Improving distance learning mathematics modules in South Africa: A learning design perspective

Abstract

In order to deliver high-quality learning and teaching, the Open University (OU) has adopted an approach to developing its curriculum called OU Learning Design, which supports a consistent and structured design, specification and review process. It provides a simple set of tools and resources to assist teams in choosing and integrating an effective range of media and technologies, defining their pedagogic approach, and sharing good practice across the institution (Subotzky and Prinsloo 2011). The objective of this study was to apply OU Learning Design tools in the context of the largest distance education university in Africa (Unisa) to identify areas that could be changed in order to improve student outcomes and retention. Two Unisa first-level mathematics modules were evaluated and mapped using OU Learning Design approaches and tools to identify areas for improvement. Qualitative and quantitative data on students' educational experience in these modules and longitudinal academic progress data were used to better understand the challenges students are facing on those courses. The process uncovered areas where improvements need to be made and among the core recommendations were improvement of workload distribution across both modules, the timing of the examination period, and a greater variety of learning activities. These reflections will be used Greyling, Huntley, Reedy and Rotagen Improving distance learning mathematics modules 90 to inform the next "Plan" stage of the Action Research spiral.

Student Teachers’ Experiences in Using Open Education Resource in the Open Distance Learning Context

“…The fact that OER was not referred to in the HBEDMEF TL 101 concurs with scholars who pointed out that some South African students are faced with digital challenges (Greyling et al, 2020;Letseka et al, 2018;William Flora Hewlett Foundation, 2015). The results further confirmed the views of Luo et al (2020) that 'despite vocal support among educators given the importance of reducing financial burdens on students, OER have yet to make the anticipated impact in higher education ' (p. 141).…”

“…Both OER and ODL endeavour to address barriers to higher education by providing equitable access to superior quality education for everyone. Greyling et al (2020) highlighted that ODL primarily aims to give equal access to tertiary education for everyone, including students who have economic and geographic problems while Wiley (2014) mentions that OER aim to address hindrances to education, such as access and cost. Ossiannilsson and Creelman (2012) view OER as 'digital materials assumed to be offered freely and openly for use and re-use in teaching, learning and research usually under explicit terms of reuse, such as Creative Commons licences' (p. 1) agreeing with scholars such as Abramovich and McBride (2018) and Wiley (2014) who posited that OER is freely available.…”

“…Thakrar et al's (2009) research findings on harnessing OER to the problems of instructor education in a sub-Saharan Africa consortium and the University of Fort Hare, South Africa, showed that a lack of access to new technology tools was a restriction to users of OER. Greyling et al (2020) highlighted challenges with accessing the internet in South Africa, where some students who had old cell phones stated that new phones and data were very expensive. This means that the marginalised communities in Sub-Saharan Africa may not benefit from OER which aim to address the high cost of study materials, leaving studentteachers frustrated.…”

“…This means that the marginalised communities in Sub-Saharan Africa may not benefit from OER which aim to address the high cost of study materials, leaving studentteachers frustrated. It should be noted that Thakrar et al (2009) and Greyling et al (2020) conducted their studies almost ten years apart but little seems to have changed. In addition, the Greyling study was conducted in 2020, the year in which the education system was severely impacted by Covid-19.…”

“…This study was conducted in an ODL setting which is viewed by Gerber (2013) as an environment that provides learning for everyone; in other words, it breaks geographical and economic barriers. Greyling et al (2020) highlighted that the fundamental purpose of ODL is to offer equal opportunities for tertiaryquality education for all, offering options to higher education for students who face socio-economic and demographic difficulties. As highlighted by Ossiannilsson (2012), the increasing use of OER is driven by factors such as internationalisation, the need for quality in education, widening participation, and digital development in society and is facilitated by technology enabling interaction, collaboration, and pedagogic practices.…”