CHAPTER 1
INTRODUCTION AND BACKGROUND OF THE STUDY
- INTRODUCTION
With the growing interest in more flexible learning and teaching modes, and the new policy recently released for the provision of distance education (DE) in South African universities, South African institutions are faced with the inevitable realisation that they need to equip themselves with the required skills to optimally facilitate learning using open, distance and e-learning approaches, support and satisfy the needs and demands of learners and competently participate in the relevant scholarship and discussions around this topic, locally and globally. According to Ngengebule, Molatlhegi, Tshaka and Mamadisa (2007), successful e-learning model(s) depend not only on the Information Communication Technologies (ICT) infrastructure of an institution, but also on maximising the satisfaction and successful completion of students’ studies; this may require the design of student support services that are fit for purpose.
Faced with the influx of emerging technologies, educators need to continuously equip themselves with the necessary skills to effectively impact on today’s learners.
According to Anderson and Garrison (1998:110), “Learning in a networked world presents many new roles and responsibilities for both the teacher and learner, and this radically changes the construction and delivery of the course content”. The new and emerging technologies in an ODL and e-learning environment require that institutions readily adapt and adopt the new modes of teaching and learning.
Based on the premise that academics cannot impart or transfer to learners what they do not have or know, the research investigated how a quality support system can impact on the learning experience of students and increase the likelihood of successful completion of their studies. The resultant report provides recommendations for striving towards an effective empathetic student support system in distance education and e- learning.
- BACKGROUND
Higher education exists within an environment marked by considerable transformations, not only in the education sector but also in wider society, and is increasingly being required to support a more diverse student body (Kirkwood & Price, 2006). Increased competition, decreased enrollments, greater numbers of non-traditional students and decreased real government funding are the most obvious problems higher education faces in the twenty-first century (Levine, 2001). The growth of computer technology has enabled the development and use of online technology to support more flexible teaching and learning methods and tools in order to address some of the above challenges.
In response to the current developments and trends in the open and distance learning (ODL) environments, the University of South Africa (UNISA) has recently implemented a new operational model – open distance and e-learning (ODeL).
Research is increasingly being done in the field of ODL and e-learning provision in developing countries; and the need for more contextual work to be done within the borders of South Africa, is rising as the government guidelines and students’ needs change. For example, the Partnership for Higher Education in Africa (PHEA) Educational Technology Initiative (ETI) support interventions in universities for the effective use of educational technology to address some of the underlying educational challenges facing the higher educational sector in Africa (Saide, 2014). “The majority of Unisa students have a primary interest in securing a tertiary qualification that will enable them to advance their economic interests and social status” (Baijnath, 2013:2). There is also a need to focus on the support required by the students through the new and emerging technologies, and how institutions can equip themselves for the quality student support system needed for this new type of teaching and learning.
With the increasing developments in DE and e-learning in developing countries, Anderson and Garrison (1998:109) believe that, “Obviously new technical skills are required. They warn that, “Technical skills are the easiest to acquire but the task of helping teachers to embrace continuous change that will mark the relationship between teachers and content for the foreseeable future, is more difficult”. Anderson and Garrison (1998) also emphasised the need for teachers to cope with a world where
knowledge development is continuous and subject matter expertise is only one component of the skill set necessary to create sophisticated and effective learning content for use by learners”. Jones (2008) reiterated the reality that universities and other institutions around the world are coming under increased pressure to provide quality learning that is engaging and interactive thus, meeting the needs of a diverse student population. More interaction suggests more staff time per student which, militates against economies of scale and optimal use of the potential afforded by emerging technology.
Farha (2009:2) warned that failing to fully consider the relational dynamics in the online setting may produce greater feelings of isolation among distance learners, reduced levels of student satisfaction, poor academic performance, and increased attrition. While Woods and Baker (2004) assert that interaction is at the heart of the online learning experience. This study also supports and suggests the need for learner support to be at the center of successful delivery and management of any educational programme, whether face-to-face, distance learning, e-learning or blended. It is almost impossible to give support in distance education and e-learning environment without any form of interaction, which requires certain skills in the use of technology and other media. According to Brindley (1995), Saide (1995), Tait (2000) and Lentell (2003), learner support is an integral and critical aspect for the delivery of a quality ODL system, which means that in any new online and e-learning environment, it is essential that teachers learn how to interact effectively online with each other and with students.
