Development of ODL in a newly industrialised country according to face-to-face contact, ICT, and e-readiness

Zyl, J. M. Van; Christo, J.; Blignaut, A. Seugnet

doi:10.19173/irrodl.v14i1.1342

Cited by 17 publications

(13 citation statements)

References 10 publications

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“…Using the online campus' email is the primary method of contacting instructors and administrative staff. These attributes align with other research that identifies online students as having a tendency towards adapting to new technologies [14,18].…”

Section: Characteristics For Student E-readinesssupporting

confidence: 86%

“…• Technical competence: This factor evaluates students' tendency to comfortably use new technologies [18]. Students who are technically skilled, are able to easily access the Internet, maintain a dedicated network connection, and possess a level of competence when using essential technology tools required for the ELS are considered to be e-ready [22].…”

Section: Student E-readinessmentioning

confidence: 99%

“…However, there are students who have returned to further their education tertiary level, are doing so for the first time using an unfamiliar interface such as an ELS [17]. An e-ready student should be capable of efficiently and effectively applying the essential technology tools in an ELS in order to satisfactorily interact with the content and engage other students [13,18]. Additional reports of an underutilization of ELSs by students in developing countries, also identifies a need to understand why and how this can be addressed [17,19].…”

Section: Introductionmentioning

confidence: 99%

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Fixing the ‘Ready’ in E-Learning Readiness

Gay¹

2018

Trends in E-Learning

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Evaluating the effectiveness of e-learning systems (ELSs) for course delivery can be achieved by measuring the user's level of readiness for the ELS. While e-learning readiness (e-readiness) is well researched using several models, studies generally provide recommendations for the institution or instructor. However, most students are typically not equipped for using the ELS. This chapter focuses on assisting students in online and face-to-face courses who have e-readiness challenges when accessing an ELS throughout a semester. A survey captures responses on their technological, lifestyle and learning preparedness for the ELS to produce an e-readiness score. A modified DeLone and McLean model evaluates the impact of their level of e-readiness during their use of the ELS. Identifying where and when students have difficulties, pinpointing their deficits or recommending the more appropriate modality could help students achieve a positive course outcome.

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Section: Characteristics For Student E-readinesssupporting

confidence: 86%

Section: Student E-readinessmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Fixing the ‘Ready’ in E-Learning Readiness

Gay¹

2018

Trends in E-Learning

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“…This research area is also ranked fifth in Table 6. Papers published in IRRODL notably explored the potential of open and distance learning for teacher training and the development of competencies for the implementation and use of ICTs in the teaching and learning process (e.g., van Zyl, Els, & Blignaut, 2013;Mhishi, Bhukuvhani, & Sana, 2012).…”

Section: The Emergence Of Moocs and Oermentioning

confidence: 99%

Review and Content Analysis of the International Review of Research in Open and Distance/Distributed Learning (2000–2015)

Zawacki‐Richter

Alturki

Aldraiweesh

2017

IRRODL

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This paper presents a review of distance education literature published in the International Review of Research in Open and Distance/Distributed Learning (IRRODL) to describe the status thereof and to identify gaps and priority areas in distance education research based on a validated classification of research areas. All articles (N = 580) published between 2000 and 2015 were reviewed for this study. An analysis of abstracts using the text-mining tool Leximancer over three 5-year periods reveals the following broad themes over the three periods: the establishment of online learning and distance education institutions (2000–2005), widening access to education and online learning support (2006–2010), and the emergence of Massive Open Online Courses (MOOCs) and Open Educational Resources (OER) (2011–2015). The analysis auf publication and authorship patterns revealed that IRRODL is a very international journal with a high impact in terms of citations.

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“…NICs are characterised by: (i) an economy that has not yet reached First World status but has, in a macro-economic sense, outpaced its developing counterparts; (ii) rapid economic growth that is export-oriented; (iii) an increasingly open-market economy that allows free trade; (iv) ongoing industrialisation; (v) migration of populations to cities to work in industries, factories, and mines; (vi) increased social freedom and civil rights (International Monetary Fund 2011). Despite recently advancing from a developing country to a NIC, a large number of unqualified and underqualified in-service teachers are haltering socio-economic development in South Africa (Van Zyl, Els and Blignaut 2013).…”

Section: Introduction and Problem Statementmentioning

confidence: 99%

An Inductively Derived Research Framework for Student Satisfaction in Odl: The Higher Education Environment

2016

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Student satisfaction, as a key psychological-affective outcome of tertiary education, is a direct measure of the success of Open Distance Learning (ODL). It is therefore vital for ODL Higher Education Institutions to assess and improve student satisfaction constantly. Existing theories on student satisfaction are mostly derived from deductive research, i.e. from research that considers the existing body of knowledge, followed by an investigation of a specific aspect or component, in order to reach a specific conclusion. We, however, maintain the inductive stance that a research framework for student satisfaction in ODL should be derived from students themselves. Accordingly, we purposively collected qualitative data from N=34 South African postgraduate ODL students, representative of various cultural language groups, with regard to student satisfaction. Supported by Atlas.ti, we composed an integrated dataset comprised of students’ responses to two focus-group interviews, as well as students’ written narratives in response to qualitative questions. Through meticulous qualitative data-analysis, we detected data categories, sub-categories, patterns and regularities in the integrated dataset. Theories and findings from the existing corpus of knowledge pertaining to student satisfaction in ODL illuminated our qualitative findings. This paper reports on the knowledge we gained from our participants pertaining to their student satisfaction with the Higher Education (HE) environment, the first of three main research components of an inductively derived research framework for student satisfaction in ODL.

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Development of ODL in a newly industrialised country according to face-to-face contact, ICT, and e-readiness

Cited by 17 publications

References 10 publications

Fixing the ‘Ready’ in E-Learning Readiness

Fixing the ‘Ready’ in E-Learning Readiness

Review and Content Analysis of the International Review of Research in Open and Distance/Distributed Learning (2000–2015)

An Inductively Derived Research Framework for Student Satisfaction in Odl: The Higher Education Environment

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