both ● incl 2● Totals 94 58 27 40 7 12 128 110 41 29 (73%) (52%) (21%) (36%) (6%) (11%) incl (32%) (26%) incl incl 3○ incl 5● incl 25○ incl 5● incl 4● 22○ 25● ○ Refers to learners who started the FDE programme in 1996 and are completing/yet to complete in 1998. If these learners are not included in the 1998 results, the overall pass and qualify rate for the 1997 intake is 70% ● Refers to learners who dropped out of the course after registering and who never sat for exams.
1. Learners who failed one or two courses, or who have not completed the FDE programme can return to complete in the following year(s).
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2. Learners who failed one or more courses due to absenteeism or failure to qualify to sit the examination. Some learners in this category can return to complete the FDE; others would need to appeal in order to repeat. 3. Includes 2 distinctions.
Table 2: 1998 intake (Year One 1998) Learners took two courses (one full course and two half courses) in 1998.
Subject Pass & PCD Pass PSC Fail Fail Total Total Fees Fees proceed1 97 SC2 97 19983 97 98 97 Owing Owing 1998 Mar98 May98 Maths 22 28 2 6 3 8 27 42 4 12 (81%) (67%) (7%) (14%) (11%) (19%) (15%) (29%) all 3● incl 7● incl 2● incl 7● Science 12 24 2 3 0 5 14 32 1 5 (86%) (75%) (14%) (9%) (16%) (7%) (16%) incl 4● incl 4● English 27 47 1 12 5 11 33 70 5 13 (82%) (67%) (3%) (17%) (15%) (16%) (15%) (19%) incl 4● incl 5● incl 4● incl 5● Totals 61 99 5 21 8 24 74 144 10 30 (82%) (69%) (7%) (15%) (11%) (17%) (13%) (21%) incl 7● incl incl 6● incl 16● 16●
1. Learners who have passed and can proceed to Year 2. 2. Learners who have failed up to one and a half courses who are permitted to return on a special curriculum. 3. Learners who have failed all courses and are permitted to return only by special permission.
The figures indicate a high pass rate as well as progressive improvement of the pass rate over the two-year period.
MAIN SUPPORT STRUCTURES
The main structures provided for learner support in the FDE are: compulsory residential blocks (contact sessions); peer support; voluntary mid-cycle workshops; telephone support; individual face-to-face consultation with lecturers and tutors; feedback on assignments.
RESEARCH METHOD AND PROCESS
The research method for this case study has two main strands: Drawing on previous SAIDE research done for the PEI (President’s Education Initiative); Additional interviews specifically into learner support.
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PREVIOUS SAIDE RESEARCH: PEI
In 1997, SAIDE was awarded a grant by the Presidents’ Educational Initiative (PEI), administered by the Joint Education Trust (JET) to explore strategies for improving the design and delivery of teacher education through distance delivery. A key focus of the study was on how learners are supported in the FDE. The main research techniques employed in this study which pertain to the learner support study were50:
Qualitative Research: Analysis of relevant and available documents In-depth interviews with lecturers and a small group of learners Observations of contact sessions Analysis of feedback on assignments.
Quantitative Research Limited quantitative analysis in the form of a survey.
Document Analysis Available documentation about the programme, for example, the Introductory Booklet to the Further Diplomas in Education, was used to draw up an accurate description of the programme in terms of content, assessment, feedback on assessment, support in schools, residential sessions/mid-cycle workshops, and administrative support.
In-depth Interviews with Lecturers In-depth interviews were conducted with the course co-ordinators for English and Education Studies with a focus on their opinion of issues that should be pursued in the observation of contact sessions, interviews with learners, review of assessment, and classroom observation. A description of the programme was drawn up and verified as accurate and used as a basis for further research.
In-depth Interviews with a Small Group of Learners The opinions, experiences and classroom practice of a small sample of six learners were examined in depth. The selection of the sample of learners was done in two stages. First the course co-ordinator identified for the researchers a number of learners based on their active participation in the course rather than on academic excellence. Fifteen out of sixty three learners were identified. The second stage of the selection was carried out by the researchers based on a detailed review of the learners’ reflections. Six learners were selected, taking into account gender balance, the level taught, that is, primary or secondary school level, whether or not learners had study partners and the cost implications for visiting schools. There were three female and three male teachers in the sample. Two females and one male were primary school teachers and two males and one female were secondary school teachers.
Observation of Selected Sessions at the April 1998 Residential School It was important to observe the sessions at the residential school in order to establish their effectiveness as a means of support for the learners as well as in modelling good practice.
50 Although other research techniques were used, they do not pertain directly to the data used in this report
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Classroom Observations The six learners were observed twice51 – once in May and once in August.
Interviews with Learners Two interviews were carried out with the six learners. The first was after the May observation and the second was after the August observation
Additional Learner Support Interviews In order to enhance and enrich the data gathered through the PEI research, additional interviews were conducted with 41 learners over the period 28 September 1998 to 1 October 1999. The fieldwork was conducted by three researchers who went to the residence before the residentials began and asked for volunteers from the Theory and Practice course to participate in the research.
Two of the learners were principals and two worked with NGOs around the townships of the Gauteng Province, the rest were teachers. 14 taught in urban areas, 2 in semi-urban areas, and 25 in rural areas.
Analysis of Feedback on Assignments To analyse the feedback on assignments we looked at the comments made on the Theory and Practice assignments of our sample of six learners and fitted them into categories of what is commonly regarded as good feedback practice.
Survey of Learner Opinion of the Programme In addition to the textured information from individual learners about their experience of the programme, it was also important to get a sense of general trends in learner opinion using a survey. The survey was administered during the July Residential to forty-three learners in the same cohort as the six learners in the sample.
PROGRAMME GOALS
The handbook, which the learners receive at the beginning of the programme, spells out the goals and aims for all specialisations as follows.
the development in schools of quality learning and teaching relevant to a changing South Africa; the extension of teachers’ educational knowledge, subject knowledge, and subject teaching knowledge and skills; the development of teachers as competent, reflective professionals within their community; the provision of opportunities for teachers to engage in classroom and school-based research;
51 There were two sources for the design of the classroom observation schedule. First, the Classroom Observation Schedule from Appendix 3 of A Base-Line Study: Teaching/Learning Practices of Primary and Secondary Mathematics, Science and English Language Teachers Enrolled in the Wits Further Diplomas in Education Programme51 was consulted. Modifications to it were made from our description of the programme, observations of residential sessions, and the review of course materials.
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the enabling and fostering of collegial and co-operative ways of working among teachers; the opening of career paths for teacher through professional development and possible access to further degrees and diplomas.
All three diplomas aim to: offer [teachers] ... a range of teaching strategies which [they] can critically evaluate and adapt for use in the [their] own classrooms; promote active participation in the learning of both subject and pedagogical knowledge; provide for dialogue with and among teachers; develop an integrative approach to knowledge and teaching.52
In addition to these general goals and aims, there is an approach to the teaching and learning which the course teams in English, Mathematics, Science and Education have agreed should permeate their courses: recognition of what the teachers already know as a result of their previous experiences as learners and from their experiences as teachers, family members and members of communities; facilitating reflection on this experience; and offering extensions or alternatives to established subject knowledge and patterns of classroom practice.53
The English Language Teaching specialisation does not have its own set of identified aims and outcomes and shares the above aims and outcomes.
TARGET AUDIENCE
The programme is aimed at secondary and senior primary teachers who are teaching in schools. They must have a matriculation and a three-year teaching qualification (M+3). After the Diploma, learners who have done well can move into a Bachelor of Education, without first having to complete a degree.
COURSE MATERIAL
Learners are required to do five compulsory courses and two optional course. The five compulsory courses are:
1. Contexts of English teaching in South Africa (½ course) Course focus: Social, political and historical contexts of teaching in South Africa as constraining and enabling classroom practice. 2. Curriculum, learning and teaching Course focus: Curriculum, learning and teaching as they relate to each other in the classroom. General questions of curriculum are discussed and related to Curriculum 2005. What makes for
52Faculty of Education, University of the Witwatersrand, Further Diploma in Education, Introduction to Courses, undated. p 2. 53Reed, Y., 1996, Thinking Voices. In: NAETE Journal, vol11, no 1, p 25.
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successful learning, learner centredness, constructivism as a learning theory, and the notion of scaffolding are the central issues in the units on learning and teaching.
3. Evaluation and assessment in English teaching (½ course) Course focus: Purposes of assessment; types of assessment; modes of assessment; reporting assessment.
4. Theory and practice of English teaching; Course focus: Comparing theories of language learning and teaching; teachers’ and learners’ roles; teaching and learning activities and materials.
5. Grammar in the language classroom; Course focus: Understanding grammar; grammar and meaning making; debating the significance of grammar in language learning; examining approaches to teaching grammar.
The options learners can choose from are:
A choice between Literature in the language classroom and Reading/writing for personal and professional growth (½ course); and A choice between Researching our language classrooms and Developing English teaching and learning materials (½ course).
The curriculum framework for the English courses was developed in ‘consultation with teachers in urban and rural contexts, NGO workers in the field of language teacher development and language teacher educators.’54
DELIVERY STRATEGIES
The programme is described as a ‘mixed mode’ rather than a distance education programme. Within the programme, there is a chronological sequencing of courses, designed to be completed over two years. In addition to materials and ‘homestudy’ sessions, there are four compulsory residential sessions of four days each in the first year and three sessions in the second. There are also two one-day mid-cycle workshops during the two-year period, in May and February respectively.
COURSE MATERIALS
For each of the above courses, the course co-ordinators (or writers appointed by them) prepared interactive learning guides which contain not only the content of the courses but also activities which help the learners interact with the content. Generally, the course materials consist of a single learning guide per course. For the Theory and Practice course, as well as the Grammar course, additional texts are prescribed. For the Curriculum and Classrooms course, there is a reader as well as a learning guide.
54 Ibid, p23.
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MONITORING SUCCESS OF THE PROGRAMME
The success of the programme is monitored in the following two ways:
The first is made up of the University’s general requirements of monitoring such as: having all examinations marked by external examiners and then using the reports to determine strengths and weaknesses and to make improvements. The Director of the programme, as well as the Dean, makes use of these reports to effect changes to the programme. The University Senate also has a requirement that the programme be reviewed every three years. In addition, as the programme will enter its fifth year in the year 2000, an external evaluation will be commissioned.
The second involves evaluation by the tutors on a regular basis. This formative evaluation is done in different ways by the different tutors of the courses. Some tutors prefer to use questionnaires whilst others prefer oral feedback.55 Time is set aside during residential sessions for learners to give feedback. In the grammar component of the English course, learners’ final assignment is based on their reflections on the course. This according to the course co-ordinator provides valuable feedback, which is used to make improvements56.
LEARNER SUPPORT
The main structures provided for learner support in the FDE are: 9.1 Compulsory residential blocks (contact sessions); 9.2 Voluntary mid-cycle workshops; 9.3 Individual Support; 9.4 Face to Face Support; 9.5 Telephone Support; 9.6 Peer Support; 9.7 Support in schools through use of facilitators; 9.8 Support through assignments; 9.9 Tutorial Letters; 9.10 Other Support.
The tables below illustrate how learners rate the importance of each type of support and what types of support learners make use of. The numbers represent the total of learners surveyed in the PEI research as well as the views of learners interviewed for the additional learner support research.
The table below shows learners’ perceptions of how necessary various types of support are for successful study on this programme.
Essential Quite Not important necessary Residential sessions 69 12 2 82% 14% 2%
55 Telephone discussion with Director 56 Telephone discussion with course coordinator
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Mid-cycle workshops 53 25 6 63% 30% 7% Working with a study partner 64 16 3 76% 19% 4% . Telephone support from lecturer/tutor 67 12 5 78% 14% 6% . Individual face to face support from 67 12 5 lecturer/tutor 78% 14% 6%
Types of support that learners make use of.
I attended residential sessions All Most A few 81 3 0 96% 4% 0% I attended mid-cycle workshops All Sometimes None 64 10 8 76% 12% 1% I worked with a study partner A lot Sometimes Not at all 49 28 7 48% 33% 8% I phoned my lecturer /tutor for help Often Occasionally Never 29 14 41 36% 17% 49% I visited my lecturer/tutor at Wits Often Occasionally Never 4 42 38 5% 50% 45%
The survey indicates that learners view all forms of support offered as important: residential sessions are seen as most important and telephone support least important. As can be expected from how importantly learners view residentials, as well as the fact that they are compulsory, it is not surprising that 81% of learners say they attended all residential sessions. A high percentage of learners attend mid-cycle workshops, 76% attending all. While 76% of learners rate studying with a partner as essential, only 48% actually worked with a partner “a lot”, and 33% sometimes. The fact that only 44% of learners view telephone support as essential is mirrored in the second table that illustrates that learners do not phone the lecturer often, 49% saying they have never phoned.
An anomaly in the survey is that 78% of learners believe that individual support from lecturers is essential yet 45% of learners have not ever made use of such support.
The reasons why learners make use of various forms of support more than other forms is discussed below in relation to each form of support.
Contact Sessions As noted above, responses from the survey indicate that learners view residentials as very valuable. 82% of learners indicated that they believe residentials are essential, 14% quite important and only two percent of learners said that they were not necessary.
Interviews with learners reinforced that they see residentials as very valuable. One learner commented ‘I think they [the residentials] are an essential part. It’s no point with just the
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materials; you won’t have any contact with your tutor, seeing if you understand everything. They are important for getting additional information, for asking questions, and discussing so that the difficulties can be resolved’. He also felt that another purpose of the residentials is ‘Getting to know one’s study partners, and the social part of it’. Interviews revealed that learners perceive residentials as being of prime importance and playing a number of functions, which are summarised below.
Learners perceptions of the importance of residentials Learners believe that residentials are important because they:
Help learners to engage with course materials o Explain what is in the course materials o Expand on what is in the course materials o Clarify issues in materials which are not clear o Reduce learners’ study hours and workload o Cover things which are not in the course materials o Give additional handouts to supplement the course materials
Give guidance on assignments and exams
Allow learners: to share experiences and common problems to get to know other and combating isolation
Give learners first hand experiences with course designers and visiting lecturers
Demonstrate the application of theory
Contribute towards the development of core skills such as ○ Learning to communicate confidently in big groups ○ Developing leadership and negotiation skills ○ Enhancing time management skills Building relationships between colleagues.
Based on observations of the contact sessions, the researchers classified the purposes of the contact sessions into categories which confirmed and elaborated on the above: assignments, interacting with materials, social support and building confidence, drawing on experience and sharing ideas, values and transfer. These are reflected in the table below.
Functions of contact sessions as observed by researchers
Interacting with materials Regardless of how good materials are, there are certain things that materials cannot cater for and residentials are an important part of the Wits FDE delivery mode. The residentials are used to support learners by assisting them with difficulties in the materials (for example, exploratory talk as a way of getting to grips with content) and giving them opportunities to discuss ideas and approaches in the materials. Moreover, key points are summarised and emphasised in these sessions. Another important support function is the enriching of the materials by introducing additional information and resources, for example, brochures from various sources, videos, handouts and
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books. Lecturers are also able to check for understanding, for example, through regular report backs after group and pair work, and asking learners to summarise parts of materials in their own words.
Assignments An important function of the residentials is helping learners with assignments. In at least four of the sessions observed learners were given direct help with assignments. The sessions offer learners support in working on assignments still to be written as well as providing additional feedback on previous assignments.
Sharing ideas and drawing on experiences Questioning and encouraging the use of learners’ questions to build rich discussion was skilfully employed. Facilitators not only asked questions of the learners but also encouraged learners to ask questions of each other.
Learners were credited with being experts in their own contexts and with their own pupils, and facilitators frequently drew on learners’ experiences and elicited their opinions. Learners’ experiences in the classroom and in the wider context were often the starting point for introducing new work. For example, learners were asked to discuss their difficulties in teaching poetry; they were asked to share their lesson planning experience in PRESET and in day-to-day practice; they were asked to think about the resources available in their schools and communities; they were asked to write about their own experiences; they were asked during the lesson to evaluate the suggested ideas in terms of their knowledge of their own pupils’ level and interest.
Social support and building confidence The residentials give learners the opportunity to get to know each other and interact with each other. Learner participation was commented on favourably in most of the observation providing an opportunity for learners to get to know each other. The conducive classroom atmosphere (informal and friendly but professional) and group and pair activities, which were central in the sessions, also contributed to this. Because a variety of types of interaction were encouraged, learners who did not feel confident to speak to the whole group nevertheless had an opportunity to contribute in groups and pairs. In two of the classes, males tended to dominate in the plenary discussion, but the facilitators were aware of this, and in one case deliberately requested female learners to respond.
Transfer: application of theory Importantly, residentials help learners to relate the materials and issues to their own context for example by posing probing questions and by modelling and by asking learners to constantly reflect on how they had implemented what they had learnt in their own teaching situations.
Values The residentials contributed towards conveying important values that may be difficult to convey through materials, for example a discussion on learners with disabilities. Other values that are promoted are respect for learners’ views, the value of group work, and participation by all.
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Evidence from the various sources strongly indicates that the contact sessions support learners in a number of ways, ranging from application of theory, dealing with difficult concepts, offering opportunities for sharing of experiences, contributing towards combating feelings of isolation and loneliness and helping to build confidence.
Mid-cycle Workshops Mid-cycle workshops are not compulsory. They are conducted midway between the first and second residential periods. Their function is primarily to assist with assignment and content queries, and there is sometimes a focus on improving reading and writing skills. The workshops are conducted at two venues – Phalaborwa and Wits on Saturdays.
In the survey 76% of learners said they attended all the mid-cycle workshops, 12% of learners said they attended sometimes and 1% said they had not attended any. 63% of learners said that mid-cycle workshops were essential, 30% said they were quite important and 7% said they were not necessary.
It would have been interesting to pursue the differences between the residentials and these workshops but time did not permit this. It is possible that as the mid-cycle workshops are not compulsory, unlike the workshops, learners perceive them not to be essential. However, although 63% of learners say they are essential (compared to 82% saying residentials are essential), the reported attendance rate is high, 76% of learners saying they attended all these workshops. According to the English co-ordinator, about half to two thirds of the learners attend the mid-cycle workshops. There is better attendance at Phalaborwa than at Wits – probably because learners who live quite close to Wits can visit their tutors at other times. Sometimes one of the study partners comes and passes on information to the partner.
Individual Support Learners may need individual support in relation to a range of issues pertaining to administrative, personal and academic needs. To deal with these individual needs, learners can communicate with staff at the FDE either through letters, telephone or face-to-face visits.
Mode of Communication Depending on the nature of the contact, learners may prefer a different mode of communication.
Administrative Enquiries For administrative enquiries such as finding out if fees have been paid, learners indicated that their first choice would be to phone the university.
Personal Problems For a personal problem, for example learners cannot write the exam because they were ill and have not prepared for the exam, learners preferred a face to face consultation, although they stated that the institution encourages writing of letters for these matters and has a regulation that a letter should be written and documentary proof attached.
Learners say that although letter writing is encouraged in relation to personal problems, they prefer to consult face to face with their tutor. This is because often such consultations lead to
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Academic Issues There was a clear preference for face-to-face consultations to resolve academic problems and queries although if the issue is urgent then learners say they will phone. The long distance and cost of travelling is an obvious deterrent for learners and so although they find face-to- face consultations most useful, they may resort to phoning.
Learners say it is easier to communicate face to face than telephonically because in such situations they can get clarity, negotiate and probe.
The following table summarises the perceived advantages and disadvantages of telephones, letters and personal visits.
SUMMARY OF PERCEIVED ADVANTAGES AND DISADVANTAGES OF TELEPHONE, LETTERS AND FACE-TO-FACE VISITS
Advantages Disadvantages Telephone Instant response Loose personal touch with tutor Easy to use Technical problems Accessible The tutor is not in the office (there Cheaper than paying for transport may be an answering machine) for a personal visit. Calls are sometimes not returned or you may not have a phone at home The cost of the call (especially if you cannot use the school phone and you have to phone from home)
Input is not as clear as it is in face to face interactions, there is a greater possibility of miscommunication You cannot probe for too long because of time constraints.
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Letter Useful for record keeping The post is not reliable, letters get You can express what you mean as lost you can proof read your letter until Delays in the post may make what you are sure that it is clear about you write obsolete what you want to say You may struggle to express yourself clearly, the letter may be ambiguous and interpreted in the wrong way Letters may get misplaced in offices Staff may take too long to respond Personal visit You can establish a good rapport It is expensive Staff can address your unique You may spend long waiting for a needs tutor to become available Eye contact is important You may struggle to express Often discussion goes beyond the yourselves and some learners feel scope of the initial questions and embarrassed as they are not so you get a far more in-depth articulate understanding
Face-to-face Support The co-ordinator reported that generally very few learners visit the university, and it is usually those in the vicinity of Gauteng who are able to take advantage of one-to-one tutoring outside of residentials. In the survey very few learners, 5%, said that they had never visited their lecturer/tutor at Wits, 50% had visited occasionally and 45% had never visited their lecturer tutor outside of residentials. Despite the fact that a low number of learners visit lecturers/tutors, the majority of learners, 78%, said that face-to-face support from the lecturer/tutor was essential, 14% said that it was quite important and only 6% said that it was not necessary. It would be necessary to further explore why visits are not frequent: it is unlikely that learners do not visit lecturers/tutors because they do not find them good as ten learners commented on the supportiveness and helpfulness of the lecturers/tutors in the open- ended part of the survey. According to learners, reasons for not consulting with staff individually are: learners live far away and travel is expensive learners are working and cannot take time off from their schools to consult some feel it is not necessary to consult as the residentials cover everything materials are so good that there is little need to consult learners feel inferior in expressing themselves and are therefore not comfortable with staff.
Although it is not common for learners to visit lecturers in between residentials, many learners consult with them during the residentials. An example from the April residential of a list kept by the English co-ordinator shows how common this is:
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5 April: Day One of residential Approximately 75 minutes Brief discussion with 8 learners – requests for extensions re assignment deadlines; messages from absent study partners, personal problems (a husband who destroyed his wife’s study material; a learner recovering from a miscarriage) 6 April: Day Two of residential Approximately 60 minutes Tea and lunch break discussions with 5 learners – request to resubmit a failed assignment; requests for books for colleagues not on the course; preparation for Grammar exam in July. 7 April: Day Three of residential Approximately 70 minutes Tea and lunch break discussions with 6 learners – clarification of assignment tasks; preparation for Grammar exam, request to leave the residential early because of a sick child. 8 April: Day Four of residential Approximately 70 minutes Tea and end of session discussions with 4 learners – request for some information for a school principal; clarification of assignment tasks.
Although some learners managed to speak to the co-ordinator during the residentials, she has pointed out that at the residential sessions there is limited time available for individual consultation, especially because she teaches learners in both year groups. On average the co- ordinator estimates that she spends 60-90 minutes per day providing individual counselling during the residential week.
Telephone Support Learners are invited to phone lecturers and tutors and an overnight answering machine is available for learners to leave messages after hours. Some lecturers have made their home numbers available to learners.
Not many learners use telephone support. In the survey it was revealed that 49% of learners had never phoned the lecturer/tutor, 17% had occasionally phoned and 36% phoned often. Despite the low number of learners who phoned in for support, only 5% of learners said telephone support was not necessary. 51% of learners said that they thought telephone support was quite important and 44% said it was essential. This indicates that learners would like to phone but may not have access to telephones, or there may be other reasons why they cannot phone, for example learners may be hindered by the cost of long-distance calls. (See table on page 14).
On average the co-ordinator estimates that she spends 15-60 minutes per week tutoring/counselling telephonically. During the period 1-30 April 1998, the co-ordinator kept a list of year one and year two learners who had telephoned her. All in all the telephone calls were few in number, totalling 50 minutes in time. The list below indicates the dates of phone calls and nature of conversations.
Dates of phone calls and nature of conversations with lecturer 1 – 3 April 4 x 5-minute phone calls about assignments that learners should bring to the residential sessions.
23 April 1 x 10-minute phone calls – clarification of assignment task.
26 April 2 x 10-minute phone calls – problems with conducting the classroom
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observation part of an assignment.
The lecturer reported that there is a slight increase in telephone calls in the month before exams or the presentation of the exam equivalent assignment.
Dealing with Personal or Social Problems The education co-ordinator reported that a complicating factor is that the learners often present their problems not as issues to be dealt with by tutors but as reasons for not doing their work. Tutors, who are employed as academic tutors, may not have the expertise to deal with these problems, nor the time to go into the kind of depth required. For example, one learner lost her child, one female learner was beaten up by her husband, another male learner was beaten up by his wife’s family, many learners get ill, and many learners have financial problems. To be systematic and fair, the co-ordinator asks learners to put in writing the request for late submission of assignments, and then makes a decision. Furthermore, she believes that if you want to be strict about submission dates, decisions about extensions must be done centrally. All requests are dealt with by the Education course co-ordinator who tries to deal with personal problems sensitively and fairly.
Peer Support An important part of the learner support strategy of the FDE is peer support. Peer support is built into the design of all the courses in the programme. Learners identify study partners at registration or at the first residential session. As the introductory booklet explains: You are in the fortunate position of studying with a partner at your own school or in the same region. You will have to do many of your course activities with your study partner so don’t hesitate to make contact with him or her. You could also share problems and discuss issues raised in the study materials with your study partner (or even colleagues not on the FDE course). (p7)
In practice, some learners live too far apart to make it feasible to work with a partner, but these learners are definitely in the minority. Learners can have different study partners for the English courses from those that they have for the Education courses. Very often there is a Maths or Science learner in their school, and it is convenient to work on the education assignments together. The learners often change study partners when they choose their options in the second year. Peer support is built into various parts of the course such as assignments and exams. For example, the Unit One Assignment: Relating theories of language learning and acquisition to own teaching and teaching of study partner involves classroom observation, discussion with partner about lessons observed, and own reflections about partner’s observation of learner’s own lesson.
The Theory and Practice Course extends the notion of study partners into the exam. The examination in the Theory and Practice course is open-book and the learners receive the questions beforehand. Learners choose one of four questions. Each question focuses on a different aspect of the course. Two different strategies using the peer support systems have been built into the assignments during the course of the year.
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In the first year in which the course was run, learners were required to spend the first part of the examination working in pairs to prepare a lesson/series of lessons in response to one of the questions. This was awarded 70% of the marks. In the second part of the examination they were required to write an individual commentary on the task just completed with the partner. This was awarded 30% of the marks. This had problems, picked up both by the external examiner and the course co-ordinator. The following year (1997), learners were given an option of discussing the question with a partner at the beginning of the examination, but then each had to write their own full answer to the question.
According to the Education Course co-ordinator, the effectiveness of the study partner system is variable – it works excellently for some but for others it does not work well for logistical as well as other reasons (for example, a teacher could not phone her partner at home because the partner’s wife objected). Sometimes study partners help each other to do good work, but sometimes they reinforce the worst things in each other. There have also been problems with copying each other’s assignments word for word. However, once it has been drawn to the attention of learners that they can work together but then must go away and write their own assignments, it usually works.
In the survey 48% of learners said that they worked with a study partner ‘a lot’, 33% said ‘sometimes’ and only 8% said that they did not work with a study partner at all. The majority of learners, 76%, said that this form of support was essential, 19% quite important and only 4% said they thought it was not necessary.
In some interviews, learners reported that they were satisfied with the type of support they were getting from each other. However another learner indicated that co-operation with her partner was very difficult to achieve. She said that they work together only when it is absolutely necessary to do so, for example when an assignment requires them to work together.
One of the learners who does not have a study partner gets a colleague to fill in to observe lessons and work with him when work is required with a partner. This learner comes from a school that seems to be very supportive of his studying57.
One learner reported how she used her study partner to do an assignment. She said: First of all, before I involve my study partner, I read [the information on the assignment] alone at home, and I decide which one I must write that is on their level - — not any assignment pleases me, because the focus is on the learner. From there I decide whether if I do one, two, three, will I be relevant to my lecturer. From there I go to my study partner and discuss it. We share ideas. As we share, I write some of it down, so that when I go back I combine my own ideas with my study partner’s. Sometimes if we get stuck, we involve other teachers who are doing the course. So today I invited one of the teachers to come and evaluate my work. She said that if her and her partner decide to do different topics they still help each other.
57One of the goals of the programme is ‘enabling and fostering collegial and co-operative ways of working among teachers’. Teachers are encouraged to draw support from colleagues in the school. In the survey all but one learners felt that the English teaching programme was very successful (29 learners) or fairly successful (13 learners) in meeting this goal. Interviews with learners revealed that, depending on the school, teachers could draw on colleagues for help. In these schools teachers also contributed to the improved practice of those who were not registered for the diploma. However, not all schools offer this type of support. One teacher said that the teachers and principal in her school do not work together and she gets very little support and recognition from them.
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In interviews learners listed both advantages as well as disadvantages of studying in groups.
The advantages of studying in a group are that: it creates a platform to share and exchange ideas it enhance understanding of materials it help each other fill gaps it improves communication skills in the groups they can motivate each other. learners share costs by sending one person to visit the lecturer for queries.
Disadvantages of studying in a group or with a peer: geographic distance makes it difficult to get together some people dominate criticism withholding of information due to competitiveness not keeping commitments to partners or members of the group some come unprepared for discussion discussion of irrelevant issues which waste time differing study needs which can lead to a clash of interest.
Most of the learners who work with study partners value this system of support. The way peer support is built into various aspects of the course seems to work well and reinforces the importance of peer work. Peer support works particularly well for some learners and not as well for others, particularly because of logistics.
In many ways peer support is linked to the assumption permeating the diploma that it is important to recognise what the learners already know as a result of their previous experiences as learners and from their experiences as teachers, family members and members of communities. It is recognised that colleagues are an important resource, and this reaffirms that teachers themselves are active participants in the construction of knowledge. The peer system also contributes to the programme aim of ‘enabling and fostering collegial and co- operative ways of working among teachers’ and its aim ‘to provide for dialogue with and among teachers.’
Support in Schools through the use of Facilitators Currently there is no provision built into the support structures so that lecturers/tutors can visit learners at their schools. The question about whether or not learners would like support in their classroom teaching is important to bear in mind in any survey of learner opinion on an in-service course (even though the logistics and cost of arranging it may seem insurmountable), because often the assumption is that learners do not see the need for classroom visits as they are already qualified teachers.
This is clearly not the case with the FDE learners as discussed below. They value the programme as having a direct bearing on their classroom teaching, and would like more hands on support in improving their classroom practice.
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The overwhelming majority of learners said that they would like WITS lecturers/tutors to visit them in the classroom to give them support. Three learners said that they would like this type of support sometimes and only five said they did not need classroom support. (It would be interesting to see if these five learners had support from more experienced colleagues and hence did not need additional support.)
Learners felt that visits from WITS staff would not only serve to offer support but would motivate them, change the perceptions of their colleagues, and motivate their own learners to see a lecturer from “an esteemed institution” like WITS. They felt that by visiting their schools, WITS staff could experience, first hand, problems the learners faced in their schools such as overcrowding and lack of facilities. This exposure would help WITS staff to understand first hand the mismatch between theory and practice.
Although not yet operational, there is a plan to introduce support in schools. The plan is that facilitators will be employed on a part-time basis and will be based in the regions. They will be an immediate link between the learner and the institution. A facilitator should be able to assist learners in two of the following four subjects: Education, Mathematics, English Language Teaching, and Science. A facilitator will be responsible for a cluster of about thirty learners. The facilitator will be responsible for: establishing and maintaining a relationship with learners; assisting learners to develop a work schedule; visiting every cluster of learners each term; visiting every learner in school at least twice a year; holding weekend workshops in clusters on a regular basis; assisting individual learners as they work through their course materials; interpreting and expanding comments in Tutor Marked Assignments; providing counselling to learners; drawing up regular progress reports; and attending and tutoring on residential courses organised by the FDE programme.
This plan has not yet been realised due to financial constraints. However, a half-time post of learner support co-ordinator was filled last year. Because the appointment was made at the end of the year, the course co-ordinators did not have the time to work with her to plan overall support work. The co-ordinator has therefore acted mainly as an education tutor thus far. However, she has also played a role in such tasks as tracking down learners who have not submitted assignments.
Support through Comments on Assignments The FDE embraces a constructivist approach to learning with a focus on a cyclical process of learning. As such, feedback is central as a support and teaching mechanism. Furthermore, modelling is very important, and it is clear that the comments on assignments we looked at model good practice in giving feedback as they use assignments as a teaching tool.
To analyse the feedback on assignments we looked at the comments made on the Theory and Practice assignments of our sample of six learners from the PEI and fitted them into categories of what is commonly regarded as good feedback practice. The comments and categories appear in the table below.
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Comments on feedback In-text comments are explicit. The marker had made in-text comments but had managed to avoid cryptic and ambiguous margin responses such as a circled word.
In the feedback, the marker praises and reacts positively to good things in the work and does not make general statements but rather says what was good in specific terms. You have made some interesting suggestions about both your colleagues’ lesson and your own. I have enjoyed both the quality of your writing and the information you have presented. I was pleased to see that in part two you and your colleague decided that group work activities should be included. The transcript section helps to bring the lesson alive.
The feedback is encouraging.
In the feedback, the marker gives suggestions about how to improve work that is already good. With reference to literature, you could encourage groups of learners to take responsibility for preparing information (on short stories or chapters in a novel or poems or scenes from a play) to present to the rest of the class.
The marker uses the feedback to give constructive criticism and alert learners how to overcome errors, in what respect their work was wrong, or poor or inappropriate. The feedback is specific and is coupled with suggestions on ways in which work could be improved and advice on how work can be changed in the future. Content can be very interesting and contain language errors. Alternatively sometimes a piece of writing with no language errors may have boring or limited content. I agree with you that the lesson focused on conscious language learning but disagree with your description of it as a communicative lesson. Taking a communicative approach to your teaching means working out activities in which learners talk to each other in their own words in order to complete a task. I suggest that you read pages 16 - 22 of unit one.
The marker respects the individuality of each learner and in the feedback acknowledges each teacher as an individual, for example by using their names in the feedback. Dear [name of learner] I look forward to reading your next assignment Dear [name of learner] …I look forward to meeting you at the residential sessions. I enjoyed seeing you on 31 May and look forward to our next meeting.
The marker uses the feedback to start a dialogue. The literacy practices among your learners seem to differ according to gender. Did any girls enjoy reading soccer or any boys enjoy recipes?
The marker recognises difficulties and offers to help. I know you have had to work without a study partner and I am impressed with what you have achieved on your own. From reading your comments I sense that you've also found the workload very demanding. If there is anything in the course that you do not understand, please contact me.
In the feedback, the marker comments not only on content but comments on and encourages the values embodied in the programme It is clear from what you have written that you are a highly motivated teacher. You seem very committed to your learners.
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What I found particularly impressive is the commitment you have shown to undertaking further studies while you have been working. It is clear from your writing that you care about your learners. They are fortunate to have you for a teacher.
The tone of the feedback is not condescending or threatening but has the flavour of dialogue and establishes rapport. Like you, I was disturbed by the situation that some of your female learners are in. I found your account of your work with 97 grade one learners from a poverty-stricken community very moving.
Tutorial Letters In addition to detailed individual feedback on assignments, a general tutorial letter is sent out.
The tutorial letters summarise the issues arising from the assignments and from the summary it is clear that the programme goals/aims/approach is reflected and reinforced through the comments. When the tutorial letters were looked at, the following themes emerged: the need for thorough observation as a basis for reflection; the importance of learning co-operatively; the relationship between theory and practice; the importance of developing certain academic skills such as clear detailed description, the ability to write coherently, the importance of including and referring to evidence, and the need to follow instructions for assignments carefully; the importance of suggesting ways to improve, not only stating what is wrong; and the importance of furthering professional development by combining own experience with new ideas being promoted through the course.
The course advocates a particular approach to giving feedback – praise, question, and encourage, and this approach is reflected in the tutorial letters. Feedback in the letters comprises three parts: strengths of assignments, aspects that could be improved, and some ideas to think about. In the tutorial letters learners are also encouraged to ask questions about the feedback they are given. In addition, they are asked to submit their assignments if they haven’t already done so and reminded of other points.
Comments from learners reiterate the importance of the feedback, particularly as a mechanism for encouraging and motivating learners.
One learner commented about the feedback, It’s always very encouraging. They motivate us and are very positive. And another learner said: I have gained confidence that at least I am able to cope. After not having studied for a couple of years, I was not sure how I would cope with this distance course at a university. But through the assignments I have realised that I am capable. I feel that I am communicating with Yvonne and she has come to know me a lot through my assignments though we do not have much physical contact. The comment I liked very much was the one where she commented about my writing style. 'I really enjoy your writing style’; 'I like this term chronological status'. My wife looked at it and she was thrilled. Detailed and useful comments on the assignments make feedback an important teaching mechanism on the FDE programme and a way of establishing dialogue with and motivating teachers. The usefulness of the feedback given to learners is further supported by comments made by the external examiner such as the one below58.
58November 1996
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The learners received a great deal of individual attention – through extensive and encouraging comments on their assignments and in the tutorial letters, individual discussions with the course co-ordinator, and structured work with partners. Feedback is a useful tool to promote the goals of the programme and to encourage teachers to improve their practice by linking what they write in assignments to their own contexts. Most importantly, feedback is used to model good approaches to marking and as such contributes to the central goal of the programme to improve classroom practice.
Other Support Study facilities and resources Generally it is not convenient for learners to study at home. Some learners make use of their schools to study in after hours, as it is quiet. Most learners do not have adequate access to libraries and even those that do complain that there are no supplementary materials or additional books that relate to their course.
Mentors Some learners had set up informal mentor relationships. Two had mentors at universities near their homes, one said her school principal was her mentor, one a friend and one her husband.
Those that did have mentors found this to be extremely useful for both academic and personal support as well as motivation and access to further materials. Learners pointed out that personal initiative is crucial in the establishment and effectiveness of the mentor system.
Support by principals and colleagues in schools Learners reported that in some school support was very forthcoming while in other schools it was a big gap and even principals were perceived as lacking interest in the learners and their studies.
Some learners said that often colleagues would not provide support because of jealousy and the fear that if they support the teacher learner, s/he will become successful and take up a senior position.
The Palaborwa Foundation A support function is also provided by staff at the Palaborwa Foundation (where mid-cycle workshops are held) even though they are not employees of the university. Sometimes a person from the Foundation will contact the course co-ordinators about the requests of learners. There is also a possibility of establishing links with former teacher colleges now transforming into community colleges.
The following suggestions were made by learners about additional support they would find useful: Additional course materials (e.g. audiotapes and even videotapes, tutorial letters) Help with finances and bursaries More residentials and residentials at local places Monthly visits from lecturers and classroom observations Decentralised learning centres with adequate books and study facilities.
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CONCLUSION
Clearly a major strength of the programme is that such a wide range of support mechanisms have been built into the programme to serve both an academic and social function. It is necessary to explore in more detail why not more use is made of the available support in addition to the more obvious logistical constraints.
Support is as much an attitude as it is a structure and the support on the programme is made successful because of a combination of structures that enable the support to operate effectively as well as the attitude to support. An important element in supporting the learners is the sense of caring for the learners and a strong ethos of collaborative work. This encourages learners to draw on a wide range of support people in their schools in addition to drawing on the programme staff.
The programme recognises that learners are likely to encounter a range of personal problems, and individuals in varying degrees offer counselling to learners, although there are no formal structures or mechanisms in place. At present the programme does not offer direct support to learners in their classrooms, although this has been identified as a need by both staff and learners. The support offered is an integral component of the programme and it functions not only to help learners succeed with their studies but also to model types of support relationships that learners could replicate with their pupils.
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UNIVERSITY OF PRETORIA THE BACALAUREUS CURATIONIS INSTRUCTIONIS ET ADMINISTRATIONIS (BCUR I ET A) PROGRAMME
This case study discusses learner support strategies in the Department of Nursing Science at the University of Pretoria. The focus is on learner support strategies for the Bacalaureus Curationis Instructionis et Administrationis (BCur I et A) programme offered by the Department of Nursing Science.
OVERVIEW OF THE PROGRAMME
This programme is followed by people who have already finished their basic training to become professional nurses. This person will then already have either a Diploma (obtained at a Nursing College) or a degree (obtained at a University). They can then take subjects that will lead to them registering as a nurse educator or a nurse manager. The people who have already completed a first degree by doing their basic training on a degree programme usually do only the first year of this programme because the first year subjects comply with the minimum requirements of the SANC to register as a nurse manager or nurse educator. The people who have, however, completed their basic training by doing a diploma course can then continue with the second and third year of the BCur I et A programme to obtain their first degree. They can choose either the education path or the management path.
This degree is a three-year programme but could also be done over four years. The reason why some people take four years to complete the degree after they have started studying is because they choose first to do all the first year subjects of nursing education to register as a lecturer and then the first year of nursing management to register as a manager (or vice versa), and then only do they continue with the second year of the programme.
The course is offered mainly through paper-based distance education, with interactive television and contact classes as the main support mechanisms. Support mechanisms to be examined in this study are divided into two, namely formal support mechanisms organised by the university and support mechanisms other than those provided by the university. The formal university support structures are: interactive television broadcast and DSTV contact sessions telephone fax visits to lecturers learning centres individual support support from work; and working groups.
Purpose of Programme The purpose of the programme is to reach out to all kinds of learners who want to further their studies either as first time entrants to the profession or those who want to improve their
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academic and professional qualifications. Whilst lecturer A emphasized new opportunities offered to health practitioners as the purpose of the course, lecturer B emphasized the importance of specialization in discussing the purpose of the course. She stated that the purpose of the course is to train learners to manage nursing or health services. “It enables learners to specialize in a chosen field.”59 Thus, the course caters for those who had never had opportunities and those who had opportunities but want to improve their knowledge and qualifications. Lecturer A further highlighted a need within the health field for people who are trained in primary health care, which puts emphasis on preventative measures rather than on curing illnesses. She further emphasized that the country needs skilled people to deal with problems like trauma and pediatric problems. Through its programmes the Department of Nursing Science is trying to meet these needs.
ACCESS POLICY
The qualification requirements are in accordance with the University’s general regulations and are based on collated marks compiled out of marks earned in tests and assignments during the semester. The semester or year mark is the average of the marks obtained. A semester mark or year mark of 40% or more is required to be allowed to write an examination. If a learner obtains an average of 70% or more in the test and assignment which has been written in Nursing Management, Nursing Education Theory and Community Nursing Science in the first semester, that learner is able to continue with the second semester without writing an examination. The same applies in the event of a learner obtaining 75% or more in the test and assignment written in Nursing Dynamics. This is applicable for the first semester of the first year only. In order to pass at the end of the year, 50% of the semester mark (assignments and tests) is added to 50% of the examination mark.
TARGET AUDIENCE
The course is open to learners who have completed their initial training and would like to further their studies. It provides learners with opportunities for specialisation, and improvement of academic qualifications. It is also open to registered nurses with a diploma in general nursing or midwifery who are registered with the South African Nursing Council of (SANC). They should, however, have matric as well.60
DELIVERY STRATEGIES
The programme is offered mainly through paper-based distance education and uses interactive television teaching with contact sessions as key forms of support. A paper-based mode of delivery has been chosen because it was believed to be more suitable to the needs of learners as well as the course requirements. Web-based distance education was believed to be unsuitable for learners on this programme since most of them lack access to computers and the course requirements do not induce computer literacy skills. In addition, a full-time mode contact mode would have been unsuitable for the conditions of working nurses since they work shifts, both during the day and at night61.
59 Interview with Lecturer B, Nursing Management lecturer in the Department of Nursing Science, 22/06/1999. 60 Interview with Lecturer A and B of the Department of Nursing Science, June 1999. 61 Ibid. June 1999.
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Paper-based Delivery Mode Given that the main mode of delivery is paper-based, this section of the report will critique the organisation of learning materials that is provided to learners. In offering distance education programmes, the Nursing Science department has developed materials, which are said to be outcomes-based and comply with the South Africa Qualification Authority’s regulations. Upon registration, learners are provided with workbooks, guides and a compendia for the different courses for which they are registered. An attempt has been made to integrate organisation of the workbooks and the guides. It is believed that this allows learners to be able to proceed with their studies independently, with minimal support from lecturers. In addressing the subject of providing support through documentation, Bocher (et al) argue that many demands on personal tutors can be reduced if learners have clear and complete information to place the course and its structure in context and to understand from the beginning what is required of them. They indicate that course guides need to contain and include among others: course rationale, aims, names of teaching staff with their room and phone numbers attendance requirements, assessment methods, weighting, due dates, a complete time table for the course with a week by week guide to lectures, a reading list that includes other learning resources such as videos and computer simulations.62
A scrutiny of the guides and workbooks prepared for different courses suggests that most meet the above criteria. For example, the Nursing Practical 102 guide begins by providing the course presenters’ names, their office and telephone numbers, and their consultation hours. It further details the suggested books that could be used as references and sources. It stipulates the evaluation forms (assignments, tests and examination), the nature of the examination (open book) and the weighting of assessments. The guide also provides the submission dates for assignments for the whole year and the syllabus focus for each assignment.
Since the course relies also on other forms of support, for example television broadcast and contact sessions, the workbook refers to these forms of support and gives the times and duration of their use during the year. This format is followed in the organising of guides and workbooks for Nursing Education Theory and Nursing Education Management. With respect to the use of television broadcasts as a form of support, the guides stipulate the syllabus themes which each broadcast will focus on, and the background reading which learners need to do in preparation for the televised lecture.
In addition to the above information, each course also has a compendium, which is a compilation of additional information that learners can use to enrich themselves. This is said to be particularly important for learners who live in the rural areas where there are no library facilities. The resources include newspaper articles relevant to the course content, cartoons, lecturers’ notes, and examples of lesson plans.
Upon registration, every learner is given an information document that contains a timetable of when the broadcasts on the satellite-based television will take place. The information includes dates, time of broadcast as well as themes, modules and unit structure to be covered. Learners are also given workbooks that contain the syllabus themes and study units that will be covered in every lecture.
62 Bocher D. et. al. (1995) Teaching More Learners, Supporting More Learners, The Oxford Centre for Staff Development, Oxford, Oxonian Rewley Press Ltd, pp. 27-28.
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An assessment of the learning materials prepared for learning indicates a holistic approach adopted to suit the needs of learners at a distance. The materials contain all the information needed concerning contacts with lecturers, assignments, tests, examination and syllabus themes to be covered for every assignment, test, examination, television and broadcast.
ASSESSMENT
Learners are assessed on the basis of one written assignment and one written test each semester for semester courses and two written tests and assignments for annual courses. In addition, a three-hour examination paper is written in every subject at the end of every semester in the case of semester courses and one at the end of the year in the case of the annual courses. In Nursing Education Practical, learners write three assignments and have to go to Nursing Schools to present six theory and three practical lectures.63 A test is written in each subject, except in Nursing Education Practical.
Dissemination of Information in Relation to Assessment At the beginning of the year, learners are given a list of dates on which tests will be written as well as the content and scope for the applicable tests. They are also given the dates when marked scripts and marks will be available at the learning centres. They are also given the dates when assignments have to be submitted and when marked scripts and marks will be available at the learning centres.
The criteria for assessment are provided up front. Marks are allocated and comments are also given to help learners understand the strengths and weaknesses of their performance. Learners interviewed indicated that comments in their marked assignments provided useful guidance for improvement.64 The turn-around time for assignments is one month. Although there are official dates for when marked assignments should be available to learners, some learners, especially from the learning centres, complained that they sometimes receive their assignments late. Some indicated that they had to write their mid-year examinations without having received their marked assignments. This, they said, deprived them having a sense of their performance before sitting for exams. This complaint came from learners in the Northern and Mpumalanga Provinces and did not apply to those from the Pretoria centre.65
Learners from the satellite centres also complained about lack of professionalism in the handling of assignments in the learning centres. They quoted incidents where assignments would be left lying on the floor for perusal by every learner collecting assignments. They complained that this compromised the secrecy and confidentiality of the work of learners. Some learners reported incidents where assignments in which they had performed well went missing. On investigation, it would be discovered that other learners, who might not have performed well, had taken them.66 The project manager of the telematic education department acknowledged such problems and indicated a need for tightening the training of coordinators at the learning centres. It could be argued that the problem experienced by learners highlights the importance of a general tightening of procedures in a move to offering education in a decentralized form, like that now employed by the University of Pretoria.
63 Information Document supplied to learners at registration, Department of Nursing Science. 64 Interview with Group A and B learners, June 1999. 65 Interview with learners, 22/06/1999. 66 Interview with Group B learners, June 1999.
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Provision is made for learners who cannot write a test or hand in an assignment for a valid and acceptable reason to write extra-ordinary tests. The extra-ordinary test is permitted provided that the tutor or lecturer is contacted within 48 hours after the test was written.67 Learners highlighted this arrangement during the interviews as a form of support that they appreciated. The Department of Nursing Science also makes arrangements for learners to receive an official letter with an examination date on it to arrange study leave with their employers. Provision is also made for learners who cannot write examinations due to illness or circumstances beyond their control to write an extra-ordinary examination.68
UNDERSTANDING OF LEARNER SUPPORT
Lecturer’s Perception The lecturers who were interviewed spoke of learner support in relation to the kinds of support given to learners regarding knowledge and skills acquisition, how this support should be provided, and the time and place of support. For example, according to Lecturer A in the Department of Nursing Science, learner support is understood as assisting learners to continue with their studies. Support is provided to help them to obtain the necessary knowledge and skills. She further indicated, “It means being available to learners in a manner that is required by learners.”69 Support is not only provided during classes but whenever there are difficulties, even outside of classes. In addition, lecturer B added that she understands learner support as being available to learners during contact session time. “It is to make structured information and extra resources available to learners”, she added. 70 Thus, learner support is understood in relation to the assistance given to learners to pursue further studies, helping them with knowledge and skills acquisition, availability of lecturers to learners and making information and resources available.
Learners’ Perception Learners explained learner support in relation to provision of guidelines by lectures, ability to phone lecturers, physical contact in terms of visits to lecturers and watching of videos, which they all said, are available to them.
There were different understandings of learner support in group B. These ranged from guidance through the learning materials and assurance that you are on the right track to financial support. For example, one learner stated that
I do not have a problem with reading textbooks for myself, and the learning materials given. What you need is guidance and assurance that you are on the right track, especially when writing assignments.71
They further explained learner support in relation to the existing support they were receiving, which entailed (i) personal contact with or visits to the lecturer; (ii) provision of information or documentation that guides them through the year in terms of assignments, tests and examinations. The information document also contains useful information concerning the
67 Information Document supplied to learners at registration, Department of Nursing Science. 68 Information Document supplied to learners at registration, Department of Nursing Science. 69 Interview with Nursing Education lecturer in the Department of Nursing Science. June 1999. 70 Interview with Nursing Management lecturer in the Department of Nursing Science. June 1999. 71 Interview with Learners, Department of Nursing Science, 22 June 1999.
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syllabus, content, scope for tests and examinations; (iii) ability to phone lecturers at work or at home, and lecturers are always available; (iv) availability of library facilities for learners (especially those from outside Pretoria) during the block contact session; (v) availability of telematic education broadcasts and availability of financial support for learners which is in the form of bursaries or loans. Loans are repaid by stop order as the learners learn. There seems to be a convergence of opinion on the purpose and means of learner support for this programme.
LEARNER SUPPORT
This section will discuss the perceptions of learner support of lecturers and learners, the forms of support provided as well as the actual practice of learner support provision. The following forms of support are offered by the Department of Nursing Science to learners: (a) interactive television broadcasts and DSTV (b) contact sessions, (c) telephone, (d) fax, (e) visits to lecturers, (f) learning centres, (g) individual support and (i) financial assistance from the university. Support structures other than those supplied by the university are (a) support from work, (b) working groups.
Interactive Television Broadcast Interactive television broadcasts constitute a major form of learner support available. According to lecturer B, the telematic education broadcast was introduced in 1997 as a form of support for distance education learners. When the course was introduced in 1997 lectures were broadcast one day a week. This was then changed to one day a month resulting in four broadcasts per semester.72 The broadcast takes about one and half hours with an additional thirty minutes devoted to questions from learners and interaction between lecturers and the learners. Although the university runs a public broadcast of telematic lectures from its university studios in Pretoria to the various centres, this broadcast can also be accessed privately via DSTV. Until 1998, learners could access the channel by purchasing a smart card from the university to access the programmes through Channel 20 (45), which is set aside for use by the University of Pretoria. According to Dr Brown, the satellite channel was opened for free access to the public early in 1999. This means that any person who owns DSTV equipment (approximately 600 000 in South Africa) could access the University’s academic broadcast for free from his or her own home.73 He further pointed out two other means available to learners to access DSTV. The first is the support private hospitals provide to their nursing staff by installing DSTV for learners to access these programmes.74 The second are viewpoints that are primarily available for other courses but which can also be accessed by Nursing Science learners. Viewpoints that are not fully fledged learning centres, but which are equipped with DSTV equipment, are operated in the following provinces and towns: Eastern Cape (East London), Gauteng (Benoni), Kwazulu Natal (University of Zululand, Empangeni), Mpumalanga (Siyabuswa and Kwamhlanga), Northern Province, Bosbokrand, Potgietersrus, Thohoyandou, and Tzaneen.75
72 Interview with Lecturer B of the Department of Nursing, June 1999. 73 Interview with Dr Brown, Project Manager, Telematic Education, 12/07/1999. 74 Interview with Dr Brown, Project Manager, Telematic Education, 12/07/1999. 74 For a full list of viewing points of the university see the website: http://www.up.ac.za/telematic/hone/te/learncen/viewp.htm
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Of the learners interviewed, only two indicated that they have DSTV and can access the broadcast from their homes. They are also able to phone the lecturer using their home lines. According to the learners concerned, “this is very convenient as we can relax, have coffee and even record the lecture for future reference.”76 The fact that only two learners have direct access to the DSTV is an indication of difficulty of access to DSTV by the majority of learners.
The lecture broadcast takes place at the University of Pretoria’s main campus and is transmitted via satellite to the centres. In preparation for the day of the broadcast, the lecture is pre-recorded and two tapes of subject content are sent to the learning centres. These serve as a back up in the event of technical problems encountered with the signal or lecture broadcast. If that situation arises, the affected centre(s) will play a video recording of that lecture.77 For example, during the observation of the television broadcast for this research, it happened that the technician at the Pretoria centre arrived late to set up the lecture theatre for the broadcast. As a result, the transmission of the lecture broadcast from the studio at the main campus to the centres started before the lecture theatre at this centre was ready. By the time the broadcast was tuned into, the lecture had already proceeded for 45 minutes. The technician had to improvise by playing the video recording of that lecture so that the Pretoria learners could start with the lecture from the beginning.
Venue, Frequency and Approach Telematic education programmes are broadcast from the University of Pretoria studio to the centres. All satellite centres have equipment to facilitate the broadcast of these lectures. Four telematic lecture broadcasts per semester per subject are being offered.
These televised lectures are based on an assumption that learners have done the background readings before the lecture. Thus, lecturers only provide an overview of the work that learners should have already covered on their own.78 Learners are advised to finish specific themes and units related to the broadcast before going to class. About four syllabus themes or study units are covered in one hour. Every broadcast is two hours long. One and a half hours are spent presenting a broadcast of content of a specific syllabus theme. The remaining half-hour is spent on interactive conversation with learners. A lecturer is always available in the studio where broadcast is taking place. As noted previously, before broadcasts, two tapes of the subject content are sent to different venues. If a signal is not working, the video is shown. 79
Contact Sessions Contact sessions are cited as one major form of support provided to learners.
Frequency and duration Contact sessions are independently organized for each subject. For example Nursing Management and Dynamics each have three days per year allocated for learner support, Education Theory and Nursing Education have one day, and Education Practical has three weeks.
76 Interview with Group learners, June 1999. 77 Interview with Lecturer A and B of the Department of Nursing Science, June 1999. 78 Interview with lecturer A and B, Nursing Education Science Department, June 1999. 79 Interview with lecturer A and B, Nursing Education Science Department, June 1999.
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Attendance Both lecturers interviewed indicated that attendance at these sessions is not compulsory.80 However, learners expressed different opinions on this matter. Some argued that attendance was compulsory, whilst others indicated that not all block sessions are compulsory. They indicated that the university stipulates attendance of some sessions where practical work is done, for example sessions dealing with the practice of the use of an overhead projector are compulsory.81 No formal register is kept but attendance is said to be good. The lecturers indicated that these sessions are not compulsory and that there is no need to keep a register since they regard learners as responsible adults. If they do not attend these sessions, they are accountable to no one but themselves. The contact session observed by SAIDE researchers had an attendance of around 300 learners.
Venue Contact sessions for Education Practical take place in Pretoria, but those of Nursing Management are offered in different centres. For example, some are offered at Hammanskraal and last for two days, and some are offered at Witbank. The Witbank sessions combine learners from Nelspruit and Springs.82 Attendance at these sessions is said to be very good and Lecturer B reported that during the June contact sessions of the roughly 600 of the learners who are registered for this course, only 20 did not attend the contact session. According to her this was an indication of support for contact sessions.83 Learners pay for their own transport and accommodation for attendance of contact sessions. Lecturers perceive the venue as suitable since they have not received any complaints concerning it.
Learners expressed different views concerning arrangements for these sessions. Whilst group A learners expressed satisfaction with arranging their own transport and accommodation during contact sessions, some learners in group B expressed problems in relation to accommodation and travelling. Accommodation was said to be expensive, some paying as high as R50 per night, excluding food. Furthermore, learners from outside Pretoria struggle with transport to come into the city and to find their way around the city. Some indicated that directions to the Medical School campus, which is situated far from the main campus, should be provided for all out of town learners.
Purpose of Contact Session: Learners’ perceptions During interviews, learners elaborated on the purpose of contact sessions. They indicated that the purpose of the contact session is to provide learners with exposure to the practical part of nursing related to their studies. Since the majority of them are to be tutors, block sessions are used for purposes of microteaching. Learners are given a chance to present microteaching lessons for about ten minutes. The lecturer and fellow learners provide feedback that assists learners to improve and prepare for compulsory practical lectures they have to plan and present at the nursing colleges.
Furthermore, contact sessions provide learners with an opportunity to meet lecturers and to deal with difficult assignments. Learners also have an opportunity to do some library research. The sessions are organised so that, in the morning there is formal contact with the
80 Interview with lecturers in the Nursing Science Department, 22/06/1999. Medical Campus, University of Pretoria. 81 Interview with Learners of the Department of Nursing Science, 22/06/1999, Medical Campus, University of Pretoria. 82 Interview with Lecturer B, Department of Nursing Science, June 1999. 83 ibid, June 1999.
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lecturer in the lecture hall, while the afternoon is devoted to personal contact with the lecturer, library searches, and group discussions. Learners expressed the view that this arrangement is suitable.
Relationship between contact and materials When asked about the relationship between contact sessions and learning materials, learners indicated that there was a clear relationship.
They said that there is actually integration between the way in which learning materials have been organised and the approach adopted during contact sessions. One learner commented, “Sometimes the content of the modules is repeated in the contact session so it helps us to learn. Knowledge is reinforced in the contact sessions”.84 Most learners felt that they could cope with the demands of the course by using study guides and video materials only. They indicated that the objectives in the learning guides are clear and that learners are provided with list of books to read on each topic. The language is accessible and they can pass the courses by using the material and not attending contact sessions.
Skills developed during the contact session Learners indicated that they pick up important skills, such as presentation skills, during contact sessions. Of importance, as they put it, is the confidence they build up during and after presenting a lesson. They say that this boosts their self-esteem. Some of the skills identified by learners were communication; socialisation; critical and analytical thinking; good inter-personal relationships; self-confidence; use of audio-visual aids for teaching; curriculum development, and skills for presenting lectures.85
Observation of contact session The contact session observed by SAIDE researchers did not provide sufficient opportunity to see how all the skills mentioned above are developed, although learners were required to demonstrate their knowledge of the subject matter in answering questions. The contact session was an interactive lecture based on questions and answers. The lecturer spent the morning preparing learners for their assignment on writing two teaching modules for learner nurses. The input of the lecturer was based on questions and answers. The formal contact time with the lecturer ended at around 12h00, after four hours of interaction that included a 30-minute break. Thereafter, the lecturer was available in her office for learner consultation on an individual basis. Learners spent the afternoon working on their assignments in groups or on an individual basis. The time is also used by learners from the learning centres outside Pretoria to do the library search for information that they are not able to access from home. This entails an opportunity to view video recordings of the broadcast lectures. The daily programme of the contact sessions is organised in such a way that it allows for this form of activity to take place
Learners’ recommendations for improvement of contact sessions Learners made the following recommendations in relation to improvement of contact sessions:86 Organisers of the sessions should provide learners with directions to the venue as some learners find it difficult to locate the venue and are inconvenienced in the process.
84 Interview with Group A learners, 22 June 1999. 85 Interview with Group A learners, 22 June 1999. 86 Interview with Group B learners, June 1999.
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There was a feeling that the content covered each day is too scanty and that if more could be covered, then it would reduce the number of days learners should spend at these sessions. This was, however, refuted by some learners, who thought the spread of the content as well as keeping the afternoon free were convenient as they allow for interaction, library search, and consultation with lecturers. There was a proposal for decentralisation of contact sessions to the centres. For example, the Northern Province centres (Potgietersrus, Tzaneen, and Pietersburg) could have their sessions at the Pietersburg centre, the Bushbuckridge, Nelspruit and Witbank learners could meet either in Nelspruit or Witbank. There was a suggestion for dissemination of dates of when topics will be covered to be provided well in advance of the contact sessions so that learners could do the readings in preparation for the contact session lectures. This suggestion is inappropriate since this information is supplied in the workbooks learners receive at the beginning of the year.
Despite these recommendations for improvement, there was a general feeling that contact sessions were useful.
Telephone There are two uses of a telephone as a source of support. First, it can be used for contacting lecturers during office consultation hours and sometimes at home. Second, it is used during the telematic lecture for asking questions. For the purpose of contacting lecturers telephonically, each lecturer is allocated time to be available for learners to telephone. Learners are given lecturers’ work contact numbers and the time at which they can call87 They can also telephone outside the allocated time as some lecturers have provided home telephone numbers. According to lecturer A, phone calls “are usually frequent nearer exams when learners want to iron out problems”88.
The information document of the Department of Nursing Science offers guidelines on the purposes for which the telephone support can be used. For example, it states that a telephone is available in every classroom where learners will be watching the satellite television lectures, which they can use to talk to the lecturer and ask the questions concerning the work they had to do in the workbook.89 It could further be used after the broadcast of lecturers to ask lecturers some questions. During the observation of the lecture broadcast, there were no questions asked and the lecturer asked learners to call her on her office telephone number if they had any questions.
Learners are also welcome to raise the problems they encounter with the Head of the Department. Learners can also phone lecturers if they have problems with assignments, tests and other academic related matters. Evidence of use of the telephone as a source of support was confirmed during the interview with lecturer B whereby during the one hour spent in an interview with a SAIDE researcher, she responded to four telephone inquiries from her learners.
Fax This is used mostly for administrative purposes. For example, if learners need letters for their employer the university faxes this. Some learners fax in sick leave notes, forms or
87 Information Document of the Department of Nursing Science, supplied to learners at registration. 88 Interview with lecturer A, June 1999. 89 Information Document of the Department of Nursing Science, supplied to learners at registration.
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assignments if they are under pressure. Fax can also be used for any inquiries concerning administrative and financial matters.90
Email The University provides this facility but learners do not have the e-mail facilities to use it. This is because most nursing learners are not computer literate or have limited or no access to the internet and computers.91. The fact that most Nursing Science learners are not computer literate nor have access to computers further explains the reason why web-based support was never considered as an option in this programme.
Personal visits An open door system is adopted whereby learners can visit lecturers to discuss problems concerning subject content, assignments, or tests. No recorded statistics are available for numbers of visits made to lecturers. Personal visits to lecturers are mainly made during weeks when learners attend contact sessions. During these sessions, formal face to face lectures take place between 8 and 12 a.m. and lecturers are available for visits from 12:30 to 4:00 p.m.92 Learners who are based in Pretoria confirmed during the interviews that they are able to visit lecturers and that lecturers are available for personal visits. Learners from the centres pointed out that distance is a barrier for them to visit lecturers.
Individual Support This is a form of support that learners initiate themselves. The kinds of support that learners normally access for individual help are tutors, departmental administrators, learner peers, and fellow workers. When asked about the kinds of problems they will contact people for, learners responded as follows: for administrative support they contact Mrs Ecksteen, the Departmental secretary; for academic support they contact lecturers and colleagues; and for personal problems they contact lecturers and colleagues.93 Dr Brown indicated that co- ordinators appointed at the centres are also meant to provide support to learners in terms of information pertaining to registration, courses, administrative support related to tests and assignments, and referrals to relevant contact persons at the main campus regarding their problems.94
Language Support Some learners indicated that they were receiving language support from the Department of Nursing Science. For example, even though the medium of instruction is English, learners from the Pretoria centre indicated that they could receive lectures from lecturers through the medium of Afrikaans. They appreciated the flexibility of their Department and also found this as a useful source of support.
Support Received other than from the University This is support which learner access other than that which is formally organised by the university.
90 Interview with lecturer A, June 1999. 91 Interview with Dr Tom Brown, Project Manager, Telematic Department, 12/07/1999. 92 This was confirmed during a visit to observe contact sessions in June 1999. 93 Interview with Group B learners, June 1999 94 Interview with Dr Brown, Project Manager, Telematic Education, 12/07/1999.
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Support from work All learners indicated that their employers knew about their having registered for this programme. Their response to the question of the kind of support they received ranged from lack of support to full support and co-operation from employers. However, responses varied from the two groups that were interviewed. The general response in group A was that they did not feel supported or encouraged to study from their work place. Only one learner from Giyani felt that she was encouraged and supported from her work place. Generally employers are not willing to grant leave for block sessions.95 Learners use their vacation leave or their days off to attend contact sessions. They are however given study leave to write examinations if they produce a timetable. There is no financial help from employers – learners pay from their own pockets.96 All learners indicated that their workplaces provide no facilities for studying. However, Dr Brown stated that there are some private hospitals that have installed DSTV in order to support their nursing staff studying with the University of Pretoria.97
The majority of group B learners felt that they received some support form their work place. The forms of support received include permission granted for them to attend contact sessions. As one learner put it
“the fact that we are here to attend the block session means that there is support from our employers. They had to arrange ward and duty allocations to cater for our absence”.98
Learners also get time off to write examinations, they make use of health facilities at work, which includes access to medical and clinical files or patient files, and participate in workshops that are relevant to their field of study.99.
Not all group B learners received support from the workplace. Some learners complained about lack of support from their superiors. They gave examples of times when they are refused with leave to attend block sessions. These learners have to take their annual leave days to be able to attend contact sessions100. Another learner quoted an example of lack of co- operation from the supervisors where they refused her the use of official records that could help her in writing her assignments. All of them noted that there were no library facilities that could help them in their studies.101
Working in groups The University does not formally set up working groups, but learners find themselves forming groups and working together, which they find very useful. Group A learners indicated that they prefer to form their own informal groups instead of the University setting up formal groups for them.102
95 Interview with Group A learners, June 1999. 96 Interview with Group A and B learners, June 1999. 97 Interview with Dr Brown, Project Manager, Telematic Education, June 1999. 98 Interview with Group B learners, June 1999. 99 Interview with Group B learners, June 1999. 100 Interview with Group B learners, June 1999 101 Interview with Group A and B learners, June 1999. 102 Interview with Group A learner, June 1999.
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Benefit of support No formal systems are in place to assess if learners benefit from support but through informal conversations learners say that they find the support useful. Learners are also provided with the opportunity to write letters of complaint to the Head of Department – so far none has been received.
TELEMATIC LECTURES
Arrangements were made with the Department of Nursing Science to observe a broadcast of a telematic lecture on the 2nd August 1999. On that day there were broadcasts for Nursing Education Management (8:00 – 10:00) and Nursing Education Practical (10:00- 12:00.). While the broadcast took place from the studio at the main campus, the Pretoria-based learners were to view the broadcast from the medical school campus.
The broadcasts on this day did not run smoothly. First, the lecture theatre where learners were supposed to watch the lecture was not ready at 8:00 due to the late arrival of the technician. That meant learners in this centre missed the first part of the broadcast as the technician had the lecture theatre ready only at 8:45. Because all the other centres were already ahead with the viewing, a backup videocassette was played for the Pretoria centre learners. Thus the Pretoria learners were 45 minutes behind with viewing in comparison with the other centres.
Because of this, the broadcast finished 45 minutes before the Pretoria learners could finish watching the video play. Consequently, the video play was interrupted so that the Pretoria learners could join learners in the other centres for question and answer time at the end of the broadcast. This meant that they tuned into that session without the benefit of having a full presentation of the lecture. As is standard practice, the next 30 minutes were to be devoted to learner questions. The lecturer who was responsible for the lecture invited questions from learners. However, learners from the centres asked no questions. After a minute and a half of questions being invited, the lecturer then invited learners to telephone her on her office number for questions that might arise out of that lecture. She was then switched off-air. As a result, the lecture ended up not being particularly interactive. Reasons for the lack of questions are not known.
After the live broadcast ended, the technician continued playing the videocassette to allow the Pretoria learners to complete the lecture after which learners had to leave the lecture theatre to make way for the broadcast of the next lecture. On leaving the lecture theatre, we were met by learners who had come for the next lecture broadcast. However, it was discovered that the lecture they had come for was broadcast at 8:00 and so they had missed it. According to one source, this change in time of the broadcast was never communicated to the learners. Those who came for the 8:00 lesson were also surprised that there was a broadcast of the lecture that was expected at 10:00. However, the learners who had come for the 10:00 o’clock lecture that was broadcast at 8:00 were given the chance to view a video of the lecture they had missed after the broadcast of the second lecture (Nursing Education Practical). On discussing the confusion about the change of lectures, lecturers in the Department of Nursing Science were adamant that there was no switch in the broadcast times of the lectures. They argued that Educational Practical has always been broadcast at 10:00 and it is also reflected like that in the information workbook provided to learners at the beginning of the year. The argument of the lecturers is confirmed by the timetable of broadcast dates supplied to learners at the
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beginning of the year, which shows that there was no mistake in the broadcast scheduling on that day.103 This error on the part of the learners indicates that some learners do not read carefully the information they are supplied with.
At the time of the broadcast, the Nursing Education Practical lecturer responsible for the course concerned was on sick leave so she could not attend the presentation of the lecture. Because of her absence, no questions were entertained at the end of the broadcast but a telephone number was displayed on screen for learners to phone concerning their queries. Thus the two lectures offered on that day, missed a component of support that goes with this mode of provision, namely meaningful interaction with the lecturer. In discussion learners indicated that learners normally ask questions.
The above account represents what happened in one centre on a single day and the stated problems encountered are not necessarily generalizable. This account does, however, highlight problems and challenges that characterize the use of technology in education. The provision of pre-recorded videos to all the centres helped to save the situation in this case. It covered the Pretoria leaning centre because of the late arrival of the technician and also learners who had misread the timetable for the broadcast. Those who missed the lecture they had come for, were able to access the video recording and have it played for them.
The problems related to the television broadcast on that day should not detract from the positive aspects and benefits that go with this form of support. In the first place, the broadcast of these lectures reached learners in eight different centres in one day without them having to travel a long distance to one venue. Video recordings of these lectures are available in all the centres for replay by learners in their own time. Learners interviewed after the lecture broadcast indicated that they normally do ask questions after the broadcast. The efficacy of that session remains under question. There is no doubt however, that this form of provision reaches many learners at a distance in a quick way.
Learners’ Perception of the Venues and Times for the Interactive Television Lecture Broadcast. All the learners interviewed had attended interactive telematic lecture broadcasts. There was a general feeling that the venues and times for the broadcasts were suitable, though one learner from Nelspruit, who has to travel to Witbank to attend, complained that she sometimes arrived late for the lectures because of the distance and public transport problems.104 Furthermore, some group learners from Johannesburg who have to travel to Pretoria for lectures indicated that they would like to have a centre in Johannesburg.105
Learners’ Perception of Problems with the Telematic Broadcast From the comments made by learners, the telematic broadcast is not without problems. Some learners complained that there was a day when there was a blackout of the broadcast as the centres could not receive the signal. They also found it inconvenient to wait to the end of the broadcast to ask questions. The interaction session is also found to be less interactive than it could be. Learners reported that they are not allowed to stay long on the telephone to ask
103 See Information Document, Department of Nursing Science, University of Pretoria, p.1. 104 Interview with Group B learners, June 1999. 105 Interview with Group learners, June 1999.
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questions as they are told that it is expensive to have a live broadcast of the question session.106
Learners also indicated that whilst they are able to take notes during the broadcast they have to be fast to keep up with the speed of the lecturer. 107 In response to the latter concern, lecturers in the Nursing Science Department indicated that the telematic broadcasts are a form of support and not the main mode of delivery.
Learners are expected to come to the lecture broadcast having done the background readings and to be enriched, and not to be spoon-fed like younger learners.108 Thus they found the concern of the learners in being unable to take notes not well placed.
Learners’ Perception of the Advantages of the Broadcast Learners pointed out some positive aspects of the telematic interactive lectures. These include, amongst others, their questions being adequately answered.109 It is seen as a useful form of support, and one learner indicated that she was able to pass her first year of study by attending telematic broadcasts only (that is, without having to attend contact sessions.)110 She felt there was no need for her to attend contact sessions. Both lecturers interviewed mentioned that they use the telematic broadcasts to address questions or issues that arise out of tests or assignments.
These could include how certain questions should have been approached or answered.111 However, in the two lecture broadcasts observed neither of the lecturers made any comments related to assignments. Furthermore, even though the lecturers said that questions asked during the telematic lectures are usually not content-related, learners said they ask content related questions. Learners further indicated that the most positive aspect of the telematic lectures is that they help them to be able to cope with examinations.112 Attendance of the telematic education broadcasts is said to be generally good.
PROGRAMME FUNDING
The university has a financial aid office that provides loans and bursaries to learners. Learners argued that individual help becomes immediately available when sought. They further pointed out that this form of help is sought frequently. The form of financial aid received by learners is in the form of loans, and a debit order arrangement is made to repay the loan.
PARTNERSHIPS AND COLLABORATION
The University of Pretoria has a cooperative arrangement with Technikon South Africa (TSA), which offers it support in the form of venues that are used as learning centres. TSA also provides a staff member in the centres who help with coordination. Coordination entails
106 Interview with Group B learners, June 1999. 107 Interview with Group B learners, June 1999. 108 Discussion with Nursing Science Lecturers, September 1999. 109 Interview with Group B learners, June 1999 110 Interview with Group learners, June 1999. 111 Interview with lecturer A and B, June 1999. 112 Interview with learners, June 1999.
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receiving learning materials, tests and examination question papers, marked test and assignments. Dr Brown pointed out that the university is still facing challenges of strengthening these centres to offer effective services to learners.
The web-site of the telematic department shows that the university has collaboration agreements with other institutions such as the University of the North and the Rustenburg College of Education whose facilities it uses as learning centres in the North West and Northern Provinces respectively. It also collaborates with the following institutions which it uses as viewing points for the DSTV broadcast: MSC Private College in the Eastern Cape (East London), the University of Zululand in Kwazulu Natal (Empangeni) and Technikon Pretoria in Mpumalanga (Kwamhlanga).
SATELLITE LEARNING CENTRES
Learning centres serve the following purposes: • They serve as registration points for distance education learners. • They serve as venues for writing of tests and examination. • Learners also receive their test and examination results from these venues. • They serve as distribution points for distance education materials, • They serve as venues for attendance of telematic education broadcasts. • They are used to provide an information and problem-solving service to learners through the facilitators. • They offer information services.
There are challenges experienced in the use of these centres. Some of the challenges include Stepping up security in the centres to prevent loss of equipment. Encouraging learners to use learning centres rather than the main Pretoria campus for support. This is mainly regarding administrative support. Learners also need to be conscientised to use the support services available in the centres. As Dr Brown illustrated, the university has a good courier support services between the centres and the main campus, which learners can use for sending assignments.113 However, most learners still use postal services rather than the courier for sending their assignments. It is necessary to adequately train coordinators to know whom to contact on the main campus regarding learner queries. 114 There is also a need for a paradigm shift amongst learners not to think that the learning centres should have answers for all their problems. Instead, they should use centres to assist them with linking them to the relevant person to contact at the main campus concerning their problems. There is a further need to train coordinators adequately to know how to respond to learners’ queries, in particular to know how to makes referrals to the main campus.115
Learning centres are used as a form of support for learners. Apart from being used as venues to attend telematic lecture broadcasts, they are used by learners to watch videos. Learners also visit them for purposes of writing assignments. Some learners indicated that centres have
113 Interview with Dr Brown, Project Manager in the Telematic Education Department, 12/07/1999. 114 Interview with Dr Brown, Project Manager in the Telematic Education Department, 12/07/1999. 115 Interview with Dr Brown, Project Manager, Telematic Education, June 1999.
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files with extra information for learners to use.116 However, not all centres were found to be useful for learners other than for the telematic education broadcasts. Some learners indicated that they find it difficult to use the centres to view video replays of the lectures as other learners for the telematic broadcasts use the centre.117 They further indicated a problem of not being allowed to take videos home. Furthermore, learners complained about the problem of a high staff turnover of co-ordinators in the centres. This, they argued, is inconvenient, as most facilitators are not able to deal with their queries. This was acknowledged by Dr Brown who highlighted it as one of the challenges of running the telematic education programmes.
MONITORING PROGRAMME’S SUCCESS
There has been no formal evaluation to assess the success of the programme. However, some lecturers ask graduates of this course their impressions about the course. Lecturer A conducted a small research project in 1998 as part of the honours degree in Advanced Nursing Education on the experience of the learners of distance education. The analysis showed that learners were in favour of the programme but also asked for more contact sessions.
Lecturer B also attempted to evaluate the Nursing Management, Community Nursing, Nursing Dynamics and Nursing Education after one year of offering these courses through telematic broadcast. Structured questionnaires were distributed to learners. The questionnaire focused on evaluation of the lecture and visual aids in terms of the content, presentation, clarity, and relevance to learning objectives as well as how visual aids complemented what had been taught118. The evaluation was not a success as there was a poor return of the questionnaire.119 One of the reasons for embarking on these research exercises is to solicit learners’ input in the running of the programme in order to strive for good practice.
HINDERING AND ENABLING FACTORS
Learners were given the opportunity to reflect on the challenges of being distance education learners. The following challenges were noted: All group learners are mothers and wives, and they found coping with family life, work pressures, and studies quite difficult. Learners who come from rural centres had problems accessing resources such as libraries and video materials to help them in their studies. These resources were said to be available for learners based around Pretoria. Learners based in centres outside Pretoria reported that they did not have the privileges of Pretoria-based learners. An incident was quoted where during examinations learners were able to identify a question that was not relevant for that paper and those learners in Pretoria were advised not to answer that question. Learners in other centres did not receive that information and in some cases the information reached the centres towards the end of that examination session. These learners could not go back to rewrite the examination.120 Some centres are still undeveloped and do not offer the full course from first year to third year. For example, a learner from the Nelspruit centre indicated that only the first year of this
116 Interview with Group learners, June 1999. 117 Interview with Group B learners, June 1999. 118 This information has been drawn from the questionnaire that distributed to learners. 119 Interview with lecturer B, Department of Nursing Science. 120 Interview with Group B learners, June 1999.
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programme is offered at the Nelspruit centre. For her second and third year courses she has to travel to Witbank (which is about 200 km away). Thus, she has to travel to Witbank for tests, assignments, examination writing and telematic broadcasts. This, she argued, not only prohibits access but is also an inconvenience for learners who rely on public transport. There have been cases where learners had to travel 200 km between the two towns to attend telematic broadcasts only to find that they had been cancelled. Whilst the representative of the university acknowledged this problem of the Nelspruit learner, he also highlighted that it was a problem of dissemination of information at recruitment and registration stages. Dr Brown argues that because the majority of learners only register for 1st year of the post basic course, with the result that enrolments drop from 600 in the first year to 30-50 in the second year, telematic lectures are not offered in all the centres beyond first year. In the case of Nelspruit, because few learners register for the second year course, they are expected to use Witbank as their learning centre.121 Some learners from outside Pretoria complained about the duration of the block session in June. They argued that two weeks is too long and the curriculum could be covered in one week to allow them to go back to their families. The present arrangement forces some learners to drive back home for the weekend and come back the following week, an arrangement they find expensive. 122
Some of the general comments for improvement made by learners were that they would like the opportunity to give lecturers feedback about contact and support. They would also like guidelines for assignments before writing them and not afterwards as is the case most of the time
SUMMARY
Learner support in the Department of Nursing Science at the University of Pretoria should be understood within its philosophy of Telematic Education, which combines different flexible modes of provision of education for learners at a distance. It should further be understood within the approach that seeks to respond to the needs of learners in higher education. A key viewpoint upheld within the university is that learners want to have the option of choosing if they would like to study on their own with support from the institution, or study on campus the traditional residential way. They need flexibility in learning and therefore a flexible delivery system needs to be provided by academic institutions, hence the university’s innovation with telematic education.
The introduction of telematic education has brought with it innovation in terms of the development of flexible delivery modes for distance education. For example, there are paper- based or web-based distance education programmes which use decentralized contact sessions, interactive television and video conferencing as a form of support. As shown above, in the case of the Nursing Science Department the university uses a paper-based mode of provision with contact sessions and interactive television broadcast, satellite centres as forms of support.
The strengths and weaknesses of learner support strategies should also be viewed within the context of the providing department, the types of learners in the programme, and the length of
121 Interview with Dr Brown, Project manager, Telematic Education, 12/07/1999. 122 Interview with Group B learners, June 1999.
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It is said, “Practice makes perfect”. As such the longer the programme is run, the more lessons that can be drawn for improvement. In the case of Distance Education and leaner support at the University of Pretoria, these have been running since 1997. The university and its respective departments are in a process of implementing and improving on their practices based on experience gathered from running these programmes. For example, in the case of Nursing Science, the telematic broadcasts were initially the main mode of provision with contact sessions and written materials as forms of support. The telematic lectures were broadcast once a week. The change to fewer television broadcasts was influenced by two factors: first, this delivery strategy was found to be expensive; secondly, the weekly programmes were found to be more like a classroom face to face session and this approach was felt not to be ideal for adult learners at a distance. The department sought a strategy that would allow learners to be more responsible and active in their own learning. The delivery strategy then changed to employ paper-based provision as the main mode of delivery and telematic lectures as forms of support. The telematic broadcasts took place once a month.
With the monthly broadcast the learners have to do preparation regarding the content that is going to be discussed during the broadcast and the lecturer will then enhance their knowledge by adding examples and having an interactive discussion on the air.
There are several positive learner support practices in the Nursing Science Department that have been identified by learners. Learners appreciate the interactive television broadcasts that the university provides. As was pointed out earlier, some learners indicated that they are able to pass their courses by relying only on written materials and attendance of television broadcast. Even though few learners can afford to purchase DSTV, those who can find it a useful source of support. They are able to record the broadcasts of some lectures and to replay them for revision purposes.
Learners have also spoken positively about their ability to reach lecturers by telephone whenever they need some help.
The project manager of the telematic education acknowledged the limitations of their present learner support services and identified this as one of challenges the university is facing. In particular, the quality of learner support provision was regarded as one of the priorities in the next few years of expansion of telematic education. This account of learner support practices in the Department of Nursing Science offers a number of lessons of experience to other institutions interested in the possibilities and potential of distance education practices.
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RAND AFRIKAANS UNIVERSITY HONOURS PROGRAMME IN HUMAN RESOURCE DEVELOPMENT OFFERED AT THE RAND AFRIKAANS UNIVERSITY (RAU)
In 1982, the Department of Human Resource Management at the Rand Afrikaans University first offered a Certificate programme in Human Resource Development (HRD). In 1992, the Department introduced a further two programmes in this field of study, namely a Diploma in HRD and an Honours degree in HRD. In that year, the three programmes were offered in both traditional face-to-face mode and distance learning mode. The Department found the two modes of delivery difficult to manage and administrate. As the main target audience for these programmes is human resource practitioners who are working full-time, the Department made a decision to focus primarily on a limited contact distance learning model. From 1998, the HRD programmes were offered through this model only. The Rand Afrikaans University is the only institution in South Africa that offers this programme.
TARGET AUDIENCE
The HRD programme is targeted at mature students who work full time. A large number of students on this programme have already obtained a postgraduate qualification. The programme coordinator indicated that many students decide to enrol on this programme because they want to make a career change or because of job demands. The programme coordinator made a particular reference to educators (teachers) who enrol for this programme because they want to move into industry.
The language of tuition is English, and study guides and course materials are available in that language only. Students are allowed, however, to answer their assignment questions and examination papers in Afrikaans, if they so wish. English and Afrikaans are used as communication mediums at study schools and in contact sessions.
ENROLMENTS
In 1999, there were just over two hundred students enrolled on this programme. Currently, only South African students are enrolled on this programme, of which eighty to eighty-five percent are black. The spread in terms of gender is almost equal. Currently, there are approximately hundred and twenty students enrolled for the first year of study, and eighty students for the second year of study.
ADMISSION REQUIREMENTS
Admission requirements for this programme is an appropriate bachelor (BA) degree or a three-year diploma and previous work experience. Access to the Internet will be a pre-requisite as from 2000. Other requirements stated in the prospectus are that employers have to give their consent for students to conduct practical assignments at
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the workplace and that students must have access to a suitable work environment. The programme coordinator explained these two requirements by saying that the aim of this programme is to further develop HRD practitioners, and that it is difficult for to contextualise theory if they cannot apply it. The workplace provides the space in which theory can be applied and understood. The programme coordinator stated that whereas the university sets the entry requirements, these are not bureaucratically applied and the Department is very flexible in their selection of students.
PROGRAMME FEES
The full programme fee amounts to just less than R10 000-00 and must be paid over a period of two years.
ADMINISTRATION
The programme coordinator for the Honours programme in HRD, together with a departmental team from the Department of Human Resource Management, is responsible for most of the administrative work, including student registration, receiving assignments, and so forth. Thus, it is the department, rather than central administration at the university, that takes responsibility for the administrative affairs of their distance learning students. They also contract out some of the administrative work – such as arrangements for examination centres - to RAU’s newly established distance education centre (PRAUD).
TEACHING, LEARNING, AND ASSESSEMENT STRATEGIES
Delivery Strategies The programme is offered over a period of two years and comprises eight modules. Learners need to do two modules per semester. The programme coordinator describes the delivery model of this programme as limited contact flexible learning.
Study Schools Learners attend study schools at the main campus of the Rand Afrikaans University at the beginning of the academic year. There is one study school per module. Study schools take place over a period of five days, with an average of two days allocated for each module.
The programme coordinator explained that the Department regards study schools as contact opportunities during which students are orientated in the general programme purpose and are introduced to the modules that are to be presented during that semester. The broad aims of the study school for each of the modules are to orient learners in the study methods and skills that are required for that module; to provide an overview of the contents of the module; to clarify what it is that lecturers expect from learners;
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to discuss important administrative matters, such as due dates for assignments, the timetable and year programme, date of and arrangements for contact sessions, and other related matters; to facilitate the formation of study groups; and to orient students in the use of WebCT and to encourage students to make optimal use of this facility.
As of 2000, it will be compulsory for students enrolled on this programme to attend study schools.
Contact sessions There are three to four contact sessions per semester. These are usually scheduled on Saturdays. The programme coordinator describes the contact sessions as ‘problem- solving sessions’. Students discuss study-related issues and give lecturers feedback about the course. Attendance of contact sessions is not compulsory.
Study Groups Study groups are formed during the study school. Students are grouped together according to the geographical they live in. The main purpose of these groups is to encourage interaction between students. From 2000, it will be compulsory for students to belong to a study group. Learners are required to complete one group assignment for each of the modules.
RAU Island breakaway session At the end of the second year of study, learners go away for a couple of days to RAU Island in the Vaal dam. The purpose of this breakaway session is to assist learners to integrate and consolidate their learning. Attendance of this session is compulsory.
Learning materials Learners are provided with structured study guides and textbooks, as well as a timetable and study roster that enables them to plan their studies and guide them through the study material. The study guide for each module contains, amongst other things, the outcomes, range statements and self-evaluating exercises. According to the programme coordinator, students receive one study letter for each assignment. This letter contains comments on students’ performance. Usually, students also receive one general study letter per module on general administrative issues.
LEARNER SUPPORT
The main strategy for learner support is the Internet-based WebCT package. Students can access this facility on the Internet by simply providing their student number. Through WebCT, learners and lecturers are in direct e-mail contact. Though course contents are not available on the Internet because of security purposes and copyright concerns, students can participate in chat groups where they can communicate with each other, ask questions, and receive their responses. Information on student assessment and study-related issues can be accessed on this website. The website is
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updated regularly and lecturers are able to keep track of the resources accessed most frequently by students. WebCT also supports other forms of learner support. The programme coordinator explained that one of WebCT’s functions that he finds very useful, is the ability to sort learners by geographical area to form study groups.
The programme coordinator said that the Department will rely even more on WebCT from 2000, and that they plan to introduce further features to the site. These include a section containing ‘2000 questions’ with the correct answers for each of the themes in modules. He also believes that WebCT’s capacity to make group discussions on the Internet possible need to be built out further. From 2000, it will be compulsory for learners on the programme to have Internet access.
Students may contact their lecturers directly by using fax, e-mail or telephone. Lecturers’ contact details are included in the study guides. The department has its own call centre, which simplifies the students’ telephonic interaction with the Department and has a message-recording facility. .All academic and administrative related issues are dealt with at the university. Students also have access to the library.
LECTURES
There are two-satellite broadcasts per semester. The duration of each of these is an hour and half to two hours. These are live broadcasts, with the lecturer facilitating a sessions that is broadcast live to students at a number of centres across the country. It is not compulsory for students to attend these sessions.
ASSESSMENT
Students have to submit three assignments per module. The first assignment usually covers the academic content, and the second assignment is a practical evaluation. The third assignment comprises of a portfolio of evidence on the basis of which learners are assessed. The semester mark counts 35% towards the final mark.
The programme coordinator emphasized that there is a strong emphasis on integration in assessment activities. Students are expected to apply and integrate the knowledge acquired in a previous module when answering an examination paper for a subsequent module. Dr Coetzee explained that human resource development is an applied field, and that a good balance between theory and practice therefore is essential.
USE OF TECHNOLOGY
This programme is delivered through print-based materials, which are supplemented by the web-based WebCT programme and a limited number of live television broadcasts.
There are two live satellite broadcasts per semester, which are broadcast at various satellite centres in the country. Ubuntu Edunet provides this service. The programme coordinator said that the costs related to these broadcasts amounts to about R500 a minute. The experience of the Human Resources Management Department has been
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that these broadcasts are not very effective, as students tend to ask administrative related questions on air, which is very costly.
The programme coordinator regards the use of the Internet through Web CT as very effective. He explained that this was particularly true because of the fact that students that enrol on this programme all have access to computers at work. He regards the advantages of Internet technology as the following: WebCT is a very cheap package; Internet technology is accessible; WebCT puts the ‘lecturer is in control’; WebCT makes it easy to communicate with students and to manage the programme.
SATELLITE CENTRES AND PARTNERSHIPS
The HRD programme has an agreement with Ubuntu Edunet for the latter organisation to provide the technology and infrastructure for the live satellite broadcasts. In turn, Ubuntu Edunet has an agreement with the Academy of Learning to use their centres for screening the broadcasts. There are ten such centres, with one situated in each of the following towns: Midrand, Stellenbosch, Pretoria, Randburg, Durban, Bloemfontein, Port Elizabeth, Belville and East London. These centres are used as academic where students come together to watch broadcasts and to discuss certain topics or issues. There are no facilitators at these centres.
COURSEWARE DESIGN AND DEVELEPMENT
The materials used in this programme are the same materials that were originally used for contact students and are revised every two years. The Department of Human Resource Management has conducted research at ten American universities on international practice concerning the course contents and standards of human resource development programmes.
The course coordinator explained that they also rely on their wide network of people to enhance the quality of their course materials. Academics, managers from the private sector, and consultants make available their services to the department at no cost to ensure that the course contents are relevant and applicable. In addition, specialists from various departments at RAU are contracted to develop and present course material.
The programme contents are revised every three years.
PROGRAMME FUNDING
The Department of Human Resource Management derives its funding for its programmes through the normal university procedures, which includes a percentage of student fees and subsidy, and through research publications. The department also
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charges a departmental fee on top of class fees, which is payable to the department directly.
QUALITY ASSURANCE
The programmes of the Department of Human Resource Management are accredited and formally evaluated by the South African Council for Personnel Practice. The last such evaluation took place in 1999.
The Department has also commissioned market research on the perceptions of students enrolled on their distance learning programmes with regard to the programmes they are enrolled for and the Rand Afrikaans University in general. The research was undertaken by Market Research Africa in February 1999.
PARTNERSHIPS AND COLLABORATION
Currently, there exist no formal partnerships between the Department of Human Resource Management and other providers. The Department plans to enter into a partnership with the University of Minnesota in 2000. The role of the University of Minnesota will be to advise to the Department on their Honours programme in Human Resource Development. The two institutions will also exchange student facilities and research findings.
The HRD department has an agreement with a service provider, Ubuntu EduNet, for satellite broadcasts at various satellite centres.
THE FUTURE OF THE HONOURS PROGRAMME IN HUMAN RESOURCE DEVELOPMENT
The programme coordinator feels confident about the future of this programme, largely because the course contents of this programme are relevant and appropriate to the South African context, and because there are mechanisms in place to enhance student learning and learner support.
The Department is planning to introduce a bridging course in 2000 to help students to cope with the demands of distance education, and to equip students with academic writing skills. The course will also cover basic research skills.
The programme coordinator admitted that the were negative factors affecting the success of this programme. This includes the fact that there is a large number of dropouts in the first year of study. Dr Coetzee explained that the dropout rate improves in the second and last year registration. Also, he feels that the central administrative system of the university is not set up to support distance education students, and that a better administrative support system for distance learning is required.
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A third problem is that students have unrealistic expectations that in turn lead to a high failure rate. Students do not contact their lecturers as often as they are required to. This is especially true for those students that do not do well in their studies.
The programme coordinator is of the opinion that there are lots of opportunities for distance education, but that distance education seems not to be working very effectively in South Africa. He believes that institutions need to implement strict selection criteria and that student support mechanisms need to be built into distance education provision to address the issue of high failure rates for distance learning students.
The Department has recently established an international Academy of Human Resource Development. From 2000, all HRD students will become members of the Academy. The Department saw the need for this type of organisation, as they wish to develop learners as reflective practitioners who are reflective on and critical of different HRD models. Members of the academy will benefit by receiving research journals and newsletters containing the latest research findings. Members will also have access to the Academy’s network.
The programme coordinator said that the HRD programme is a unique programme that caters for a niche market. He is of the opinion that the Department has the capacity to accommodate more students on this programme. From next year, the Department of Human Resource Management will employ and additional two full time lecturers who will be responsible for lecturing certain modules and for designing course materials.
They plan to introduce a Masters programme in 2000. The delivery model for this programme will be similar to the one sued for the Honours programme.
THE RAU CENTRE FOR DISTANCE EDUCATION (PRAUD)
Programmes in Human Resource Development were some of the first programmes at RAU that were offered through a distance learning delivery model. Consequently, the Department had to develop its own procedures and administrative systems for accommodating distance learners. Distance learning models are, however, becoming increasingly popular at RAU and the number of distance education programmes offered by the institution has increased dramatically.
According to the Dr Coetzee, this expansion is regarded by the university management as a strategy for making education more accessible for learners. The executive has sent a task team to Australia to investigate different institutional models for distance education. One of the outcomes of this visit was a decision by RAU management to establish its own learning centres. The HRD programme will be making use of these once they are in place. A second outcome of this visit was the decision to establish a central coordinating body that will take responsibility for all distance education programmes offered at RAU. It is envisaged that the HRD Department will increasingly make use of the services PRAUD has to offer.
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UNIVERSITY OF THE ORANGE FREE STATE FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES BACHELOR IN MANAGEMENT LEADERSHIP PROGRAMME
This case study focuses on the Bachelor in Management Leadership (BML)123, a pilot project run at the University of the Orange Free State. It was launched in 1999 and was specifically designed to develop the management leadership skills of working adults.
1. OVERVIEW OF THE PROGRAMME
A central goal of the programme is to train and empower working adults in business and other organizations (including government), with management leadership skills, which are seen as critical in the current stage of social and political transition in the country. “The fact that so many adult workers have no or limited access to formal training opportunities in the past, makes this all the more pertinent in the community”.124
The first phase in the BML is the Portfolio Development Course (PDC). At the time of the research, this phase of the programme had just been completed and will be the main focus of the report.
The PDC as a pilot commenced with 48 learners. They were supposed to complete 24 credits in the first six months. Only seven learners did not complete all 24 credits. The pass rate to date is therefore 85%. These seven learners however are not considered as “failed” but are given the opportunity to complete the credits at their own pace, keeping in line with the adult learning philosophy that underpins the BML programme. Financial constraints have also contributed to some of these learners’ decision not to complete the PDC at this point in time.
2. MAIN SUPPORT STRUCTURES
The main forms of support provided during the PDC are:
2.1. Individual support 2.2. Contact sessions 2.3. Peer and group learning 2.4. Feedback on assessment 2.5. Videos 2.6. Computer support
123 Taken from Faculty of Economic and Management Sciences document Feb, 1998. 124 Taken from Toward an Adult Degree Programme in Management Leadership at UOFS, Faculty of Economic and Management Sciences Feb 1998
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3. RESEARCH METHODS
(see introduction for research methods)
This case study is based on document review, interviews, observation of one contact session and a quantitative survey with 22 learners.
Document review The following documents were reviewed: Bachelor in Management Leadership – Programme Proposal Bachelor in Management Leadership – Brochure Toward an Adult Degree Programme in Management Leadership – document Minutes of meeting to discuss Business Management Leadership Programme – 20:11:98 Interviews The following interviews were conducted: Interview with Director, 27 May 1999 Interview with researcher for the programme, 10 June 1999 Interview with facilitator (offers skills training and other academic support), 10 June 1999 Interview with two lecturers, 11 June 1999 Interview with Director, 11 June 1999 Interview with two groups of learners, (a total of 14), 11 June 1999 Interview with Director, 20 August 99.
The learners interviewed have a wide range of work experience from being a District Manager or Principal to being a Technical Advisor in a Government Department or Industry. Their ages range from 36 to 56 years and for most of them the highest qualification is Standard 10. One learner has Standard 8 and one has a BA degree. Observation A contact session was observed on the 20th August 1999 from 14h00 to 19h00. At this session only 22 of the 40 learners were present. Eight of the learners have credits for this course and were not required to attend the session. The remainder according to the presenter possibly joined the Telkom workers who were on strike. Learners’ absence at contact sessions is not followed up as according to the Director the learners are adults and are able to ‘catch up’ from their peers. The presenter dealt with the “Supply and Demand” section of the Economics Module. Quantitative survey A quantitative survey to determine learners’ use of learner support structures was conducted with 22 learners on the 20th August 1999.
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4. THE PROGRAMME
This pilot programme is based at the University of the Orange Free State. It is located within the School of Management in the Faculty of Economics and Management Sciences and a multi-disciplinary team designed and presents the course. Relationship with De Paul University (Chicago) Since 1995 the programme Director has been involved in discussions with members of De Paul University. This culminated in the signing of an agreement that De Paul would support the development of an adult experiential learning programme and will recognise the degree so that learners who have successfully completed the programme can continue with an MBA at De Paul if they wish to. In the long term De Paul is interested in offering the programme at their institution.
Although they have support from many sectors, private, public and university, this support this support is not backed up by financial support.
Financial support The Joint Education Trust, Standard Bank SA, First National Bank and Hollard Insurance have been forwarding financial support for the development of the programme since 1997. Currently financial support is provided to most of the learners from their respective companies/institutions. Only a few participants do not have the financial backing of their companies/institutions.
Goals According to the initial programme proposal, the main purpose of the programme is to assess and recognise the prior learning experiences (ARPL) of working adult learners regarding management leadership, and then to develop, at university level, the intellectual and practical capabilities of these learners in the acquisition, analysis, interpretation and understanding of management leadership concepts in preparation for a career: in business and industry responding to the needs of the community in the public sector in trade unions in life-long learning and the appreciation of the value of education to society.
On completion of the programme learners should be able to: correctly use management leadership terminology, definitions and classification; communicate effectively using appropriate language and media; competently handle the instrumentation and data manipulation relevant to the management leadership information; synthesize and critically evaluate management leadership information; demonstrate and understand the techniques and strategies involved in analytical (academic) enquiry and problem solving; describe and account for the cultural processes which influence the evolution of management leadership contexts; prepare illustrative and interpretative analytical reports;
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understand the role of the managerial leader in society with regard to human and economic development;
The approach to management leadership education is characterised by the University’s emphasis on the need for learners to become critical and creative thinkers and eventually leaders who utilize innovative approaches in start-up ventures or within established organisations.125
The director emphasized that the central role of the pilot programme is related to social transformation and the educational needs of the people within the programme. He defines social transformation in the broadest sense: any member of society whatever their gender, race or social position, (ranging from white Afrikaans mothers to Sotho speaking government ministers) can participate in the programme to empower themselves and contribute to society.
Target group The programme documents126 define the target group as working adults who are employees in business and other organisations (including government) who do not necessarily have prior formal management leadership training and who express a need to develop management leadership skills allowing them to function in a variety of positions.
This was reinforced by the Director who said there are many target groups but one definition is individuals with learning experience related to management and leadership who have intentions to participate in transforming South Africa. As will be discussed further, the target group has critical implications for the nature of the programme and types of learner support.
At present the pilot programme has forty-eight learners who come mostly from Bloemfontein. One learner comes from Lesotho and another from Kimberley. A second cohort of learners will be enrolled in August.
The staff The following personnel make up the core staff for the programme: The Director The Coordinator Four Domain Coordinators (they oversee the Life Long Learning, Environment, Management and Leadership fields of study which run across the curriculum) Academic Advisor Researcher (post graduate student) Facilitator (undergraduate student).
In addition there are 26 presenters most of who are senior academics in full time employment at the University but who are part time presenters for the Management Leadership programme. Of these 26 six are presenters in the PDC. Some of the presenters, for example the presenter of the leadership module PDC 103 who is an expert in her field, are from outside of the University.
125 Bachelor in Management Leadership: Brochure 126 Bachelor In Management Leadership: Brochure
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The number of presenters in relation to the number of learners on the programme (48) is high. This director explained this as necessary because the programme is focussed on contact and interaction.
According to the Director the strength of the programme is the interdisciplinary team that writes the modules and presents the course, each member bringing their own expertise to the programme. Although this is seen as advantageous, it does have the disadvantage of not facilitating continuous contact with a presenter or a “continuity person.” This means that during the course of their study learners have to establish short-term relationships with a number of different presenters.
Staff development and training Staff development for this pilot programme has two strands:
Formal training
The first strand involved training workshops run by the following: Members of the De Paul University (Chicago) and the Council for Adult and Experiential Learning (CAEL) offered a four day training workshop (April 98) in Adult Learning, Experiential Learning, Outcomes-Based Education, and Designing competence frameworks for degree Programmes to all the academic and business colleagues who will participate in the programme. Some of the members have been involved in this kind of training for the past three years. The academic colleagues are all involved in research relating to experiential learning within the context of their respective fields of study.
During September 1998 the South African Institute for Distance Education ran a workshop for presenters on Developing Learning Materials.
Informal training
The second strand involves informal staff development which is done by holding regular programme meetings, curriculum (learning programme) development meetings, workshops on curriculum (learning programme) development run by ARPL experts from JET, CAEL, De Paul and attendance of other ARPL conferences.
The curriculum
Organising fields
The programme focuses on business, commerce and management leadership studies and is linked to communication sciences, language, training and development, human and social sciences, law, computer sciences and physical planning.
There are four domains within the programme: Life Long Learning
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Environment Management (private and public sector) Leadership.
The curriculum (learning programme) comprises modules in four main domains of learning (fields of study) including three within the management leadership field, and allows for interim qualifications (certificate, diploma) after successful completion of a specified number of modules in each domain of learning. The total curriculum (learning programme) content is designed to be equivalent to a standard three-year management leadership degree. Entry to the learning programme occurs through successful completion of a portfolio development course (PDC). During the PDC, which runs over a six-month period, among other things learners’ prior learning is assessed (see appendix three for ARPL instrument) and credits awarded upon the successful demonstration of competence regarding the learning outcomes as described.
Portfolio development course (PDC): compulsory
The PDC is an integral part of the support system and is a form of developmental testing. It is compulsory for all learners irrespective of their previous education and experiences. On successful completion of the PDC, learners are awarded 24 credits.
The aim of the PDC is to prepare learners for the BML, and where necessary improve language and learning skills. According to the director, the PDC is essentially about ARPL and setting educational goals. It is not a bridging programme but the introductory phase to the BML. The PDC is also an important screening mechanism for focus of study in the programme.
Name of qualification
Learners are able to complete a degree, diploma or a certificate during the course of their study. They are also able to obtain letters of recognition in the successful completion of every level of the programme127
NUMBER TYPE OF TITLE OF NQF- NUMBER QUALIFICATION QUALIFICATION LEVEL OF CREDITS 1. Degree Bachelor in 6 360 Management Leadership BML (06313) 2. Diploma Diploma in 5 240 Management Leadership DML (06060) 3. Certificate Certificate in 5 120 Management Leadership CML (06050)
127 Bachelor in Management Leadership: Report on Academic Support in the BML Programme: May 1999
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4. Letter of recognition Modules on 5 Depends on Management the modules Leadership completed
Entry requirements Entry requirement for the pilot programme is 23 years of age with working experience, or Std.10 with working experience, or Std.8 with at least five years related work experience.
In addition to the above entry requirements, the Director noted that the following criteria would be used for the next group to determine which learners could enter the programme: learners must indicate a need and a desire to participate in the programme; an interview with Director; they must forward a motivational essay with their ideas on what they want to do in the programme, what their focus will be, and who their prospective mentor will be; if they cannot do this, they may be excluded; they must be involved in an organisation ( private or public sector). This is because of the emphasis on the application of theory in practice. Although the programme would like try to arrange placements, it is difficult to do; there are one or two exceptions who are not currently working but who have prior work experience as this would give them a context to apply the theory; learners should have a Std ten (a few have post secondary degrees) if they do not have a Std 10 they must have had a long period of work experience; proficiency in English and Mathematics is also a requirement. A numeracy test is conducted to determine learners’ levels.
According to the Director, 90% of the current cohort meet the above requirements. Although it was not consciously planned, the group is a good reflection of the demographics of South Africa and there is a fair gender balance.
Learners will be able to obtain a letter of recognition if they wish to register for some of the modules, or receive a certificate, a diploma or a degree qualification. They will also be able to enter into existing honors or MBA programmes offered at South African Universities as well as from the De Paul University. The prior learning experiences of each learner will determine the level (certificate, diploma, degree) of entrance into the programme with full recognition by the university of the prior learning experiences applicable to specific learning outcomes within the BML programme.
Mode of delivery The BML programme is essentially not a ‘distance’ programme as it is offered in “a mode of intense delivery.” According to the Director it is interactive, flexible and individualised. The programme could be followed: part time; on and off campus; by contact and resource-based learning (print materials, electronic mail, web-site, telematic).
The Director does not believe that the programme has a main mode of delivery but that modules, as well as the learner support structures encourage interaction. The interaction may
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be with presenters, coordinators or peers. Learning he believes should take place by “social interaction”.128
The focus of the materials is to facilitate learning within small groups. The materials base of the programme is central to the approach of social interactive learning. A review of Modules 1 and 2 shows that the materials encourage interactive learning. Both materials and groups of learners are seen as central resources. This challenges the notion of the individual distance learner, as groups of learners learning collaboratively are seen as central to the learning process, based on Vygotsky’s concept of “social learning”.
Teaching-learning methods
Presentations are offered for the transmission of content and the understanding of concepts and theories. Group work is done for the development of team skills. Independent studies are undertaken for the development of research skills and the development of capabilities. Work- study experiences are organised for professional development and for the contextualization of capabilities. Experiential learning is the underlying theory for all modules offered in the programme and notional learning hours are assessed appropriately within each module and accredited accordingly129
In the contact session observed on the 20 August 1999 the presenter did transmit knowledge and built understanding of concepts such as supply and demand. Learners were engaged ingroup work to build team skills and they also then completed individual self assessment activities.
Assessment procedures
Integrated assessment procedures are a part of the portfolio development process (including records of achievement) and are implemented as an ongoing assessment process starting with the PDC and running through the BML learning programme.
Assessment methods include practical tests, reports and workshops, field exercises, essays and technical reports, poster displays and illustrated charts, teamwork simulations of exploration projects, independent projects and dissertations, oral presentations by individuals and project teams, simulated research applications and consultancy reports, assembling of resource bases using web page presentations and open book exams. 130
Monitoring success of programme
Internal quality assurance procedures A research team is already involved in gathering information regarding the development of this pilot programme. Self- administered learner evaluations of modules and presentations and peer observations are included and feedback is given to staff members on an ongoing basis.131 (See appendix three for evaluation form.)
128 Taken from interview with Director 20:08:99 129 Taken from Bachelor in Management Leadership: Programme Proposal July 1998 130 Taken from Bachelor in Management Leadership. Brochure 131 Interview with Director
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According to learners they are also able to give feedback to lecturers at contact sessions.
In the contact session observed, learners did make suggestions to change certain sections which the presenter found useful and which he said he was committed to implementing. Learners also fill in written evaluation forms. They believe that this feedback is taken seriously and that changes are made. According to the Director changes have been made in module three according to suggestions made by learners, for example in one case study learners found the names used childish for adult learners. These names have now been changed. Learners felt that another case study lacked information. The presenter has now added more information.
External quality assurance procedures The pilot programme has been submitted to SAQA for accreditation. External examiners from the Universities of De Paul and the Orange Free State will moderate exams.
LEARNER SUPPORT
According to the course coordinator, she, together with the Director and Domain coordinators, plans the learner support.132 The venue is the University premises and learners find this convenient. According to the coordinator and the learners the atmosphere is pleasant with tea and meals provided.133 The cost of catering is built into the programme fees. Through the coordinator, communication between learners and lecturers is facilitated. It is envisaged for the future that as the coordinator understands the programme more, she will eventually take over academic support for learners as well. At present she attends classes to improve her understanding. A number of learner support strategies have been put into place for the pilot programme, some of which will be discussed in more detail below. The support mechanisms are: 5.1. Individual Support 5.2. Contact Sessions 5.3. Peer and group Learning 5.4. Feedback on assessment 5.5. Videos 5.6. Computer support.
A quantitative survey was conducted with 22 learners on the 20:08:99 to determine what types of support learners make use of, how frequently and how do they rate the support. The table below summarises the use of support services in the period January 1999 – August 1999.
133 Interview with coordinator and learners
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Support Service Number of times used Purpose 1. Telephone Ranged from 3 – 100 Admin = 13 (59%) Personal = 11 (50%) Assign. = 15 (68%) Exams = 1 (5%) Academic = 7 (32%) 2. Email Ranged from 7- 14 times Assignments = 3 (14%) Apologies = 1 (5%) Contact other learners = 1 (5%) Contact lecturer = 1 (5%) 3. Visit Coordinator Ranged from 6 to 30 times Academic = 14 (64%) Assign = 10 (45%) Personal = 5 (23%) Financial = 6 (27%) Admin = 2 (9%) 4. Contacted Develop skills = 13 (59%) facilitator Admin = (6%) Computer = 1 (6%) Personal problems = 11 (50%) Academic = 1 (6%) Support Service Number of times used Purpose 5. Contact sessions Attended all = 14 (64%) Very useful = 19 (86%) Attended a few = 3 (14%) Useful = 2 (9%) Missed a few = 5 (23%) Useful for: Reasons for missing = Assign. = 15 (68%) work and personal Share ideas with other learners problems = 18 (82%) Ask questions. = 8 (36%) Share ideas with lecturers =12 (55%) Draw on experience of others = 1 (5%) 6. Group learning Very useful = 14 (64%) inside contact Useful = 7 (32%) session Not useful = 1 (5%) 7. Group work Very useful = 7 (32%) outside contact Useful = 13 (59%) session Not useful = 2 (9%) Useful for: Ask questions = 7 (32%) Express opinion = 13 (59%) Gain knowledge = 12 (55%) 8. Videos Used by 15 learners = (68%) Number of times used ranged from I – 7. 9. Support in the 18 learners used it = (82%) use of a PC very useful = 17 (77%) useful = 1 (5%)
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The survey indicates that learners view all forms of support offered as important. The least frequently used is the email. This, according to learners interviewed, is because they do not 134 all have access to email. There is also an indication of the value learners place on contact sessions as 86% found the sessions very useful and of these 82% indicated that sharing ideas was most valuable in the contact sessions. An anomaly in the survey is that whilst 32% found group work outside the contact session very useful and 59% found it useful, the learners in the interview did not find that group work outside the contact session worked well. The survey also indicates that learners make frequent phone calls mostly dealing with assignment queries but two lecturers interviewed said that they hardly received any calls. It seems that the calls are made to the coordinator who in the interview did confirm that she handled many assignment queries.
The reasons why learners make use of various forms of support more than other forms is discussed below in relation to each form of support.
Individual support According to learners135 they are invited to phone lecturers, the co-ordinator or the director whenever they need to in order to discuss academic as well as personal problems. If lecturers cannot deal with a specific problem, they are referred to a Psychologist on campus. The quantitative survey indicates that learners have used the telephone support service from as little as three time to as many as a hundred times. They have used this service mostly for assignment queries, administration issues and personal problems.
The coordinator confirmed that learners do phone in with queries. They also use e-mail to send messages of apology if they can’t attend classes or they e-mail their assignments. The quantitative survey shows that only five learners have used the e-mail for sending assignments mostly.
Two lecturers interviewed, however felt that although they were available for support, learners did not make adequate use of their availability136. One of the lecturers said that in the duration of her module only approximately three learners had phoned her, all to do with queries about their assignments. She believed that if learners had more contact and exposure to the same presenters, rather than having too many presenters, learners would make more use of individual support.
The coordinator
Learners say they find the coordinator of the programme very helpful. Many learners also visit personally to discuss their problems.137 The quantitative survey indicates that most learners visited the coordinator from as little as six times to as many as 30 times mostly to discuss academic and assignment issues.
The coordinator confirmed that learners visit regularly, especially those learners who have less experience in the field of management. They have many queries about the course as well
134 Taken from interview with learners 135 Taken from interview with learners 136 Interview with Alta and Luzelle 137 Interview with learners
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as about the assignments. If the coordinator is unable to address their queries then she refers them to the lecturers or the facilitator.
The Facilitator
The facilitator is available to see learners individually or in groups. He describes himself as the learners’ contact person, like an ear and a friend. Some learners see him weekly while others come every two weeks. As the modules progress and learners become more independent, they require less support. Many informal support sessions take place over tea and lunch. Support requested ranges from personal issues, bursary, to use of the library. According to the quantitative survey 59% learners contacted the facilitator for skills development and 55% for personal problems. Visits to the facilitator can be ad hoc or pre planned. As learners are exposed to so many different presenters, the facilitator also seems to provide a continuity role.
Common non-academic problems that learners (according to the facilitator and the coordinator) discuss are:
Financial Problems: Some learners are supported by the companies in which they work whilst others receive very little or no support. As a result they run into problems and often meet the Director to discuss the problems.
Family Commitments: On a Saturday, learners may need to find childcare when they need to attend sessions at the University. On Fridays they have the problem of picking up children from school or other activities. The University is looking at starting a ‘day care centre’ to solve the problem.
Work commitments: Being in management situations puts demands on learners and often learners have to attend meetings at work and this clashes with contact sessions.
Domestic Problems: So far only one learner had serious domestic problems to sort out.
The interview with learners confirmed that the above problems are discussed.
Contact sessions A contact session was observed on the 20:08:99 from 14h00 to 19h00. Presenters and learners were also interviewed about their perception of the sessions. The following emerged from these sources:
Times and venues
Learners meet with lecturers once a week, from 14h00 to 19h00, usually on a Friday at the University. On the last Saturday of every month learners also meet from 08h00 to 17h00.
Learners felt that the University was a convenient venue for the workshops although those who lived further away, such as in Kimberly, felt that the distance necessary to travel to the venue was time consuming and because of travel they would often arrive late for class.
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However, as most of the learners had cars, the need for public transport to the venue was not an issue.138 Presenters interviewed verified what learners said.
Attendance Contact sessions are not compulsory as this would contradict the principles of Open learning and undermine the idea that adults are responsible learners139. Both learners and lecturers say that attendance at the workshops is high. However, work demands sometimes interfere with learners’ ability to attend sessions, particularly given that many learners are in high management positions.
There was a lively debate in the one interview group about whether contact sessions should be compulsory. The group was divided on the issue with some learners supporting the views of the staff that they are responsible adults who should make their own choice about whether to attend contact sessions and the reality which is that they cannot attend all the sessions due to work commitments. Although learners could not agree whether workshops should be compulsory, there was unanimous agreement that learners who do not attend lose out and that for their own benefit learners should attend. Some learners also felt strongly that as the purpose of the contact sessions was sharing ideas and learning from each other, all learners should make every effort to attend. Although no formal records on attendance are kept, the coordinator has kept a personal record of learner attendance on nine occasions: 16:04:99 = 34 (71%) 23:04:99 = 41 (85%) 07:05:99 = 36 (75%) 08:05:99 = 30 (63%) 14:05:99 = 35 (73%) 21:05:99 = 29 (60%) 22:05:99 = 20 (42%) 28:05:99 = 36 (75%) 04:06:99 = 34 (71%)
The overall proportion of learners who attended all of these nine contact sessions was 68%.
Learners also said that as they worked in groups, if they could not attend it was not too serious as they could catch up from other group members. However, they were also firm that the objective of working in a group was not to replace the contact session.
Purpose of contact sessions
The main purpose of the sessions according to presenters and learners is to: provide opportunities for group work interaction with each other: debate and discussion sharing experiences get the bigger picture and provide a structure so that they know where to fit materials more than reading and writing but an emotional and feeling element gain confidence and support dealing with diversity and different levels of preparedness bring together theory and experiences.
138 Interview with learners 139 Interview with lecturer
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These sessions are referred to as “workshops” and presenters say that lecturing does not take place. Although one lecturer says that most learners want presenters to “teach the traditional way”.140 Learners say that these sessions are different from ordinary lectures as a great deal of responsibility is given to learners to take charge of their learning. According to learners141 the contact sessions are not compulsory but are strongly recommended by the lecturers. If a learner misses a session, s/he can catch up from a fellow group member.
Learners however find themselves attending the sessions regularly although they said that by Friday having had a hard week of work they are exhausted.
According to learners “the materials supplement the contact sessions. The module is a guideline and the contact sessions take the information further”.142 The activities in the contact sessions help to apply theory to practice. According to learners the contact sessions help to develop writing, presentation, communication, management and leadership skills. A contact session is usually organised in the following manner:143 Lecturer provides overview of unit Lecturer spells out learning outcomes Lecturer gives input Discussions in groups Activities in groups Individual activities. The session observed was conducted as above. During this session learners were engaged in group activities, which developed their presentation, and management skills.
Not all contact sessions follow the same pattern. Presenters add variety according to their subject and the needs of the learners. Another lecturer described her session as having the following components: 1 hour: brainstorming in big group 30 minutes: divide into two groups for debate 1 hour – a guest speaker from the community Lunch 1 hour big group discussion 1 hour and 30 minutes – break into small groups, seven groups, each present a topic to bigger group on a transparency 30 minutes – a video clip for example of Mandela Brief self-assessment if there is time.
Learners confirmed that the various presenters according to their different modules organize contact sessions differently but that all presenters facilitate interactive learning.
Learners say that lecturers bring in the theory while learners bring the experience. Learners believe that the sessions give them an opportunity to challenge the lecturers and that it is a growing process for both learners and lecturers.
141 Interview with lecturer 142 Taken from Interview with learners 143 Interview with learners
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According to the Director the classes are based on experiential learning and ideally 50% of learning must take place in these sessions. The contact session observed confirmed that an active learning approach is taken: a given topic was dealt with from many angles arising from the presenter’s input as well as learners’ queries and input; the discussions also involved handling of varied activities by the learners in groups; and the session concluded with self- assessment activities.
Built into the contact session there is a half-hour study skills session run by a facilitator. He describes the aims of these sessions as: to show learners ways of studying and give practical examples e.g. using mind maps and colour; to assist learners to become independent learners who are self-reflective to help learners adapt to changes related to studying and potential role conflict, e.g. balancing studying and family and work commitments to build on and enrich the BML. The facilitator believes these sessions are very valuable, particularly for educationally disadvantaged learners. To facilitate the above, the facilitator says he uses a range and variety of methodologies such as case studies, games, buzz groups and individual activities. He also believes in making the learning process explicit and believes his own experiences as a learner make him a valuable resource for the PDC learners. The contact session observed did not include skills development and as a result the researcher is unable to verify the value of the skills development session.
Learners saw the contact sessions as a platform for communication and interaction with learners and lecturers. The sessions help to get information and prevent isolation. The quantitative survey shows that 86% of learners find the contact sessions very useful and 3 find them useful. Within the contact sessions, 64% of learners find the group work very useful, 32% find it useful and only one found it not useful.
The predominant feeling in the interviews with learners was that they could not do the programme without the contact sessions but that there could be fewer sessions.
A weakness of the contact sessions, according to learners, is that some lecturers insist on their own perspective and are not prepared to listen to learners. There is also the tendency on the part of some learners to dominate.
According to one lecturer learners are at different paces which results in some learners “wanting to go ahead but others are then left behind.”144
An important element in the contact sessions is to use the “classroom experience” to feed into developing better materials.
Peer and group learning Group learning is central to the philosophy of the programme and for a number of reasons there is an emphasis on group learning within the contact sessions:
144 Taken from interview with lecturer
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sharing of experiences is central in adult education methodologies; as learners have different skills which need to be shared, they are important resources for each other (NB as not all have formal educational qualifications) leadership and good management is about “getting people on board” and working in groups central to the philosophy of cultural management is the opportunity to understand others if learners can not attend the workshops, they can catch up from a group member groups help motivate learners and build confidence groups serve the important function of getting learners to challenge each other.145
Structure and organization of groups
Each syndicate group is made up of five learners. One group of interviewees reported that groups were chosen randomly while another group reported that they self selected. One learner said that after having listened to inputs and discussion of peers he networked with people whom he felt had made interesting inputs and formed his group in this way. Another learner commented that his criteria for choosing his group was to form a group with people who worked in the same company as he did. One learner said she had been conscious about choosing to belong to a group that reflected diversity.
One learner commented that it was difficult to get into groups initially as learners did not know each other so it was difficult to know whom to work with. Learners work in groups in contact sessions and are encouraged to work in the groups outside of the contact sessions. There will be group assignments to encourage group work in the BML but this has not yet been implemented in the PDC.
Function of groups
Lecturers see the group work as playing an important support function, particularly as serving the function of social support so that learners can get to know each other.
Learner perceptions of groups and group work
According to learners the syndicate group is very supportive but in the main groups only function within the contact sessions and tend not to operate outside of these sessions.
“Groups work within sessions but not outside of the sessions” and another learner commented that his group will not meet outside of sessions and therefore is “a group only in name and not in practice”. Another group said that they very rarely met outside of contact sessions and in fact had only worked together once as a group outside of the contact sessions. This, they said, was “an emergency” and they had called a teleconference prior to the handing in of an assignment.
Learners forwarded three main reasons as to why they did not work in groups outside of the contact sessions. Some learners said that they lived too far away from each other to meet in groups, or that due to work commitments, which often involve travel, they could not find a common time.
145 Interview with director
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Other learners felt that as the course was not yet sophisticated, it was not necessary to work in groups outside of the contact sessions as they did not feel they required the additional support.
Groups are not cast in stone and learners can change groups as the need may arise. In these groups, assignments are discussed and then each person is able to write up their own work. Sometimes group assignments are also written. Some learners are happy in their present groups but others would like to change. Although learners acknowledged the importance of syndicate groups, they believe that such groups can only work fruitfully if everyone in the group works hard and “pulls their weight”. Furthermore, learners felt that in order for groups to function effectively, there needed to be “good group dynamics” and “rules needed to be laid down”. For example if you cannot attend a contact session, you should phone a group member to inform them. Learners felt that mechanisms needed to be developed to balance the group and the individual commitment.
Although learners interviewed directly said they did not find group work outside of the contact session useful, the quantitative survey conducted with 22 learners shows that 13 (59%) learners found working in groups outside the contact session useful, and seven (32%) found it very useful mainly for expressing opinions and gaining knowledge. It therefore seems that some learners do find the group work valuable.
According to the Director, learners working in cohorts may change in the future as sometimes a tension develops between individual progress and the progress of the group. The Director is deciding whether there should be cohorts for the first six months and then a more self-paced programme.
Although the idea was for learners to form a “group identity” in the contact session to facilitate ongoing group work outside of the sessions, it was commonly reported by both staff and learners that outside of the contact sessions, learners generally do not work in groups.
Furthermore, in some cases staff felt that groups, if not managed properly could contribute to the possible loss of creativity and individual contribution.
Feedback on assessment Learners can decide at what level they want to be assessed for each outcome and in what module. A range of innovative assessment and feedback methods is planned. For example: group activities within contact sessions that go into the learners’ portfolio a written assignment where learners start to formulate and reflect on what their educational plans are an integrated assignment to bridge the gap to an academic essay peer assessment oral presentations.
PDC
Within the modules there are a range of self-assessment activities. The final assessment for each module within the PDC is based on symbols and learners are allocated a pass or fail. A symbol below D is regarded as fail.
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Assignment One
The director marks the assignments while learners sit with him. He shows them the process of marking and sets criteria with them. It is a developmental process and learners formulate ideas during this discussion and add to and amend their ideas. They then go and rewrite and submit the modified assignment. Learners are happy with this assignment.
Assignment Two
Although the presenter would prefer a form of verbal feedback and interaction, as there are too many learners, she will use written feedback.
There will be one assignment for this module, which will be marked separately by two people, the PDC presenter and the business communications presenter. This will enable learners to see two sets of marks and two sets of criteria for the same essay. It is hoped that this process will contribute to formative evaluation.
Assignment Three
In this assignment learners are given a marking guide together with the criteria, which helps learners to determine their strengths and weaknesses
According to learners they haven’t received the assignments and this leaves them guessing about their performance. According to them the assignments they received thus far are given a symbol A, B, C and maybe a comment like “well done”. Assignments in relation to writing skills are marked with some detailed comments.
Assignments reviewed for this case study were: two on Mathematics and two on the Leadership module. The two mathematics assignments were allocated marks whereas the leadership assignments were allocated symbols. These assignments did not provide detailed feedback comments.146
One problem identified by the Director is the lateness of essays submitted, especially by groups who do not work together. He feels that this is because learners find it difficult to balance work and family responsibilities with their studies.
Suggestions for support
Learners felt that Companies should provide more support and be more open to using the site for practising the theory that they learn.
Videos According to the coordinator147, videos supplement many topics covered in the contact sessions, for example public speaking. Learners can watch a video on the rights and wrongs of public speaking, which helps them develop their skills. This they can do in their own time
146 Interview with learners 147 Taken from interview with coordinator
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using the University. 68% of learners have used videos to supplement the contact sessions. These videos are a collection of the Centre for Management Development but are made available to learners of the BML. The collection covers a very wide range of management topics and learners watch what is relevant to their needs.
Computer support The School of Management provides access to computers so that learners can practise their basic computer literacy. 82% of learners in the survey have used this support and 77% found it very useful.
CONCLUSION
The strength of the programme is that the learner support structures are located within a philosophy of learning, which places emphasis on interactive, or social learning. The learning materials and the contact sessions facilitate learners working in groups both inside the contact sessions and outside the contact session.
Personnel in the programme do the planning of the support structures but the planned structures change according to suggestions made by learners. There is a commitment to work with the learners and their needs as much as possible and learners’ voices are taken seriously to feed into changes.
Whilst working in groups inside the contact sessions is valuable, some learners dominate the sessions. Learners suggest that attention be given to this domination becoming a pattern as it silences other learners and could work against interactive learning.
Regarding working in groups outside the contact session, there are ambivalent feelings. Some find it useful but other learners were clear that the groups have not functioned well for various reasons outlined earlier in the report. One of the main reasons however is that learners do not have the skills to manage such learning groups. They are not averse to working in groups as such but need the skills to handle the different dynamics that emerge. The staff and the Director acknowledge this situation and whilst there is debate about whether or not group work outside the contact sessions should continue or not, the need to develop skills in helping learners manage groups seems to be important.
The number of contact sessions needs to be reviewed because whilst learners see the value they felt that the frequency could be reduced.
Feedback on assignments is seen as a crucial area of learner support. Whilst feedback for assignment one is done in a developmental process, this pattern is not continued in other assignments. Assignments reviewed provided symbols or pass marks with a comment like “well done”. What is not provided is detailed comments on why a learner has done well or what needs to improve and how this can be achieved. These kinds of comments could help learners to understand their strengths and weaknesses and move forward.
The theory covered in the course is relevant to the needs of the learners in their workplace. They are keen and are encouraged by the programme to practise the theory. However learners feel that companies do not provide enough space for them to try out the theory. This area of support from companies needs to be formalised.
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Finally, as this is an emerging programme it is important to have it based centrally but in the next phase thought needs to be given to the replicability of the programme to make it accessible to larger numbers who need not travel to the university.
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UNIVERSITY OF STELLENBOSCH REVIEW OF SATELLITE SEMINAR PROGRAMME
INTRODUCTION
In May 1998, the University of Stellenbosch formally launched its ‘technology-enhanced distance education’ facility, as a strategy for extending access to its educational programmes to people geographically distant from the University’s main campus. This move reflected a growing tendency by a range of educational providers in South Africa to explore the possibilities of using satellite technologies to support the provision of educational opportunities.
At the same time, the South African health sector is undergoing significant transformation. Part of this includes transforming the education and training of medical and dental professionals and workers. In general, the new health policies regarding health education and training are committed to the following principles: • Education and training programmes should be aimed at recruiting and developing personnel who are competent to respond appropriately to the health needs of the people they serve. • Particular emphasis should be placed on training personnel for the provision of effective primary health care. • New policies and strategies for human resource development should address priority education and training needs.148
In terms of career path development and continuing education of health professionals, the policies recommend that: The development of career paths and continuing education for all health professionals should be promoted. The system of visiting consultants should be structured in such a way that specialist categories function as educators at the primary health care level.149
In light of this, continuing education is becoming a high priority for all health professionals, as well as for the institutions and organizations that provide health education and training. Hence, the Faculty of Dentistry at the University of Stellenbosch has begun responding to this growing need in various ways. One strategy currently being explored is to make use of the University’s satellite facilities to provide continuing education opportunities to practising oral and dental health professionals. To this end, the Faculty ran a short pilot project to test the use of this technology with a small sample of dental professionals.
The objective of this report is to provide some brief evaluative commentary on a Satellite Seminar Programme undertaken by the Department of Community Dentistry and the Division of Distance Education at Stellenbosch University. This seminar series ran from 14th October to 18th November, 1998. We provide a brief description of the Programme, which outlines some of the background, the key players involved and a description of the delivery technology used. We then present key research findings emerging from some limited research exercises, as well as some preliminary recommendations.
148 http://www.healthlink.co.za/reg 149 http://www.healthlink.co.za/phila
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DESCRIPTION OF THE RESEARCH PROCESS
At the request of the Department of Community Dentistry at the University of Stellenbosch, the South African Institute of Education (SAIDE) undertook a short research project to provide some limited formative evaluation of the institution’s educational use of satellite broadcasting.
Given time and resource constraints, we were only able to focus briefly on a few key issues, and were also able to conduct research processes at only one of the remote sites. The focus was placed on issues of learner support, relative accessibility of learning experiences, and learner interaction, all with direct reference to ways in which the technologies were harnessed. These issues are not comprehensive, but provide some formative input in support of the conceptualization, design, and implementation of distance education strategies that may be used by the Dental Faculty during 1999 and beyond. It should be noted that this research is not a comprehensive evaluation study, although the research design has taken into consideration some fundamental principles of evaluation research.150 Most importantly, we were not able to analyse in detail whether or not learners attained any identified learning outcomes as a consequence of the programme and its delivery strategies, nor were we able to conduct any financial analysis of the relative benefits of applying the selected technologies. These are areas where further research will unquestionably be required.
In the process of compiling this report, we employed the following research strategies:
Observations The following satellite seminar sessions were observed: 1. 4th November, 1998 • Aesthetic Problems Associated with Destruction of the Periodontium - Dr. H. Gluckman • Intra-oral Biopsies: When, Where and How – Dr. J. de Waal
2. 11th November, 1998 • Maxillo-, Facial-, and Oral Surgery (MFOS) - Prof. J. Morkel • Fibre Reinforced Bridges, Crowns, Inlays and Overlays - Dr P. Senekal
3. 18th November, 1998 • Orthodontic Functional Appliances in General Practice – Prof. A.M.P. Harris • Conscious Sedation vs General Anaesthesia in Dental Procedures – Prof. J. Roelofse151
Interviews In compiling this document, we employed a combination of face-to-face and telephonic interviews were used to obtain responses to questions about aspects of the programme. These included interviews with students, the course coordinator, and the Log-Tek technology facilitators.
150 Rowntree, D. (1993). Exploring Open and Distance Learning. The Open University 151 Observation Reports are provided in Appendix A.
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Questionnaires152 Questionnaires were sent to participants at the various sites, as well as to seminar presenters based at the Faculty of Dentistry. The questions were designed primarily to gain insight into how learners and lecturers were responding to the use of satellite-delivered educational content, as well as to explore issues of learner support and interaction. The Department of Community Dentistry facilitated the distribution of questionnaires to lecturers, while learners received questionnaires via fax.
Documentary Review Because no official policy and planning documentation exists for the satellite seminar programme, information was obtained from publicity pamphlets and press statements, as well as departmental and institutional web-sites. In addition, information was obtained from those people who played a part in developing the Satellite Seminar Programme.
DESCRIPTION OF THE PROGRAMME
Background As of 1999, dental professionals will be required to participate in continuing education courses for re-certification and reorientation purposes. To this end, the Faculty of Dentistry is preparing itself to offer courses which will contribute to and support dental professionals’ ongoing professional development. As Professor Usuf Chikte, Head of the Department of Community Dentistry, explains, as from next year all dentists will need to attend continuing education courses as they will have to be recertificated. The Department, together with other Departments, will be offering lectures, seminars, and other learning activities which will contribute to their continuing education. The Faculty of Dentistry is preparing itself to offer courses for continuing education. The satellite transmissions are one of the modes they intend to use.153
The Division of Distance Education at the University of Stellenbosch approached the Dentistry Faculty offering the use of satellite transmission facilities to provide continuing education courses to dentists across South Africa.
Participants In addition to the learners themselves, there are three major participants in this initiative; the University’s Division of Distance Education, the Faculty of Dentistry, and Log-Tek.
Division of Distance Education The Division of Distance Education, which was launched in May 1998, is one of the key players in the Satellite Seminar Programme. According to a press release: The University of Stellenbosch has launched its country-wide Interactive Distance Education Initiative. By means of satellite technology and Internet and mixed-mode presentations, students are able to interact with lecturers and other students situated throughout southern Africa. .’154 155
152 See Appendix B for copies of Questionnaires. 153 Interview with Professor Usuf Chikte, November 1998. 154 From Pretoria News, 15 May 1998 cited at http://www.logtek.co.za/newsfrm.html.
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The news article described the ‘technology-enhanced distance education’ initiative as consisting of: • Interactive television broadcasts; • Course material for extended self-study; • Access to one of the finest education institutions in South Africa; • Affordable, relevant tertiary education; • Accessible technology; • Stability with LOG-TEK as technology partner; • Lifelong learning; • Flexibility for the modern student.156
According to the University of Stellenbosch’s Marketing and Communication’s press release of 15th May 1998: Through interactive TV broadcasts – with direct audio feedback – Stellenbosch University is now able to make its wide range of academic products accessible and affordable to students in various parts of the country…By means of interactive TV broadcasts from its main campus to various centres in the country, the lecture room situation will be simulated. In other words, knowledge will be imparted via satellite from the Stellenbosch main campus to electronic classrooms countrywide. Presently there are ten centres in which electronic classrooms have been established, namely Pietersburg, Pretoria, Midrand, Nelspruit, Randburg, Bloemfontein, Durban, Port Elizabeth, East London and Bellville – and more will be established as the undertaking gains momentum. Students in these electronic classrooms will see the lecturer on a TV monitor, speaking from Stellenbosch, and they will have direct audio feedback, meaning that if they wish to ask a question, they do so by merely lifting a receiver in the electronic classroom. Distance education students will be on par with their counterparts on the main campus – both in terms of academic and administrative interaction. Accessible student-centered technology is therefore the norm.157
Faculty of Dentistry The Faculty of Dentistry consists of various Departments, including the Departments of Restorative Dentistry, Orthodontics, and Community Dentistry. The Faculty provides education in dentistry and oral hygiene, and is linked to the Oral and Dental Teaching hospital in Parow.158 Its stated intention is to produce professionals who are not only able to deliver quality oral health care to their patients, but who will be keen to remain abreast of scientific development. To this end, the Faculty offers continuing education and postgraduate programmes.
The Department of Community Dentistry states that its
155 ibid. 156 ibid. 157 University of Stellenbosch Media Release (Marketing and Communication) 48/98, 15th May 1998, cited at http://www.logtek.co.za/news.html. 158 http://www.sun.ac.za/local/academic/med/dentist.html
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primary objective…is to instruct students regarding the principles and procedures involved in attaining the best possible level of oral health for the total population rather than for the individual.159
The Department is particularly concerned to work with sectors of the community (such as hospitals or homes for the handicapped and aged) and isolated groups (for example, farm workers) where oral health services are not readily available.160
Log-Tek Log-Tek Holdings Limited describes itself as a holding company for Log-Tek Group Investments (Pty) and Log-Tek (Pty Ltd), which itself contains IRIS (Integrated Research Information Systems Pty Ltd), Q-Tech Services (Pty Ltd), and Ubuntu-Edunet.161
According to the Log-Tek business profile, Log-Tek designs and produces Integrated Training Systems including training packages containing lesson plans, study guides, exercises and examinations. Further, Log-Tek initiates the development of dedicated training devices such as trainers, demonstrators, scaled models, video training programs, multimedia and presentations. Log-Tek conducts preliminary surveys and needs analysis, which are particularly important in defining the relationship between job analysis and training procedures. Training materials and training aids are developed to the exact requirements of the customer.162
With regard to Logtek’s involvement in the satellite seminar programme, the following press statement was released on 18th May in the Cape Times: Logistic Technologies (LOG-TEK), a subsidiary of LOG-TEK Holdings, the listed logistic support services, computer and human resource and education company, has launched the first interactive distance learning satellite network in the southern hemisphere, with Stellenbosch University the first content-provider to use the system. The satellite-based network consists of two studios, one in Randburg and on the Stellenbosch University campus, and 10 remote lecture auditoriums countrywide. Naested Moolman, the chief executive of LOG-TEK, said LOG-TEK was providing technology to solve operational problems.163
Log-Tek further describes the distance learning satellite network as follows: The most recent state-of-the-art contribution to the lecture room is multimedia presentations. Computer-aided graphic animation, sound and video have proved themselves to be effective models of delivering, with concepts that are often difficult to present and retain. In the not-too-distant future, multimedia will be replacing documentation in the field as an ideal method of assisting a technician to maintain a system. A technician will be led, step by step, through an animated graphic presentation of required maintenance steps on a laptop computer.164
159 http://www.sun.ac.za/local/academic/med/dentist/comdent.html 160 ibid. 161 Log-Tek. (1997). Annual Report 1997. http://www.logtek.co.za/contactsfrm.htm. 162 http://www.logtek.co.za/trainfrm.html. 163 From the Cape Times, 15th May 1998, cited at http://www.logtek.co.za/news.html. 164 http://www.logtek.co.za/trainfrm.html.
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Thus, Log-Tek’s role in the Satellite Seminar Programme is satellite connections and technical support to the University’s remote learning centres. Log-Tek is also involved in the marketing of various distance education programmes and courses.
Technologies Used There are several technologies used to deliver seminars to students who are geogrpahically distant from the University’s main campus. The primary technology is satellite-based, and allows for the broadcast of lessons from a main studio to sites around South Africa. These one-way broadcasting are accessed on large television screens. In addition, local sites are equipped with VSAT antennae to enable them to maintain two-way audio and data channels.
Interaction between learners and lecturers is thus enabled through use of interactive audio communication (speech) and the data communication technologies. Touch-tone telephones are used to allow learners to register question and – when prompted by the lecturer - to direct questions to the lecturer in the main studio. Use of visual and other aids during lessons - such as slides, photographs, and graphics – is supported by presentation software (MS PowerPoint).
Keith Brash, a Log-Tek representative explained that Log-Tek is playing a key role not only in terms of providing the technological infrastructure, but also as far as structural design of the course content, and the training of lectures. For example, Mr. Brash explained that, prior to the satellite delivery, he held initial discussions with lecturers regarding the content of their presentation, during which lecturers would provide him with the content of the lectures that they conduct in ordinary lecture situations. He would then discuss with lecturer how best to adapt these to suit the new delivery strategy. This might involves, for example, taking 35mm slides and converting them into MS PowerPoint slides. Mr. Brash also commented that it is his responsibility to consider ways of ensuring maximum or optimal interaction.165
166 OBSERVATIONS OF SATELLITE SEMINAR SESSIONS
4th November Sessions The site in Randburg was a viewing room at the Urban Brew studios. Learners were seated around a large table, with a telephone set for each student located on the table. A screen was located at the front end of the room. Fluorescent lighting was available, although this was turned off once the broadcast began.
The following description is taken from the SAIDE observation report: The session started promptly at 7:00pm. Six people present at the beginning of the session [4 male, 2 female]. Two people arrived 10 - 15 minutes late, making the total number of students 6 male and 2 female. No facilitator present. Mr. Keith Brash from Log-Tek was also present. Keith explained later that he is responsible for the structural design of the course content as well as the training of the lecturers/presenters. The session, which is two hours long, is divided into two lectures each an hour long. The basic format of each lecture is as follows: lecturer provides a theoretical overview of the topic using overhead
165 Observation Report 1, dated 4 November 1998. 166 For complete observation data see Appendix A
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transparencies, and title slides to display text, clinical photographs are also used to reinforce explanation of terminology/procedures where appropriate - this part lasts approximately 30 minutes. This is then followed with footage from a video of the lecturer performing a particular procedure (which was explained in the first part) on a patient. This video footage lasts approximately 7 minutes. Lecturer then moves onto a related subtopic(s), again making using of overhead transparencies, title slides, pictures, diagrams etc. Ten minutes before the end of the presentation, question time follows.
Level of Interaction At this session, there was a very low level of interaction between the lecturer and learners. This occurred although a generic overview was provided to learners about how to register and how to use the telephones to log a call during the session. According to the SAIDE observer, Details of how to log on are shown on screen together with verbal instructions. It’s not clear whether students have already logged on, because none of the students observed responded to the set of instructions.
Approximately 47 minutes into the session, the lecturer stated that it was now possible for participants to ask questions about the session thus far. The following is taken from the SAIDE observation report: First question from Port Elizabeth - indicating that the PE viewers experienced loss of sound once the slides were shown. Lecturer apologizes, and explains that the video of the evening’s lecture will be available. Second question from Bellville - related to one of the techniques described earlier. Lecturer responds making use of diagrams used earlier. Note - there is a pause of about 6 seconds before the question is ‘aired’. At this stage, one student left.
Prior to this, there had been no formal interactions either amongst learners seated in the Randburg site or between these learners and the lecturer in the main studio. According to the SAIDE observer, three significant things were noted during the session: 1. The only activity in which some learners at the Randburg site participated was in occasional note-taking; 2. The only interaction between any learner and the lecturer was during the formal question session, which occurred almost fifty minutes into the session; and 3. Despite the lack of personal interaction between learners, as well as lack of questions posed to presenters, it is clear that learners are keenly interested in the content of the presentation.
Level of Support No educational facilitator was present at the Randburg site. The Log-Tek representative at the site indicated that he was a technology facilitator, whose task it was to ensure that the technologies were working effectively at the site. He did not, however, remain in the room throughout the session.
In a discussion with another Log-Tek representative, it was explained that Log-Tek was undertaking an ‘experiment’ to ascertain whether or not the use of ‘technology-enhanced distance education’ required any human facilitation at the site at all. It was argued that the outcomes of the experiment would provide important information about what support was offered to learners participating in a distance education course or programme using Log- Tek’s technologies. Although it may be taking place elsewhere, there was, however, no
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11th November Sessions This double session dealt with two topics, ‘Oral-Maxillofacial Trauma’ and ‘Fibre-reinforced restorations’ presented by Jean Morkell and Dr. P.J.C. Senekal, respectively. During introductory comments, the Dean of the Faculty apologized to Afrikaans-speaking viewers that the presentations would be in English.
Composition of Learners Most learners at the Randburg site were male, although there were three female learners. When asked about why they had attended, and how they had heard about the seminar series, they explained that they were friends and their colleague, a dentist, suggested they attend. Two of these learners were dental assistants who worked in private practice. The other male learners were all in private practice. Thus, the seminar series appeared able to attract a wider range of oral and dental health professionals. This does, however, imply that the content of future seminars might need to take account of this, becoming generic enough to ensure that a wide range of professional needs and interests are met.
Style of Presentation In both sessions, the style of presentation was in the form of a ‘talking head’, combined with the use of slides. The main camera was focused on the lecturer’s face, although two other camera shots were used. The first was focused on a slide (usually a photograph, graphic or predominantly text-based overhead transparency) and the second on a close-up of the lecturer’s hands (required when the lecturer demonstrated how to use a particular piece of apparatus).
During the Oral-Maxillofacial Trauma presentation, the session began promptly at 19h00 with a brief introduction and orientation on how to ‘log-in’ to the session. The formal presentation began at 19h05 and lasted until 19h55, five minutes of which were given over to a question-and-answer session.
Within the fifty-minute presentation, almost 90 slides were used by the lecturer. The following description from the SAIDE observation report provides some indication of what this entailed for one of the topics addressed during this session: Jean begins talking about OMT and why it is necessary for GP to know about this. Slide 1 appears with following text ‘’Why? 15% of all emergency room visits, 70% dentoalveola/ mandibular, 1 to 18-23’…His style is characterized by talking the whole way through the presentation so students continuously expected to listen, look, and read during the full session. Slide 2 appears and reads ‘History 1650 BC’, with graphic of camels and pyramids. This is on screen for several seconds, and is accompanied by explanation from Jean regarding the ‘Egyptian case’ of OMT. Slide 3 reads ‘Hippocrates’ and is replaced by slide 4 with text and graphic reading ‘1795 Choparat and Desault’. This is followed by a sketch of Barton’s bandage and other Victorian contraptions. Additional slides are used with little more than a single date on each. These are followed by a photograph of a stainless steel plate and a satellite picture (which when linked to Jean’s monologue is intended to suggest a move towards more high tech/space age
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contraptions). This satellite photo is followed by a slide of a Wurzburg’s plate and a photograph of a ‘rescalable plate’.167
This presentation on the history of oral-maxillofacial trauma lasted approximately seven minutes, during which almost twenty slides were used, ranging from satellite photographs through to sketches and clip-art type graphics. The typical time for which the slides were on- screen was several seconds.
In the second presentation during the session, the lecturer also made use of slides (text, graphics, and photographs). There were approximately forty slides during the whole presentation.
Level of Interaction At no point during the two presentations were learners observed interacting with one another in an education-related way. Two male learners did interact with one another, but their discussion was informal and friendly, and did not appear to be related to the content of the presentation. During the question-and-answer session, one learner asked a question of Dr. Senekal regarding a particular technique, and was provided with a lengthy response. Another learner had wanted to ask a question, but explained after the session that she had not done so quickly enough. It appeared as if this learner was anxious about using the touch-tone telephone and not entirely certain of how to do so. She later explained that she had procrastinated and hence lost valuable time for logging her question and then presenting it directly to the lecturer. The process of logging questions - and then waiting for the return call, which enables the learner to ask the question - appears to be somewhat laborious.
18th November Sessions On the evening of the third session, the Randburg site was unable to receive the satellite broadcast. A handwritten note was pasted on the door of the viewing room with a request for learners to write down their names and contact details. The note also stated that learners would be provided with a videocassette copy of the session. There was no Log-Tek representative present at the site. Only two names were recorded on the list.
While the SAIDE observer waited to see who arrived for the session, one learner appeared. He was surprised to hear that the seminar was unable to proceed, and stated that the University usually telephoned learners to inform them about cancelled sessions. He stated that he sometimes ordered videocassette copies of sessions from the university, and added that he had (at that stage) still not received the copies he had ordered.
LEARNERS’ COMMENTS
In the course of this research study, some interviews and a questionnaire survey was conducted with oral health professionals participating in this Satellite Seminar Programme at a range of sites. Comments about various aspects of the programme are provided below.
167 Observation Report 2, dated 11 November 1998.
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Reasons for Participation When learners were asked why, as oral health professionals and workers, they had decided to attend the Satellite Seminar Programe, their responses revealed clear trends: the need to remain informed about latest developments and the convenience of participating in a short course that did not disrupt one’s work schedule. The following comments are indicative: Certain topics of interest to me, short sessions, after hours, punctual, informal, not expensive. Close to work, after practice hours, relative cheap to attend. To update on current knowledge that interests me. To gain some knowledge without disrupting my appointment schedule.
These comments suggest that participating oral health professionals need to obtain information about particular issues, new developments, and procedures in oral health provision. However, the comments also suggest that constraints like time, accessibility of learning experiences, and cost do impact on when, where, and how learners can participate in continuing education courses.
Learner attendance of the sessions ranged from one or two sessions (corresponding to learner interests in particular topics) to all sessions. The following were comments on which sessions were considered most useful: ‘Fibre Reinforced Bridges, Crowns, Inlays and Overlays’ [because it was] to the point and practical. Sub-epithelial Connective Tissue Grafting for the General Practitioner’ and ‘Differential Diagnosis of Radioluncencies of the Jaws’ [and] also Aesthetic Problems associated with Destruction of the Periodontium’ and ‘Intra-oral Biopsies - When, Where, How’ [because they were] hands on shown of procedures on models. Sub-epithelial Connective Tissue Grafting for the General Practitioner’ and ‘Aesthetic Problems associated with Destruction of the Periodontium’ [because] they are excellent speakers and the field interests me. Atraumatic Restorative Treatment (ART technique) and ‘Water Fluoridation in SA. When, What, Where and How’ [because] both were useful. All [of the sessions] provided. All have been useful, relevant to the filed, but the more practical, clinically orientated sessions are most useful.
Technology Several participants stated that the technology ‘did not get in the way’ of the reasons for why they participated in the course. There were, however, some concerns with how they as learners experienced sessions. For example, the following responses were received: [It was] a bit cumbersome - almost too impersonal. [It was] effective, but participants are embarrassed to use the phones.
When asked about whether technology-based delivery was preferable, some respondents expressed the following types of preferences: This type of format should not replace other forms of education (hands-on, seminars) but complement them. Face-to-face sessions will deliver more information (less restrictive form of communication) but will then only reach a limited number of participants.
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Face-to-face session mean travelling and will be more expensive; during day time. No - this is fantastic - no need to take time off practice - therefore very convenient and cost effective. In general, learners appeared to believe that the style of presentation used in the sessions was ‘good’ or ‘not too bad considering the novelty of the medium’.
Levels of Interactivity Whilst some concern was expressed about low levels of interactivity during sessions, participants did not consider this to be a major obstacle. One participant attributed it to the ‘the newness of the technology’. Another respondent stated that: Participants still ‘shy’ - this is very new to everyone and with time they will interact more… Dentists never work together! They don’t even like each other! The particular composition of the learner groups, themselves, were also identified as a reason for low interactivity. For example: Because most were strangers to each other perhaps. At least the sessions I attended, and most arrived just in time for the session with no prior time to get to know each other.
When asked for suggestions regarding how to increase the levels of participation of the learners, the following was suggested: Actively encourage participants to discuss amongst themselves and to formulate group questions. Give more detail (small intro) before hand on exactly [what] the lecturer will do. In terms of other technologies that could be used, several respondents at the Randburg site suggested that Internet technologies could be used in addition to the satellite technologies. This, they argued, would allow oral health professionals to access information from their office or home computers and engage in continuing education in the workplace.
LECTURERS’ COMMENTS
Content According to Professor Chikte, decisions regarding what content was included in the six seminars was dependent on what staff were available, what they were prepared to do and what they thought the dentists wanted and would have found useful in their practices.
Building on this, lecturers described their roles and responsibilities in the satellite seminar series as follows: Bringing appropriate topics on dental public health and community dentistry to the oral health fraternity. The programme seeks to provide an accessible form of continuing professional development - I see my own role as one of presenting soundly based information to clinicians which they can use effectively in their practices.
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To prepare and present a lecture as part of the pilot project launched by the dental faculty. Give a lecture using the satellite interactive technology. Conscious Sedation is a relatively “new;’ concept in South Africa. We should be more active in promoting this as there is a big demand for a cost effective, safe alternative to general anaesthesia.
Over and above lecturer availability, therefore, content appeared to be chosen according to lecturers’ identification of important issues for the ongoing professional development of dental professionals. These decisions do not yet, however, appear to be based on structured needs analysis.
Technology One lecturer described the decision to use satellite technologies as part of a process of ‘experimenting with educational modes’. The use of satellite technologies was clearly a new experience for most lecturers, although some felt more confident than others about their ability to use the technology. Some of the comments below illustrate what lecturers thought about their own use of these technologies: Still inadequate. I have picked up quite a lot through trial and error with my first attempt. There is probably still a substantial body of information which needs to be grasped before I shall be able to use the technology to its full potential. I was reasonably familiar with the set-up. I was able to use it, but not as effectively as I would have liked since questions were not raised. Not very familiar with it. Could improve with practice. I think the skills can be acquired if we are taught and coached properly. It remains a very different way of lecturing. I didn’t feel satisfied after the lecture, knew nothing of how the students reacted to the lecture. I was familiar with Powerpoint (enough to do my own lecture preparation), which helps when being faced with other things such as camera etc. I thought I used everything effectively, as I had slides on Powerpoint and pictures/models for overhead camera etc. This is a wonderful way of interacting with professional people. Anaestheisa offers a very effective way of using this effectively. If practical demonstration of conscious sedation is possible! The medium was new to me, I really think I shall need a bit more experience/ knowledge in this medium, before I could use it optimally.
Interaction with Students When asked about levels of interaction between lecturers and participants, the following responses were received: Technological problems on my course prevented me from interaction!!!. Very frustrating. Very little interaction took place in the sessions presented, also not in my lecture. It is still a matter of you don’t see your audience. A lot depends on the content of the lecture and how it’s presented. I had no calls - either they were intimidated, or the lines were down, or my lecture was brilliant! Mine was very interactive. My subject is practical, ‘new’, relevant and I think next time more people will be interested.
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I did not find the session very interactive as a presenter or as a participant/member of the audience. I think this had to do with the medium being foreign to us all, and that this was only a pilot/introduction programme. Once we have a particular idea/feedback of the spectrum of members we draw, as well as their particular field of interest, the interaction should be better. It is clear that the issue of interaction is an area of concern for lecturers.
Support When asked about the preparation, induction, or training provided to lecturers to ensure familiarity with the technologies used, responses fell into two groups, with one suggesting that support was not comprehensive and the second indicating that support provided was adequate.
Apparently, all participating lecturers received at least minimal support from the Faculty itself. For example: The faculty provided funds for the production of digital slides. We were given a one-page instruction sheet about the camera, types of material we could use, etc.168
Another respondent stated Only digitising of existing slide material and brief introduction to the studio were provided. In my opinion it could have been more comprehensive and better structured, for example, well before the presentation so that one could with the acquired insight at hand have prepared the presentation - knowing the pitfalls up front and being able to circumvent it, rather than remedying a wrongly started presentation.
Other lecturers shared some concerns about the support offered. For example, one lecturer stated that ‘not enough’ support was offered. Alternative support was, however, provided ‘by word of mouth mainly - getting ‘tips from my colleagues’.
More positive responses to levels of support were as follows: [It was] adequate in general - I felt reasonably comfortable doing the presentation and even a small ‘hitch’ during the live session was something which would be dealt with without panic!! A lot of help was offered tome by the team at the studio. At the faculty very little technology exists to prepare clinical slides especially. Two sessions were allowed at the studio, guided by Pete and Keith, who were extremely helpful. The two sessions were enough for me, as I could master the different media adequately. The preparation etc. was adequate. The concept of satellite broadcast technology is however new. Maybe more broadcasts should make participants more comfortable. The personnel at the University of Stellenbosch were extremely helpful in all facets. They gave me an hour-long induction and thereafter, were always available if/when I needed assistance. Without their assistance and coaching, I definitely would not have managed.
168 See Prof. Chikte. Op cit.
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Learner Support Systems Learner support systems are an important part of any distance education initiative. Many distance learners require support and guidance to make the most of their educational experience. The provision of such support to learners within any educational process requires both proactive planning and reactive design to adjust and/or improve the support offered while a course is in progress. The use of technologies does make it more difficult to provide reactive-type support to learners, and hence there is a need for very careful planning and proactive decision-making regarding learner support.
When asked what types of support were offered to the participants at remote sites, several comments were made which suggested that lecturers had different opinions about what constituted adequate support: Visual - demonstration and discussion (consultative) support - during and after the session. A comprehensive ‘hand-out’ was prepared but an administrative error caused the handouts not to be available to participants - This was poor. There have been no requests for further help from participants since the session. [Learners] can contact me anytime - on fax or cell. Students are sent skeleton notes prior to the lecture. This is now a part of their official training. I also offer support to dentists outside in the form of lectures, demonstration. Thus a follow-up of what I taught them as students. Although this programme was only a pilot program, I am available, at any time, for support/ queries. E-mail address/telephone number offered at end of my programme.
Understanding what kind of support to offer to distance learners requires some insight into how a course is impacting learners. When asked about what impact the sessions would have on the participating learners, lecturers made the following comments: The topic I chose to present is one which generally is not very well understood - I would hope that the approach I adopted of presenting relevant scientific evidence would have clarified a number of misconceptions. Difficult to say. On my particular evening there were problems with Telkom lines - so no feedback was possible. After the presentation, some participants contacted me personally. I think there could have been much more interaction. Judged by the amount of questions asked during and after the session, not a big impact. Difficult to assess, but feedback via the grapevine seems positive. I had many calls, letters from dentists, anaesthetists for more information. Lectures, practical workshops, etc. It was difficult to judge. The medium was foreign to me, as a presenter, and I am convinced that this also applied to the audience, seeing that I attended some of the previous seminars as a member of the audience/participants. I did, however, get telephonic feedback of an extremely positive nature the week following my presentation. A common thread running through these responses is the need to develop strategies for receiving feedback from students, both during and after the programme.
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General Comments Lecturers provided the following general comments about the programme: First time participants should be briefed/trained well in advance so as to enable them to prepare their presentations with the necessary background knowledge in hand. Better administrative support before the transmission (and during) are vital to giving the programme a more professional image. This programme has tremendous potential, but must be managed properly i.e. as a business venture. We need it to be headed by someone with managerial/business skills, not necessarily a dentist. The financial potential for the university and our departments can be great and worthwhile. Hope we can persevere with this effort. I’m very optimistic about its uses and would like to see it expand. A scanner in our faculty would be helpful to scan in pictures/slides. A lot of support, especially at the Dental faculty, is needed to help lecturers prepare slides and videos etc. The TV-monitor at the classrooms I visited in the Bellville Business School and Stellenbosch, I found to be quite small. What about using bigger projection to create a more personal atmosphere? Maybe the audience participation can be stimulated more by compulsory log- ins?
SUMMARY
The following summary points emerge from the above research findings:
The research indicates that oral and dental health professionals have very specific needs. These suggest a need to focus on particular learning areas, as well as to design educational interventions that are suited to the context of geographically disparate, postgraduate students who are working full-time.
Responses from learners indicate a high level of interest in the programme as a whole. Participants were also generally positive about delivery strategies, as well as the content of sessions.
Despite the above, there were ambivalent responses – from both learners and lecturers – regarding learner interaction. While this research was not comprehensive enough to draw comprehensive conclusions about appropriate levels and types of interaction for a programme of this nature, both observation and feedback suggest that there is dissatisfaction with the levels of interaction made possible during the pilot project. It is, however, clear that lecturers are aware of the importance of providing support and guidance to students.
Responses from lecturers point clearly to the different demands that an educational initiative of this nature makes on lecturers compared to traditional face-to-face contact sessions. This is further reflected in lecturers’ concerns about issues such as staff development, training and support.
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Both learners and lecturers appeared to regard the technology as ‘novel’, which has undoubtedly coloured some of the negative and positive comments on its use. This makes it difficult to draw conclusions from the evidence provided as to the relative appropriateness of the technologies used. Clearly, though, the relatively advanced level of the learners – all qualified professionals of some sort or another – and their subsequent ability to take greater responsibility for their own learning is an important factor to consider in thinking about other potential applications of this technology. Linked to this is that the learners, simply by virtue of their presence, reveal themselves to be motivated to further their own education.
There appeared to be some problems with the technology at a practical level, although these were not intrinsic to technology choice. Rather, they related to problems of sites not receiving broadcasts. Of particular concern, however, was the anecdotal evidence that, where students did not view sessions, the delivery of videos of those sessions was delayed.
There are two major omissions in this process. First, there has been no systematic analysis of the extent to which this programme has helped learners to attain specified learning outcomes. Second, there has been no costing of the programme, and hence also no comparison of cost and educational benefit.
GENERAL RECOMMENDATIONS
Because research limitations make it impossible to draw firm conclusions, we have chosen instead to note some general recommendations. We are, aware however, that even these recommendations have been made on the basis of very limited information, and hope that the will be read in this light.
1. Conduct costing exercises. Given resource constraints, we were not able to conduct any analysis of the costs of running this programme. Clearly, though, one of the key imperatives driving the use of these technologies is to develop cost-effective strategies of providing education. Evaluation of use of similar technologies in other educational initiatives in South Africa has indicated clearly to us that often the hoped-for cost benefits are unattainable, with programmes often ending up very expensive relatively speaking. For this reason, we believe it is essential to conduct detailed costing exercises that reveal all of the direct and indirect costs of offering continuing education in this way. Part of this exercise should also involve comparison with other educational strategies that could meet the needs of target learners.
2. Review teaching and learning strategies. Lecturers and learners alike raised some concerns about levels of interaction during sessions. Consequently, it may be useful to review the teaching and learning strategies used during the sessions. Issues worth considering include: reviewing ‘pacing’, particularly to ensure that learners are not overloaded with information and left inadequate time to pose questions and stimulate discussion; examining the most appropriate ways to use visual and other aids during presentations; and exploring the possibilities of designing other types of support resources, including printed resources.
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3. Explore use of other technologies. Linked to the above, there may be educational value in exploring potential use of other technologies, either to complement of replace some of the technologies used during the pilot project. One learner and some lecturers, for example, referred to the possibility of using the Internet to facilitate this type of learning. This exploration should take into account the design requirements generated by using different technologies, in an effort to establish whether or not certain educational strategies will be viable. Finally, as a basic minimum, strategies to overcome learner reticence regarding use of telephones should be developed.
4. Implement strategies to make resources available at centres after sessions are completed. As the pilot demonstrated, broadcasts are inherently unreliable because they depend on various factors being in place for learners to engage in the educational process. Technologies need to be working properly at the right time, and learners need to be at a certain place at a specific time. For these reasons, it may be worth exploring strategies to make resources available to learners who cannot attend broadcasts or who miss them because of faulty technologies. At the very least, strategies for delivering videos to students should be reviewed, as these appear not to have been working successfully.
5. Develop strategies for assessing the progress of learners. The pilot project raises the difficult issue of how one assesses the progress of learners involved. This is not to suggest that assessment need become a compulsory component of the project, but rather that strategies to assess progress do need to be developed for those learners who are interested in adding the professional development experience to their portfolios, with clearly stated outcomes achieved. It is also necessary to explore the development of assessment strategies to determine how effective the intervention is (with a particular focus on how it influences and supports oral and dental health practice). As part of this, it may be necessary to focus more explicitly on identifying appropriate learning outcomes for continuing education initiatives such as this. At the very least, systematic strategies for receiving feedback from learners will be crucial.
6. Implement systematic strategies to identify appropriate content focuses. Although learners appeared to be satisfied in general with the focus of seminar sessions, there may be value in attempting to introduce more systematic strategies for identifying future focuses for continuing education exercises (if these have not already been done). In particular, there would be value in conducting a needs analysis that solicited opinions not only of potential learners, but also health administrators and lecturers.
7. Review support strategies provided to lecturers. Although some lecturers indicated satisfaction with the support they received, there were enough comments requesting additional support to suggest that it is necessary to review the support provided to lecturers. Additional support might serve to help lecturers to identify indicators of effective use of different technologies and media. For example, lecturers could be provided with ways of encouraging students to make use of the question-and-answer sessions, or tips regarding eye contact and camera shyness to ensure optimal effectiveness. It might also be useful to ensure that lecturers participating in exercises such as this be made aware of requirements of good distance education practices. This is important because, in all of the sessions observed, it appeared as if traditional classroom-based approaches were used. There is a need for lecturers to be provided with
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further guidelines about what is required in a ‘technology-enhanced distance education’ course.
8. Planning the way forward. By way of summary, as the Faculty plans the way forward in relation to its continuing education programmes, it may be worth considering whether or not all people involved in these programmes agree: • on the choice of the communication technology; • that the chosen technology has been fully integrated with the development of materials, the planning of lessons, and the teaching and presentation of the materials; • that site differences with regard to the communication technology have been eliminated and are controlled; • that site coordinators have been given specific functions and channels of communication; • that materials have been adapted to suit the needs of adult learners; and • that course outcomes are clearly articulated in terms of NQF guidelines.
CONCLUSION
In this report, we have attempted to pull together a range of observations, comments, and ideas that we hope will help the Dental Faculty at the University of Stellenbosch to understand a little better some of the strengths and weaknesses of the pilot Satellite Seminar Programme it ran during 1998. We are fully aware of the limitations of this exercise, but have tried to focus on providing information that will help constructively in the Faculty’s planning for 1999 and beyond. We hope it makes a small contribution to the development of high quality continuing education for oral and dental health professionals in South Africa.
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