Abstracts
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
Appendices
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
- Babbie, E. R. (2016). The basics of social research. Boston, MA: Cengage Learning.
- 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.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. doi: 10.1191/1478088706qp063oa
- 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.
- CHE. (2014). Distance higher education programmes in a digital era: Good practice guide. Pretoria: CHE.
- 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
- 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.
- 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.
- 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.
- Duarte, D., & Martins, P. V. (2013). A maturity model of higher education institutions. Journal of Spatial and Organizational Dynamics, 1(1), 25-45.
- 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.
- Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice (2nd ed.). London: Routledge. doi: 10.4324/9780203838761
- 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
- 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.
- 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
- 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.
- Guri-Rosenblit, S. (2005). ‘Distance education' and ‘e-learning': Not the same thing. Higher Education, 49(4), 467-493.
- Hamad, M. M. (2017). Using WhatsApp to enhance students' learning of English language: Experience to share. Higher Education Studies, 7(4), 74-87.
- 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
- 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.
- 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
- 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.
- 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.
- 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
- 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.
- 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
- 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
- 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/
- 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.
- 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).
- 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
- 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
- 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.
- Moore, G. M. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22-38). New York: Routledge.
- 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
- 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.
- 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
- 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
- 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.
- Pantaziz, C. (2002) Maximizing e-learning to train the 21st century workforce. Public Personnel Management, 31(1), 21-26.
- 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
- 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
- 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
- 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/
- 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
- 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.
- 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