Universities trailing behind: Unquestioned epistemological foundations constraining the transition to online instructional delivery and learning

Dlamini, Reuben; Ndzinisa, N.

doi:10.20853/34-6-4073

Cited by 32 publications

(28 citation statements)

References 12 publications

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“…Regarding technology, most students prefer platforms and tools that are easy to use and navigate, provide clear guidance (e.g., gradual content unlocking) and are interactive. On the one hand, tools must ensure access to content while enhancing learners' flexibility to participate individually, their autonomy and selfcontrol of learning (Cacheiro-Gonzalez et al, 2019;Dlamini & Ndzinisa, 2020;Liu et al, 2020;Squires, 2018). On the other hand, a collaborative space must promote seamless interaction (Adanır et al, 2020;Dlamini & Ndzinisa, 2020;Squires, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Effective platforms allow teachers to create a collaborative space (Liu et al, 2020). For example, specific tools such as web conferencing and forums can facilitate comprehension since students clarify misconceptions (Cacheiro-Gonzalez et al, 2019) through immediate feedback (Dlamini & Ndzinisa, 2020). Making announcements can also sustain asynchronous communication among participants (Dlamini & Ndzinisa, 2020).…”

Section: Lms and Platforms: Strategies And Structurementioning

confidence: 99%

“…For example, specific tools such as web conferencing and forums can facilitate comprehension since students clarify misconceptions (Cacheiro-Gonzalez et al, 2019) through immediate feedback (Dlamini & Ndzinisa, 2020). Making announcements can also sustain asynchronous communication among participants (Dlamini & Ndzinisa, 2020). Such interaction is related to high levels of student satisfaction (Abuhassna et al, 2020).…”

Section: Lms and Platforms: Strategies And Structurementioning

confidence: 99%

“…Online platforms can also decrease feelings of loneliness derived from physical distancing and should be the medium to convey learning resources (Liu et al, 2020). The lessons can be delivered via various channels to promote accessibility (Dlamini & Ndzinisa, 2020) while students are tracking their progress and workload, for self-regulated learning; teachers are also aware of the progress to ensure the achievement of the learning goals (Dlamini & Ndzinisa, 2020;Liu et al, 2020). It is worth mentioning that students' positive prior experiences with a learning platform, and their acquisition of the skills to use it, relate to increased satisfaction (Abuhassna et al, 2020).…”

Section: Lms and Platforms: Strategies And Structurementioning

confidence: 99%

“…It is worth mentioning that students' positive prior experiences with a learning platform, and their acquisition of the skills to use it, relate to increased satisfaction (Abuhassna et al, 2020). Apart from designing and delivering activities, the LMS allows teachers to create and deliver assessments to provide feedback (Dlamini & Ndzinisa, 2020).…”

Section: Lms and Platforms: Strategies And Structurementioning

confidence: 99%

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Assuring the quality of online learning in higher education: Adaptations in design and implementation

Konstantinidou

Nisiforou

2022

AJET

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In higher education, designing online courses aligned with students’ preferences impacts learning effectiveness. Our research aimed to investigate which learning design elements can affect the quality of online learning. To achieve this, we followed a systematic literature review, identified current trends and conducted an online survey outlining university students’ opinions. The results revealed that students’ preferences agree with universal learning design principles, acting as course quality determinants. These elements relate to the structure, appearance, content, interactivity of the course and support in the online setting. We recommend that courses are well organised and include authentic resources, activities and assessments, divided consistently into smaller, topic-based chunks that resemble experiences drawn from real life. The objectives need to be communicated while the expected behaviours are known to students. The respective workload must be equally distributed across the course spectrum in an environment that balances collaborative and self-paced learning. Students must be familiar with the technology, which is also an easy-to-access gate. Lastly, it is suggested that technical and pedagogical support is constantly present so that participants efficiently work in the online context. Implications for practice or policy: In collaboration with educators, instructional designers can use the quality indicators that emerged through the study when designing and evaluating higher education courses. Instructional designers and educators may prioritise learners' autonomy, aligning course requirements with students' sense of control. Instructional designers and educators can distribute students’ workload equally throughout the course, without strict deadlines, to improve the learning experience. Educators may promote collaborative assignments but moderately balance them with an individual-based assessment mode.

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