An investigation of how online learning is opening up education in the higher education sector: A case study of the Durban University of ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
An investigation of how online learning is opening up education in the higher
education sector: A case study of the Durban University of Technology
(Case 10)
Sinethemba Zungu
DHET Online Webinar
September 2021
Brief Profile: Sinethemba Zungu • From eSankontshe Mophela- Sankontshe Community • Bachelor of Community and Development Studies • Postgrad: Master of Housing • PhD Candidate Research Interests: Social Justice, Innovation and equitable access to education.
Trigger/ Idea Underlying Study
The importance of ensuring accessible equitable quality
education and opening opportunities for lifelong learning
for all has been prioritized as one of the global goals on
the 2030 Agenda. This puts pressure on governments to
find accelerated solutions to expand accessibility to
post-school education.
● Employing digitally supported learning (or online
learning) to widen access to learning.
Policies and prior research
Online Learning aspirations:
Policies Widen access to learning opportunities
● Increased number of students enrolled, not limited to
DHET’S draft Open lecture room capacity
Learning Policy ● Access to learning and educational resources from
Framework anywhere, at anytime
(2017a)
Removing Barriers
● Geographic distance from educational campuses
DHET’s Position ● Cost of study
Paper On Online ● Discrimination on the basis of disability, gender, age, race,
Learning ethnicity, social class and langauage
Programme and
Course Offerings Flexibility of learning
(2017b)
Lifelong learning
Policies and prior research
Anticipated challenges in adopting online
Defining open learning in relation to online learning (as a tool for opening up
learning learning) in South Africa (DHET, 2017)
• Prior research suggests that the concept • Unequal access to ICT and unreliable &
of open learning was amalgamated or expensive Internet connectivity
seen as equal to online learning (see • Lack of access to digital devices &
Letseka and Pitsoe, 2012) digital fluidity
• Fear that online learning will deepen
• The DHET, through the policy the digital divide (Shoba, 2020a;
frameworks argues against this, and Myende & Ndlovu, 2020)
highlights that online learning cannot be • ‘Mushrooming’ of public-private
equated to open learning. partnerships to increase revenue and
maximise profit through online
learning courses/programmes
(Swinnerton et al., 2018:220)
Research Questions
In what ways does the online learning mode enhance parity of
participation in learning for students at the Durban University
of Technology (DUT)?
● How is open learning conceived and associated with online
learning, if at all, at the DUT?
● What measures are in place to ensure student and lecturer
readiness for online learning at the DUT?
● What are the enabling and hindering factors for the
implementation of online learning programmes at the DUT?
Methodology
Qualitative Study
● 3 Staff Members
○ 2 Lecturers and 1 CELT Staff Member
○ Semi-structured interviews via Zoom and Microsoft Teams.
● 1 Student
○ Telephonic and WhatsApp discussions
Limitations
● COVID-19 Implications – Difficult to get staff and students to participate
● Responses mostly on the Emergency Remote Teaching (ERT) than online
learning.
Insights: Durban University of Technology
(DUT)
Perceptions of Open Learning (OL)
● Lecturers related OL as:
○ The use of all online platforms for teaching and learning and to engage with students...
○ A blended approach…
○ Learning that happens outside/beyond of the University premises…
○ Collaboration between industry and Universities...
○ Removing barriers to access learning, equity
● Respondents felt that the DHET definition may be too broad, which would
make it vulnerable to misconceptions and misunderstandings
Insights continued…
Student and lecturer readiness: Factors enabling
Online learning: Factors
hinderin
• Lecturer supported via CELT Online L g
Data provision earning:
office, with 24hr
communication channels ● Lack
of resou
staff and rces for
st
• Learning Management (i.e., Com udents
System (LMS) ● Poor puters)
connect
from ho ivity
• Provision of trainings for me
lecturers to enable them to
teach online
• Tutoring for students
Insights continued...
A lecturer’s perspective
"I am able to offer both contact and online but as I said that with students, you find that a
large population of the students actually prefer contact classes because they can see the
teacher. But also, they don't have to buy data, you know, everything is in the classroom.
Then you’ve got those who prefer online… So, it is blended… But overall, if I were to
choose next year… There are specific courses that I would choose for online. And then
there are specific courses I would want to have in the classroom, but I prefer blended
rather than pure online or pure contact" (Lecturer 2).
Pedagogical Practices - Access to a productive learning Affordability -
(Immediate) access to environment/ space (incl.desks, Unlimited WIFI on
the lecturer chair etc. campus vs limited dataInsights continued...
Lessons from Emergency Remote Teaching (ERT): A student’s perspective
“It's good for me because it gives me flexible time, I can do my responsibilities….... I mean
going to work and also house chores…. Cooking and cleaning…Ama-Costs awekho because
bayasi-provide ngeData and masi-submitha si-submitha via email asidingi ku-printa [there are
no costs because they provide data and when we submit, we submit via email, we don't need
to print]....But sometimes abalifaki nje uhlale nyanga yonke uBroke data-cally [But sometimes
they don't put in data for us for the whole month]. Sometimes they skip a month but not
kuthina sonke, kuma individuals [not all of us, just individuals]. ” (student).
Flexibility - time, and access to Digitized submissions - cost
learn from anywhere. efficientInsights into ERT
Barriers to access:
“So, there were students and staff who were
battling connectivity, who were battling issues
regarding access to devices. And this was not limited
to students only there was a staff member who was
saying, I have my computer at my office, but not at
home - huge access barriers” (CELT Staff Member). Unequal access to
ICT
Worries that confront students are … “Am I going to
get data…? So NSFAS hasn't paid us allowances and Inconsistent data
even though I have those, the reception is also a thing provision
because you may have all of these resources, but
without reception, if you are in the outskirts of Reinforcing the
Nongoma or South Coast…. Then I mean there's
nothing you can do” (Lecturer 2).
digital divide*Recommendations DHET – Refinement of the definition of Open Learning in the policy Framework. DHET/University – Provision of resources, such as laptops for staff working at home National Department of Communications and Digital Technologies– Improve Telecom infrastructure and internet connectivity within the remote areas of KZN.
Acknowledgements
Much appreciation to:
● The DHET for initiating this crucial study.
● The DUT staff and students for participating.
● The COOL team for all the support.
● Sukaina Walji and Dr. Tabisa Mayisela for their
guidance and consistent support.References
● Department of Higher Education and Training. (2017a). Call for Comment on the Draft Open
Learning Policy Framework for Post-School Education and Training. Government Gazette,
40772(335). Retrieved from: http://pmg-assets.s3-website-eu-west-
1.amazonaws.com/170407openlearningframework-postschooleduc.pdf.
● Department of Higher Education and Training. (2017b). Department of Higher Education and
Training’s Position on Online Programme and Course Offerings. Retrieved from:
https://www.dhet.gov.za/Part%20C%20%20Policies/CROSS-
CUTTING%20FOCUS%20AREAS/OPEN%20LEARNING/DHET%20position%20on%20online%20pr
ogramme.pdf.
● Letseka, M., & Pitsoe, V. (2012). Access to higher education through Open Distance Learning
(ODL): reflections on the University of South Africa (UNISA). Access to Higher Education:
Under-prepared Students or Under-prepared Institutions, 219-234. Retrieved from:
https://www.academia.edu/6074232/Access_to_Higher_Education_Through_Open_Distance_L
earning_ODL_.References
● Myende, P. E., & Ndlovu, N. COVID-19 and Emergency Online Teaching and Learning: A
Challenge of Social Justice for University Rural Students. Retrieved from:
http://alternation.ukzn.ac.za/Files/books/series/04/07-myende.pdf.
● Shoba, S. (24 March 2020a). ‘As South Africa goes into lockdown, the higher education
department prepares for online learning’. Daily Maverick. Retrieved from:
https://www.dailymaverick.co.za/article/2020-03-24-as-south-africa-goes-into-lockdown-
higher-education-department-prepares-for-online-learning/#gsc.tab=0.
● Swinnerton, B., Ivancheva, M., Coop, T., Perrotta, C., Morris, N. P., Swartz, R., ... & Walji, S.
(2018, May). The Unbundled University: Researching emerging models in an unequal
landscape. Preliminary findings from fieldwork in South Africa. In Proceedings of the 11th
International Conference on Networked Learning 2018 (pp. 218-226). Leeds. Retrieved from:
https://eprints.whiterose.ac.uk/131028/3/swinnerton_23%20final.pdf.You can also read
