First-year students at an open distance and e-learning institution: Perceptions, expectations and challenges associated with academic writing feedback

Maphoto, Kgabo

doi:10.56285/jltvol56iss1a5413

Cited by 3 publications

(1 citation statement)

References 41 publications

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“…This study is situated at the South African ODeL institution, 'UODL', one of Africa's largest distance education universities with approximately 400,000 annual registrations (Letseka et al, 2018). UODL's student body is diverse which spans financial, linguistic, and social backgrounds, includes ages ranging from 18 to 70, and represent various ethnic groups (Maphoto, 2022;Ward-Cox, 2020). The research centres on ENG1453 students at UODL who are English Second Language (ESL) speakers.…”

Section: Research Contextmentioning

confidence: 99%

Transforming workplace English in distance education: Exploring e-learning preferences and experiences in the digital age

Suliman,

Sevnarayan

2024

J-REaLL

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In transforming digital progression in professional contexts, effective communication and career growth hinge significantly on mastering workplace English. Despite the increasing reliance on e-learning tools as a promising alternative in higher education, there exists a dearth of research focusing on individual preferences and experiences, particularly within distance education. This article fills this gap by conducting qualitative research firmly rooted in the community of inquiry theory. The primary objective of this study is to scrutinize the efficacy of e-learning tools and highlight factors that influence the preferences of first-year students engaged in distance education. Some key considerations encompass flexibility, interactivity, personalized learning, and accessibility. The research methodology involves observation of various e-learning platforms, in-depth interviews, and open-ended evaluation questions with first-year students who speak English as a second language in a South African open-distance e-learning university. The findings highlight an inclination towards virtual classrooms and customized online modules. Noteworthy aspects highlighted by participants include the significance of collaborative learning, real-world scenarios, continuous feedback mechanisms, and the integration of adaptive technologies. The significance of this research lies in its contribution to the advancement of distance education, which specifically focuses on workplace English skills. This research expands on distance education and provides specific implications for enhancing e-learning practices and their pivotal role in guiding the future workforce.

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Section: Research Contextmentioning

confidence: 99%

Transforming workplace English in distance education: Exploring e-learning preferences and experiences in the digital age

Suliman,

Sevnarayan

2024

J-REaLL

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The interconnectedness between Ubuntu principles and generative artificial intelligence in distance higher education institutions

Suliman,

Mohale,

Maphoto

et al. 2024

Discov Educ

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The interconnectedness of African philosophical principles of Ubuntu with generative artificial intelligence may provide an inclusive approach to distance higher education. This fusion may improve and provide customised learning, access quality education, collaboration, inclusivity, strengthens lecturer support and development, and a culturally relevant experience that acknowledges the communal interests of all stakeholders. Generative artificial intelligence promotes epistemological access for all students irrespective of their diverse social, financial, and linguistic backgrounds and redefines higher education experiences and practices while the principles of Ubuntu prioritise the well-being of stakeholders. The objective of this conceptual article was to explore the interconnectedness between Ubuntu principles and generative artificial intelligence perspectives in distance higher education institutions to reimagine methods of teaching and learning. This article is grounded in the theory of the Ubuntu principles and advocates for a paradigm shift in higher education practices. It contends that integrating African philosophical principles into the implementation of generative artificial intelligence’s learning provides a more inclusive and culturally relevant approach to education. The notable highlights confirm that Ubuntu principles dismantle oppressive systems, restore self-determination for all students and promote change and reconciliation through the use of generative artificial intelligence. This approach can be applied to distance higher education institutions to create inclusive learning experiences that gives precedence to a sense of belonging, mutual support, and ethical considerations.

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Transition into Distance Education: A Scoping Review

Schweighart,

Hast,

Pampel

et al. 2024

Education Sciences

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The number of students enrolling in distance learning programmes is rising worldwide, making distance education (DE) a significant part of higher education (HE). Transitioning into a study programme involves numerous challenges, especially for distance learners who face higher dropout rates and compromised academic performance compared to traditional on-campus students. However, when students master these challenges, study success becomes more likely. Nevertheless, knowledge about transitioning into DE remains limited. This scoping review aims to compile existing knowledge and enhance understanding of the critical initial phase of DE by answering the research question: “What is known about the transition into DE in HE?”. Following the methodological steps outlined in the PRISMA-ScR checklist, we identified 60 sources from five databases, meeting inclusion criteria through a multi-stage screening process. These articles were analysed using qualitative content analysis. We developed a category system with 12 main categories: 1. Process of transition into DE; 2. Reasons for choosing DE; 3. Characteristics of distance learners; 4. Academic success and failure; 5. General assessment of DE; 6. Differences between face-to-face and DE; 7. Advantages of DE; 8. Challenges of DE; 9. Critical life events; 10. Coping strategies; 11. Add-on initiatives; and 12. Recommendations for DE. The results underline the complexity of the transition into DE, which has unique patterns for each student. The article concludes with practical implications and recommendations for supporting the transition into DE.

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First-year students at an open distance and e-learning institution: Perceptions, expectations and challenges associated with academic writing feedback

Cited by 3 publications

References 41 publications

Transforming workplace English in distance education: Exploring e-learning preferences and experiences in the digital age

Transforming workplace English in distance education: Exploring e-learning preferences and experiences in the digital age

The interconnectedness between Ubuntu principles and generative artificial intelligence in distance higher education institutions

Transition into Distance Education: A Scoping Review

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