creating supportive learning environments in open distance learning

UNISA
CREATING SUPPORTIVE
LEARNING
ENVIRONMENTS IN OPEN
DISTANCE LEARNING
[ BY: SIZAKELE MATLABE]
2010

CREATING POSITIVE LEARNING ENVIRONMENTS IN AN ODL
ABSTRACT
Open Distance Learning (ODL) Institutions face a number of challenges in their efforts
of providing quality assessment and creating supportive learning environments for their
students who are miles away from the learning institution. The availability of new
technology is forcing ODL Institutions to change their traditional ways and methods of
assessing and monitoring students’ progress and also improving the throughput rate.
The purpose of this article is to discuss different approaches which can be used to
overcome challenges involved in reaching the underserved students. Further, it
suggests different assessment strategies and monitoring methods which can be used to
support learning in an ODL. The paper will also provide recommendations on how to
create supportive assessment strategies in distance learning environments to ODL
students.
KEY WORDS: Throughput rate, assessment, creating supportive learning
environments, and open distance learning
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INTRODUCTION
Open and Distance Learning (ODL) is one of the most rapidly growing fields of
education. ODL has brought together a range of technologies that have enabled
teachers and learners to overcome barriers in distance and time. These technologies
have enabled distance teachers and learners who are separated by distance to
communicate with each other in their flexible time. A direct outcome of this indicates
that access to education and learning opportunities are now suited to individual
lifestyles, learning preferences and personal development plans. An ODL environment
requires technological enable environments in order for it to be successful. An ODL
approach focuses on opening access to education and training provision, freeing
students from the constrains of time, place and offering flexible learning opportunities to
individuals and group of students.
This paper discusses the challenges which are faced by ODL institutions. The main
theme of this paper is; throughput rate. The other sub- themes are; assessments and
creating positive learning environments.
The study will be underpinned by the post positivism theory, which emphasizes the
importance of multiple measures and observations, each of which may possess
different types or error to measure. It also holds the view that knowledge can only be
regarded as valid and as real knowledge if it is objectives, arrived at by means of
rigorous logical reasoning or scientific testing and if it excludes values and emotions.
PROBLEM OF THE STUDY
Unisa has the highest number of enrolments and the lowest throughput rate when
compared to other universities in South Africa (Pityane and Ndzimande, Unisa wise
2009: 3& 5; Macfarlane, 2006). The most worrisome thing is that Unisa has a variety of
best technologies which they use to support their students and yet it seems they are not
reaching out to all the students. The openness of Unisa and the entry requirements of
students might contribute to the problem of low throughput rate. It is likely that Unisa is
accessible to students who are unlikely to succeed because of their educational
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ackground, some students register and quit before they could finish their first year.
Some of the students are from rural areas characterized by low socio economic status
and they are unable to pay their tuition fees as a result they will be forced to drop out of
the system. A study which was conducted by Letseka ion dropout rates in contact
universities can be used to generalized some of the challenges which might be the
cause of low throughput rate at Unisa , (Letseka 2006:3 and Foster , 2009:301- 309).
Pityane in an interview with Dr Blade Nzimande minister of higher education, Professor
Gourly and Dr Theeuns Eloff indicated that Higher education institutions such as Unisa
are faced with many daunting challenges all of which are intertwined and co- contributor
to the low throughput rate, (Unisa wise 2009: 3& 5). The aim of the study is to identify
different ways that Unisa can implement in order to improve student’s throughput rate,
and discuss how Unisa can best create positive learning environments for students,
ensure that quality learning takes place and the university stands a chance of being
successful.
DATA COLLECTION METHODS
Data was collected using policy documents, journals, research articles, and conference
papers, research reports for masters’ and doctoral students and by making detailed
notes from the document mentioned above.
Successful learning in an ODL can be achieved by using a combination of technologies.
Tutors, facilitators and course coordinators play an important role in giving support to
the students. Unisa has the best technologies compared with other institutions in South
Africa, the question now is; are the lecturer’s using the appropriate, available,
accessible and convenient technology to their students needs?. The most important
thing is that lecturer’s should be familiar with the use of technologies, learn how to
operate the equipments , plan activities that will be familiar to the students , give
students time to know each other. There should be a positive working relationship
between lecturer’s, tutors and markers (International Association for continuing
education and training).
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DEFINITION OF TERMS
Throughput rate: in this study throughput rate will mean the proxy for measuring the
proportion of enrolments graduating in a given year (Department of education (DoE)
1996). In this paper it will mean the number of years taken to complete a qualification
for which one is registered for.
OPEN DISTANCE LEARNING (ODL): It refers to the philosophy of education providing
students with choices and control over content and learning strategies. An ODL can be
regarded as the learning which is open and accessible at any flexible time, duration,
and at any geographical area. Therefore in an ODL students are provided by the
chance to participate and succeed in their learning during their leisure time.
ASSSESSMENT
Assessment is at the core of educational processes. Educational practices in most
cases are built around new understanding and realization that learning and assessment
are essentially and inseparable in the teaching and learning processes. It is therefore
imperative for lecturers to assess their students in order to determine if educational
programs meet the intended outcomes, (Merrell, Ervin & Gimpel, 2006:162 and Leach,
Mc Comick, Moon, Murphy &Keynes, 2006: vii).
Through the use of assessment students are able to identify their strengths’ and
weaknesses in their own learning. Assessment when conducted properly can not only
be used to provide feedback. It can also be used to enable students to make
improvements and progress , students can also use it to self regulate their learning , it
can finally help them in gaining meta- cognitive skills and to develop as lifelong
learners (Leach, McComick, Moon, Murphy & Keynes .2006: vii ; Asghar, 2010:495).
Unisa with the use of its best technologies should consider enforcing the use of
synchronous online learning in all programs which are offered in the university. Adding
synchronous interaction in an ODL can provide significant changes and advantages on
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the part of the learners, because the use of video conferencing for instance allows realtime
interaction between the lecturer and the students. This can be used to allow
students from different centres to interact and clarify problematic reading materials or
concepts used in their study guides. Advantages of using video conferencing are that;
students get immediately feedback. It reduces the feeling of isolation. It also has the
same effect and sense as the classroom. Students need to be given a special reminder
or assurance that they are not alone, neglected and ignored.
THE USE OF TECHNOLOGY IN TEACHING AND LEARNING
Distance education can be delivered through several modes including the
following; videocassettes, audiocassettes, audio teleconferencing, online program on
line or traditional face to face tutoring, telephone, satellite broadcasts, discussions
forums, short message system (s m s), emails and tutorial letters etc... whatever the
mode of delivery which you think will be conducive and also support the process of
teaching and learning may be used. The objective of using different technology modes
is to increase access to education to those who have difficulty in accessing it within the
mainstream. It is therefore a valuable tool that typically meets the needs of people who
cannot be removed from their houses or job places for a long time. (Jegede, 2003).
HOW DOES AN ODL OPERATE?
ODL uses the student-centered approach to education. The success of an ODL
depends solely on the use of variety technologies (Atkinsom, 1998, 45-60 & Bates
19996:9, Maxwell, 1995:46 and Tella 1997:1-17). The technologies perform two
important functions; firstly they distribute learning materials, the second function is to
stimulate learning by creating communication lines, communication can take place
between the students or the students and their lecturer’s (UNESCO, 2002:38, Haines
2006: 13). However the theory and context which Maxwell’s (1995:46) definition on
ODL and the use of technologies is applicable in the first world countries.
The use of technology, internet and electronics has created a new common place for
sources of information. It has made it possible for information to be transmitted over
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land and ocean at a great and fastest speed. Through the use of internet students are
able to access published electronic texts which are not available in the library. In a way
the internet has brought about the concept of virtual classroom. Students and their
lectures can use the internet to exchange documents or information over e—mail and
ideas over electronic chats- sites, (Vakalisa, van Niekerk and Gawe in Jacobs, Vakalisa
and Gawe, 2004: 155 &163). The internet usage shortens the distance between the
students and physical library. The use of technology makes it possible for knowledge to
be available in different ways other than the traditional way of using print materials.
The technologies however have limitations. Jacobs et al, (2004:163- 164) explained that
people who are poor and living in rural parts of developing countries such as South
Africa are unlikely to assess the internet. The lack of infrastructure such as; roads,
electricity and low socio economic status poor network connection can hinder the use of
technology in such areas.
In reality most of the ODL students are found in deep rural areas in developing
countries such as South Africa, Maxwell’s theory can be viewed as a dream which is
farfetched. This is because; most students come from poor socio- economic
environments, where- by they are unable to afford a computer, owning a computer can
be seen as having leisure. This situation has led to a division or “digital divide” between
the students in urban areas and those in rural areas. Therefore how does one begin to
talk about technology without dividing the students into two groups; “the haves” and the
“have not”. In most cases “the haves” are the students in the urban areas who are
connected to network whether in their working place or homes The” have not “on the
other hand are students who are from deep rural areas, where there is poor network
system, they cannot afford to buy themselves a computer having access to internet is
not a reality to them. The issue of using technology to reach out to students is still a
thorny issue in developing world countries.
Unisa has the best technologies which one can think of and also best strategies and
initiatives in place all this is done to meet the needs of students but unfortunately the
university is sitting with a challenge of increasing its throughput rate. Most students in
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urban areas know how to operate a computer, whereas their counter parts in rural areas
are computer illiterate. The digital divide also contributes in separating the rich from the
poor (Jacobs et al, 2004:163- 164). Mutabi in Jacobs et al, (2004: 155) defined five
ways of using information technology in teaching and learning;
Tutorial mode: the information is presented at the right time and level to cater for
individual needs and potential. Support mode: the professional way in which work is
presented develops confidence and a sense of self- esteem as learners learn to acquire
computer skills. Exploration mode: the learner manipulates the computer for
alternatives ways of learning and analysis data. `Resource mode: when linked to the
internet, the learner may use the computer to find more information for projects. Link
mode: in advanced countries, links can be made with learners from different localities to
exchange information and share ideas. The e-mail links helps to expedite requests and
information.
THE ADVANTAGES OF DIFFERENT USE OF TECHNOLOGIES IS THAT;
It reaches people in communities in which they would otherwise be deprived of
opportunities to learn. It equally makes a significant contribution by increasing people
access to the education system; it gives room for people to start applying what they
have learned almost immediately in their training laboratory. The use of Technology
enables students to grow academically and personally. It provides interaction between
students (students to students), faculty to students, student to resources, lecturer to
tutor, tutor to students. It allows teaching to be distributed into different functions instead
of being controlled by one person, i.e. the lecturer. It reduces the barriers such as
distance and time. Students in ODL use technology to close the gap which exists
between them and their lecturers and class mates (McGregor and Basil, 2001:3).
Unfortunately it is not everybody who is connected to the internet therefore alternatives
should be derived to include all the students in the learning.
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POSSIBLE CAUSES OF THE LESS THROUGHPUT RATE IN UNISA
The high number of enrolments of students in Unisa is likely to be caused by the fact
that tertiary education is now accessible even to those who appear unlikely to
succeed ( Foster 2010: 301).
Most of the Unisa students are from rural areas they cannot afford to pay the high tuition
fees and as a result students are forced by lack of funds to drop along the way.
Letseka in a Sowetan newspaper (2006:3), identified various entities that contribute to
the less throughput rate at different universities. Some of the entities discussed include
the following; Students register and enter into higher institute of education and quite
before they finish their studies. The second thing is that; some students do not have
adequate skills to cope with the challenges of a place of higher learning.
Statistics of dropout rates cited from the Department of Education 2005 report by
Letseka (2006:3) indicate that in 2000 there were 120 000 students enrolled in the
institute of higher education. 30% (36 000) students dropped out in their first year of
study. 20% (24 000) dropped out in their second and third year of study. Very few of the
remaining 60 000 (50%) graduated.
The failure of poorly prepared undergraduate students is the main contributing factor
towards the economic status of universities some universities may suffer a deficit
(Foster, 2009: 316). The unpreparedness of undergraduate students is reflected by the
low pass rates and the dysfunctional high schools of South Africa. Pityana (2006; 6)
explained that in 2005 the growth rate in students drop out rate and failure rate at Unisa
has contributed to a deficit of R56, 6million. He further explained that not all the courses
are at risk. In this study at risk means the courses with high failure rate. Pityana also
identified 20 courses which had a dropout rate of 95%.He also specified 4 degree
programmes that show high dropout levels. The 4 programmes are: BSc is 80-90%,
Social Sciences is 85 -86%, and B Com is 77-87 & BA Lang 83 for the 2001 cohort.
This information is based on 2005 study current information was not use.
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There are many other reasons which can force students to drop their studies along the
way. Some of the reasons include the lack of support from lecturers, tutors and
programme coordinators, lack of positive learning environment just to mention a few.
Table 2 below show shocking statistics on the dropout rate in contact universities. Unisa
was not part of the study, but this information can be used to generalize situations which
take place in ODL institutions.
Table 2: Higher education undergraduate drop-out rates, 2000-2003
Progress of 2000 cohort of undergraduates (%)
Universities Technikons Total
Dropped out at the end of 2000 25 34 30
Dropped out at the end of 2001 9 13 11
Dropped out at the end of 2002 7 11 9
Total dropped out 2000-2002 41 58 50
Graduated in 2002 or 2003 26 19 22
Studying in 20003 but not completing 33 22 28
Total in cohort 59 000 61 000 120 000
Source: Department of Education (DoE) (2005) Student Enrolment Planning in Public
Higher Education, Department of Education: Pretoria, December, cited by Letseka
2007). Figure A below indicates the high alarming numbers of dropout rates between
the years 2000 to 2003 in contact universities of South Africa.
Figure A: South Africa’s drop-out rate, 2000-2003
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28%
22%
50%
Dropped out in 2000-2003 Graduated in 2002 or 2003
Studying in 2003 but not completing
Source: developed by author from the HSRC’s Student Pathways Study data in Letseka
2007.
CONCLUSIONS AND RECOMMENDATIONS
After taking into consideration the current situation of Unisa, I want to argue that the
institution should revisit some of its policies and procedures of Admitting students,
subsidizing students, distributing materials to students and the process of followed by
students when sending their assignments and projects. Unisa should ensure sure that
every lecturer know and they incorporate different technologies in their teaching.
THE FOLLOWING RECOMMENDATIONS WERE SUGGESTED;
In an ODL environment, positive learning does not happen by accident, it happens
through direct result of actions taken by the lecturer. This involves through preparation
of learning programs, learning materials and assessment materials and activities which
are student centered by approach.
Rules and expectations should be stated with a positive language, this can be
considered as the first step to creating a positive environment for learning. Lectures
should spell it out in their tutorial letters what they will expect from the students, how
they will assess them, attach rubrics which they will use for marking and indicate the
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outcomes they will use for assessment. If your learning outcomes are not stated clearly
your assessment is likely to be invalid and reliable (Killen 2000: 24).
Lecturer’s should understand their students and also know which kinds of support and
instruments they can use to maintain a positive learning environment.
Lecturers should design high quality ways of interacting with students from different
spheres of life e.g. rich/ poor, rural or urban.
ODL University should create a kind of environment which will prepare students who
are fresh from high school with the new environment never being exposed to before
during their high school life. In most cases students lack skills on time management,
writing assignments researching and reading their study guides and also responding to
the activities which are in the guide. The challenges also include using the different
technologies available in the institution.
New lectures need to be trained and oriented about the ODL environments. They must
know how it operates and what will be expected from them. This should take place
immediately; the institution should not wait for a certain period before orienting the new
staff. Lectures should be trained to be catalyst of learning. They should know how they
can catalyze student’s retention or learning.
Unisa should consider taking reading / print material to a central point where students
can collect them immediately after registration since posting the materials is not helping;
some students receive their materials very late this is one of the lame excuses they will
give when submitting assignment after the stipulated due date. When the post office
personnel / staff are on strike students will not get their reading materials on time. This
also affects the submission of assignment and projects by students.
ODL institutions need to emphasize the use of discussion forums and study groups.
Students can use online or short message system (sms), which is accessible in their
cell phones to interact with each other from their different local takes place. The ODL
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institutions should forge a way of promoting reciprocal peer couching among the
students. Lecturer can divide the students according to their locations i.e., regions or
provinces or they can just let the students decide on how to form their own study
groups.
Unisa should consider the use of Supplementary Instruction (SI). In SI the best students
in the modules which will be identified as risk by the examination department will be
given a chance to teach, clarify, and assist their classmates/ peers in learning. This is
done under a supervision of the primary lectures of the modules concerned. The SI
leaders will have to go through training, to master the different techniques and skills
which they will use to force/ probe their peers to come up with correct answers or to
understand difficult tasks.
Unisa must think of decentralizing some of the activities to the central regional learning
centers which are found in all the provinces. Assignments should be collected according
to regions. Assignments which are from far away centers should be distributed in the
nearby regional areas, and also the university should employ markers who are from
those areas. Necessary arrangements for capturing received or marked assignments
should be done in the regional areas, instead of wasting time sending assignments to
Pretoria. When assignments are posted they travel through a lot of channels before
being distributed to the markers. The same route will be taken when sending them back
to student a lot of time is being wasted through these channels and processes.
Redistribution of study should be revisited. The study materials should be sent and
distributed in regional learning centers. Students should be able to get their study
materials immediately when they produce evidence or proof of registration. Students
receive materials very late and this affect the schedule of assignment submission.
Students who are technically inclined should be encouraged to enroll at further
education and training colleges or university of technology. Students who are
academically inclined should be encouraged to explore options at universities, based on
their academic strengths passions (Letseka 2006: 3 and foster 2009: 301, 309).
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