Turning the tide: a socio-critical model and framework for improving student success in open distance learning at the University of South Africa

Subotzky, George; Prinsloo, Paul

doi:10.1080/01587919.2011.584846

Cited by 121 publications

(140 citation statements)

References 23 publications

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“…In line with the main tenets of a student-centred approach to learning analytics (Kruse & Pongsajapan, 2012), the renewed emphasis that learning analytics is about learning (Gašević & Siemens, 2015), and of students as agents rather than data objects or passive recipients of services (Slade & Prinsloo, 2013;Subotzky & Prinsloo, 2011), the above framework allows us to contemplate the significance and impact of the notion of students not as quantified selves but as qualified selves (e.g., Davies, 2013;Lupton, 2014aLupton, , 2014b. Carney (2013) suggests that the quantification of the self through tracking processes (whether as participant and provider of the data, or as data object) can result in the belief that we are our data.…”

Section: Moving From Quantified Selves To Qualified Selvesmentioning

confidence: 98%

“…Though the intention of collecting and using student data arguably falls within the scope of the fiduciary duty of higher education, it is increasingly possible that student data may be also used inappropriately and unethically, further increasing the vulnerability of students (Prinsloo & Slade, 2015). Research on student success and retention using the lens of student vulnerability is rare and the notion of vulnerability is mostly implied in issues such as under-preparedness, risk, deficiency models, and so forth (Maringe & Sing, 2014;Subotzky & Prinsloo, 2011).…”

Section: Student Vulnerabilitymentioning

confidence: 99%

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Student Vulnerability, Agency and Learning Analytics: An Exploration

Prinsloo

Slade

2016

Learning Analytics

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ABSTRACT:In light of increasing concerns about surveillance, higher education institutions (HEIs) cannot afford a simple paternalistic approach to student data. Very few HEIs have regulatory frameworks in place and/or share information with students regarding the scope of data that may be collected, analyzed, used, and shared. It is clear from literature that basic opting in or out does not sufficiently address many of the complex issues in the nexus of privacy, consent, vulnerability, and agency. The notion of vulnerability (institutional and individual) allows an interesting and useful lens on the collection and use of student data. Though both institutional and individual vulnerability need to be considered, this paper focuses specifically on student vulnerability. In this conceptual article, we explore student vulnerability in the nexus between realizing the potential of learning analytics; the fiduciary duty of HEIs in the context of their asymmetrical information and power relations with students; and the complexities surrounding student agency in learning analytics. This article expands on an earlier framework developed by Prinsloo and Slade (2015). It aims to explore ways to decrease student vulnerability, increase their agency, and empower them as participants in learning analytics -moving them from quantified data objects to qualified and qualifying selves.

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Section: Moving From Quantified Selves To Qualified Selvesmentioning

confidence: 98%

Section: Student Vulnerabilitymentioning

confidence: 99%

Student Vulnerability, Agency and Learning Analytics: An Exploration

Prinsloo

Slade

2016

Learning Analytics

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“…Work and domestic obligations are expected to hamper ODL learners' achievements far more than would be the case in contact settings, mainly so amid challenging socio-economic circumstances [54]. Their achievement is shaped by a complex, layered, and dynamic set of events.…”

Section: Student-support Challengesmentioning

confidence: 99%

Professional Development of Adult Learners through Open and Distance Learning

Mahlangu¹

2017

Global Voices in Higher Education

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The concept of human knowledge is a human construct, and therefore, researching experience from the point of view of those who are living it following a social constructivist paradigm will likely reveal valuable information. Topics covered in this review suggest that the topic "professional development of adult learners" might focus on (a) the choice of learning, in other words, why adults opt for open and distance learning, (b) professional development, (c) learning as adult learners, (d) professional practice, (e) quality assurance, (f) performance in distance education programs, and (g) challenges facing adult students. Approaches that deal with flexible learning are referred to as online or distance learning (ODL). Other examples of flexible learning options available to adult ODL learners are learning from work and employer engagement, part-time study, webbased or blended learning, time driven programs at students' pace, contact sessions, workshops and seminars.

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“…Considering that students are not passive receivers of education, but active participants who are positioned in specific socio-economic, capital, habitus, attribution, locus of control and self-efficacy circumstances which have an effect on their motivation (Prinsloo and Subotzky 2009;Subotzky and Prinsloo 2011), involving students emotionally in their studies is especially relevant in a DE module. Motivation is essential for learning and performance, especially in a technology-mediated environment where students must take an active role in their learning (Lee 2000) and motivation is optimised when students are exposed to a large number of motivating experiences on a regular basis (Debnath 2005;D'Souza and Maheshwari 2010;Palmer 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

Small Talk Versus Smart Talk: Providing Accounting Content and Emotional Support in a Distance Education Course

Rooyen

Wessels

2015

Communications in Computer and Information Science

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Abstract. Integrating mobile phones into higher education, and more specifically in the distance education context, is no longer regarded a strange phenomenon. Mobile devices are widely used by distance education institutions to make learning available and accessible to increasingly more students. Although mobile learning provides more mobility and convenience to these students than online learning, students may still experience the distance gap if communication and guidance are not incorporated into the presentation of a course. Börje Holmberg refers to this guidance of the student by the facilitator as 'didactic conversation'. His theory postulates conversation as essential in a distance education course to explain content, and to correct and redirect the student. By creating a sense of emotional involvement, students will feel more connected to the course than before, which will inevitably increase study pleasure and motivate students to learn. This paper reports on a case study of a selected group of students' perceptions and experiences of the use of mobile phones in an accounting module at the University of South Africa to bring about more didactic conversation. Making use of short message service (SMS) and instant messaging software on mobile phones, regular communication between the facilitator and the students was increased. The qualitative data provided insight into how participating students perceived the use of these tools to assist them in their studies. Based on the evidence provided, it was evident that mobile phone intervention increased communication and exchanging of views. Creating a feeling of empathy and belonging, students enjoyed their studies and felt motivated to persist throughout the semester.

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Turning the tide: a socio-critical model and framework for improving student success in open distance learning at the University of South Africa

Cited by 121 publications

References 23 publications

Student Vulnerability, Agency and Learning Analytics: An Exploration

Student Vulnerability, Agency and Learning Analytics: An Exploration

Professional Development of Adult Learners through Open and Distance Learning

Small Talk Versus Smart Talk: Providing Accounting Content and Emotional Support in a Distance Education Course

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