ror.org/048cwvf49
Résumés
Abstract
The University of South Africa (UNISA) is one of the distance education universities that is shifting from open distance learning (ODL) to open distance e-learning (ODeL). UNISA started as a correspondence institution in the 1950s and it has since evolved into an ODeL university. The aim of this research was to assess and determine the maturity levels of UNISA lecturers’ and tutors’ explorations of various forms of e-learning technologies to support students in an ODeL environment. Semi-structured interviews were conducted with 12 academic staff members. A hybrid approach involving inductive and deductive reasoning was used to guide the whole research process. The online course design maturity model (OCDMM) was modified and adapted in order to guide data collection, data analysis, and the interpretation of results. The results of the study indicate that the maturity levels of UNISA’s student support e-learning technologies are at the basic levels of the maturity assessment framework for open distance e-learning. It is hoped that the results of this research will serve as a starting point that the University can use to constantly measure improvements made in advancing e-learning activities.
Keywords:
- e-learning,
- maturity assessment,
- open distance education
Veuillez télécharger l’article en PDF pour le lire. Télécharger
Parties annexes
Bibliography
-
Anderson, T., & Dron, J. (2017). Integrating learning management and social networking systems. Italian Journal of Educational Technology, 25(3), 5-19. doi: 10.17471/2499-4324/950
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Babbie, E. R. (2016). The basics of social research. Boston, MA: Cengage Learning.
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Bernath, B., Szucs, A., Tait, A., & Vidal, M. (Eds.). (2009). Distance and e-learning in transition: Learning innovations, technology and social change. London: ISTE Ltd. doi: 10.1002/9781118557686.
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. doi: 10.1191/1478088706qp063oa
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Calli, L., Balcikanli, C., Calli, F., Cebeci, H. I., & Seymen, O. F. (2013). Identifying factors that contribute to the satisfaction of students in e-learning. Turkish Online Journal of Distance Education, 14(1), 85-101.
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
CHE. (2014). Distance higher education programmes in a digital era: Good practice guide. Pretoria: CHE.
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Coleman, E., & Mtshazi, S. (2017). Factors affecting the use and non-use of learning management systems (LMS) by academic staff. South African Computer Journal, 29(3), 31-63. doi: 10.18489/sacj.v29i3.459
10.18489/sacj.v29i3.459 Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
da Cunha, F. R., van Kruistum, C., & van Oers, B. (2016). Teachers and Facebook: Using online groups to improve students' communication and engagement in education. Communication Teacher, 30(4), 228-241.
10.1080/17404622.2016.1219039 Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
de la Pena-Bandalaria, M. (2007). Impact of ICTs on open and distance learning in a developing country setting: The Philippine experience. The International Review of Research in Open and Distributed Learning, 8(1), 1-7.
10.19173/irrodl.v8i1.334 Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Dickey, M. (2010). The impact of web-logs (blogs) on student perceptions of isolation and alienation in a web-based distance-learning environment. Open Learning: The Journal of Open, Distance and e-Learning, 19(3), 279-291.
10.1080/0268051042000280138 Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Duarte, D., & Martins, P. V. (2013). A maturity model of higher education institutions. Journal of Spatial and Organizational Dynamics, 1(1), 25-45.
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Du Plessis, E. C. (2017). The voices of student teachers on the accessibility of e-learning initiatives in a distance education community of practice. Journal for New Generation Sciences, 15(1), 260-277.
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice (2nd ed.). London: Routledge. doi: 10.4324/9780203838761
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. (2nd ed.) London: Routledge. doi: 10.4324/9780203166093
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2(2-3), 87-105.
10.1016/s1096-7516(00)00016-6 Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Gautreau, C. (2011). Motivational factors affecting the integration of a learning management system by faculty. The Journal of Educators Online, 8(1). doi: 10.9743/JEO.2011.1.2
10.9743/jeo.2011.1.2 Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Gunawardena, C. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferences. International Journal of Educational Telecommunications, 1(2/3), 147-166.
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Guri-Rosenblit, S. (2005). ‘Distance education' and ‘e-learning': Not the same thing. Higher Education, 49(4), 467-493.
10.1007/s10734-004-0040-0 Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Hamad, M. M. (2017). Using WhatsApp to enhance students' learning of English language: Experience to share. Higher Education Studies, 7(4), 74-87.
10.5539/hes.v7n4p74 Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Haukijärvi, I. (2014). E-learning maturity model—process-oriented assessment and improvement of e-learning in a Finnish University of Applied Sciences. In D. Passey & A. Tatnall (Eds.), Key competencies in ICT and informatics : Implications and issues for educational professionals and management: ITEM 2014, IFIP advances in information and communication technology (pp. 76-93). Potsdam: Springer. doi: 10.1007/978-3-662-45770-2
10.1007/978-3-662-45770-2_9 Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Irwin, C., Ball, L., Desbrow, B., & Leveritt, M. (2012). Students' perceptions of using Facebook as an interactive learning resource at university. Australasian Journal of Educational Technology, 28(7), 1221-1232.
10.14742/ajet.798 Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In J.M. Specter, M.D. Merrill, J. Elen, & M.J. Bishop (Eds.), Handbook of research on educational communications and technology, 101 (pp. 101-111). New York: Springer. doi: 10.1007/978-1-4614-3185-5_9
10.1007/978-1-4614-3185-5_9 Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Kohlegger, M., Maier, R., & Thalmann, S. (2009). Understanding maturity models: Results of a structured content analysis. Proceedings of I-KNOW and I-SEMANTICS. Graz, Austria.
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Maboe, K. A., Nkosi, Z. Z., & Makoe, M. E. (2013). Prospects and challenges of learners' on-line discussion forum interaction in an ODL (open distance learning) institution. Journal of Health Science, 1, 12-20.
10.17265/2328-7136/2013.12.002 Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Makhanya, M. S. (2016, June 29). University of Africa staff induction. Muckleneuk Campus, Pretoria. Retrieved from https://www.unisa.ac.za/static/corporate_web/Content/About/Executive%20management/Unisa%20Principal%20and%20Vice-Chancellor/documents/makhanya-staff-induction_8July2016.pdf
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Makoe, M. (2012). Teaching digital natives: Identifying competencies for mobile learning facilitators in distance education. South African Journal of Higher Education, 26(1), 91-104.
10.20853/26-1-152 Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Marshall, S., & Mitchell, G. (2002). An e-learning maturity model? Winds of Change in the Sea of Learning: Proceedings of ASCILITE Auckland, New Zealand. Retrieved from http://www.ascilite.org.au/conferences/auckland02/proceedings/papers/173.pdf
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Marshall, S., & Mitchell, G. (2003). Potential indicators of e-learning process capability. Proceedings of EDUCAUSE in Australasia 2003 (pp. 1-8). Adelaide, Australia. Retrieved from http://www.utdc.vuw.ac.nz/research/emm/documents/1009anav.pdf
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Marshall, S. J., & Mitchell, G. (2006). Assessing sector e-learning capability with an e-learning maturity model. In D. Whitelock & S. Wheeler (Eds.), Proceedings of the 13th International Conference of the Association for Learning Technology (ALT-C) (pp. 203-214). Edinburgh, Scotland. Retrieved from http://www.utdc.vuw.ac.nz/research/emm/
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Marshall, S. (2010). A quality framework for continuous improvement of elearning: The learning maturity model. International Journal of eLearning and Distance Education, 24(1), 143-166.
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Matoane, M. C., & Mashile, E. O. (2013). Key considerations for successful e-tutoring: Lessons learnt from an institution of higher learning in South Africa. Proceedings of E-Learn: 2013 World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education (pp. 863-871). Las Vegas: Association for the Advancement of Computing in Education (AACE).
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Mbati, L., & Minnaar, A (2015). Guidelines towards the facilitation of interactive online learning programmes in higher education. International Review of Research in Open and Distributed Learning, 16(2), 272-287. doi: 10.19173/irrodl.v16i2.2019
10.19173/irrodl.v16i2.2019 Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Mettler, T., Rohner, P., & Winter, R. (2010). Towards a classification of maturity models in Information Systems. In A. D'Atri, M. De Marco, A. Braccini A., & F. Cabiddu (Eds.), Management of the interconnected world. Berlin, Heidelberg: Physica-Verlag HD. doi: 10.1007/978-3-7908-2404-9_39
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Mtebe, J. S. (2015). International learning management system success: Increasing learning management system usage in higher education in sub-Saharan Africa. Journal of Education and Development Using Information and Communication Technology, 11(2), 51-64.
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Moore, G. M. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22-38). New York: Routledge.
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Nagel, D. (2009, October 28). Most college students to take classes online by 2014. Campus Technology Online. Retrieved from https://campustechnology.com/articles/2009/10/28/most-college-students-to-take-classes-online-by-2014.aspx
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Neuhauser, C. (2004). A maturity model: Does it provide a path for online course design? The Journal of Interactive Online Learning, 3(1), 1-17.
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Ngubane-Mokiwa, S. A. (2017). Implications of the University of South Africa's (UNISA) shift to open distance e-learning on teacher education. Australian Journal of Teacher Education, 42(9), 111-124. doi: 10.14221/ajte.2017v42n9.7
10.14221/ajte.2017v42n9.7 Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Olivier, B. H. (2016). The impact of contact sessions and discussion forums on the academic performance of open distance learning students. International Review of Research in Open and Distributed Learning, 17(6), 75-88. doi: 10.19173/irrodl.v17i6.2493
10.19173/irrodl.v17i6.2493 Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Owusu-Acheaw, M., & Larson, A. (2015). Use of social media and its impact on academic performance of tertiary institution students. Journal of Education and Practice, 6(6), 94-101.
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Pantaziz, C. (2002) Maximizing e-learning to train the 21st century workforce. Public Personnel Management, 31(1), 21-26.
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Pinto, A. (2012). How to assess the maturity of a PMO. Paper presented at PMI® Global Congress 2012—North America, Vancouver, BC. Newtown Square, PA: Project Management Institute. Retrieved from https://www.pmi.org/learning/library/pmo-maturity-assessment-model-6079
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Rhode, J., Richter, S., Gowen, P., Miller, T., & Wills, C. (2017). Understanding faculty use of the learning management system. Online Learning, 21(3), 68-86. doi: 10.24059/olj.v%vi%i.1217
10.24059/olj.v21i3.1217 Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Tait, A. (2008). What are open universities for? Open Learning: The Journal of Open, Distance and e-Learning, 23(2), 85-93. doi: 10.1080/02680510802051871
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Taylor, J. (2001). Fifth generation distance education. e-Journal of Instructional Science & Technology, 4(1), 1-14. Retrieved from http://eprints.usq.edu.au/136/
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Thomas, L., Briggs, P., Hart, A., & Kerrigan, V. (2017). Understanding social media and identity work in young people transitioning into university. Computers in Human Behaviour, 76, 541-553. doi: 10.1016/j.chb.2017.08.021
10.1016/j.chb.2017.08.021 Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
White, B., Longenecker, H., Leidig, P., Reynolds, J., & Yarbrough, D. (2003). Applicability of CMMI to the IS curriculum: A panel discussion. Paper presented at the Information Systems Education Conference (ISECON 2003), San Diego, CA.
Google Scholar Rechercher cette référence bibliographique sur Google Scholar
-
Zhang, D., & Nunamaker, J. F., (2003). Powering e-learning in the new millennium: An overview of e-learning and enabling technology. Information Systems Frontiers, 5(2), 207-218. doi: 10.1023/A:1022609809036
Google Scholar Rechercher cette référence bibliographique sur Google Scholar