Table 1 - uploaded by Ruth Aluko
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Non-completion rates of distance education students at UP (All programmes)
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Reflection-on-action is necessary to derive meaning from one's experiences. This paper revisits research data from an elongated study on the impact of a distance education programme on the professional practice of graduates. The study focused on 300 graduates and 128 principals, selected through multi-stage and purposive sampling. The researcher us...
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Citations
... In the South African ODeL research context, the usage of the following concepts may be seen as contributing to the definition conundrum: Kirkpatrick's (1996) and Baldwin and Ford's (1988) models (see Aluko, 2014); a theoretical framework (van Antwerpen, 2015); theoretical constructs (Nyabanyaba, 2013); a conceptual framework (van der Merwe, 2012); and the connectivist approach (Fynn & Janse van Vuuren, 2017). The use of these concepts in ODeL research is, at times, not flawed as they are also relevant to research. ...
A conceptual confusion of theory exists in South African Open Distance and e-Learning (ODeL) research in which the concept is used with borderline, related, contrary, invented, or illegitimate concepts such as a model, approach, construct, hypothesis, theoretical framework, or conceptual framework. As a result, some researchers choose not to apply theory, apply a narrow definition, or risk their manuscripts being rejected when theory is inadequately applied. This article seeks to expand the understanding of the concept theory in South African ODeL research. In particular, the purpose of the paper is to clarify the meaning and reduce ambiguities surrounding theory, as well as promote consistency in using the concept in South African ODeL research. Subsequently, the article develops a conceptual framework through a comprehensive literature review, and through the application of the eight steps for a concept analysis. This framework consists of six conceptual components related to the application of theory in order to meet the expected outcome of a particular ODeL research project. Four of the components that are deemed more important include defining attributes, identifying model cases, antecedents, consequences and empirical referents. The conceptual framework serves as a thinking tool for an integrated and deepened understanding of the concept theory and for enhancing the appropriate use of theories in South African ODeL research.
... Evaluation in higher education usually focuses on the aims of a program and investigates to what extent the intentions of the program initiators are being realized. 1 At School of Health Sciences (SOHS), Indira Gandhi National Open University (IGNOU), a monitoring strategy was in place for health science (medical) programs at the Regional Center (RC) level, but it became dysfunctional over time due to certain administrative reasons. In 2013-14, attempts were made to revive it. ...
Program monitoring and evaluation is essential to know whether the program inputs are adequate to implement the program strategy, and outcomes are achieved as planned. It also provides opportunity to find out the strengths and weaknesses and strategies to improve in future. It provides evidence-based information for revision of the program. The objective of the study was to collect the feedback from the stakeholders and monitor the activities at the program study center to assess the problems faced by program in-charges, academic counselors and learners, and design a feedback format, analyze the data and design monitoring format for monitoring the implementation of the program at various program study centers from IGNOU, HQ using information communication technology. This will help to assess the input and process quality. Further, it will provide vision for revision of implementation strategy of the program in future. Initially feedback was sought from program in-charges and academic counselors and based on this feedback format was designed. Feedback was collected from learners, academic counselors and program in-charges, it was analyzed and a decision was taken to design a monitoring format. Monitoring of local program study centers in Delhi was done through visits, and outside Delhi was done through e-mails, telephones and mobile phones. The status report was prepared and a Review Committee Meeting was organized. Committee members suggested the revised implementation strategy of theory and practical sessions and revised norms for academic counselor for practical sessions; the committee also suggested future action for the revision of the program. Learner support activities were undertaken by the program coordinator and with the support of electronic media production division to facilitate the learners to complete the program successfully. Publicity activities were initiated though student support centers to increase the enrolment. The study helped in revision of theory and practical implementation strategy, revised norms for academic counseling for practical sessions, working out log book for practical activities, program guide revision and modification to make it learner friendly, revision of content, assignments and practical activities in future.
... With regard to student support, it has been proven often times that much of the difference between institutions in their degree completion rates is attributable to differences in the characteristics and profiles of the enrolled students (DeAngelo, Franke, Hurtodo, Pryor and Tran, 2011; Trounson, 2014). One could argue that Ubuntu requires institutions to know their students profile in order to be able to adequately address the needs of students who have lower probabilities for completion (Aluko, 2014;DeAngelo, Franke, Hurtodo, Pryor and Tran, 2011). Parker (1999) has earlier warned that a student's source of financial assistance may act as a predictor of their non-completion in ODL. ...
Open Distance Learning (ODL) through the Philosophy of Ubuntu interrogates the nexus between the field of ODL and the philosophy of Ubuntu. The 16 chapters that comprise the book attempt to understand ways in which ODL offerings can be made more humane were they to be grounded on the values and principles implicit in the philosophy of Ubuntu.
... 5 The article concentrates on our post-facto reflections on how Tlale chose to handle a particular intervention visit -to a rural school in Idutywa in the Eastern Cape -as an exemplar of how 'research' can be linked to 'engagement'. We offer our reflections as a 'reflection-on-action' process (Aluko 2014;Flood and Romm 1996;Pihkala and Karasti 2013;Schön 1983), which takes place after the activity. Our joint reflections are intended to make more explicit our (mutual) understanding of how the intervention visit in the case of this school fitted in with the remit of capacitating participants towards transformation. ...
The role of researchers in a context of adversity can be expanded in ways that increase their ability to contribute to positive social change. By using a transformative mixed methods approach to research, social transformation is built into the research process by framing research in a human rights and social justice way that supports community-based action to solve problems. Examples from South Africa and elsewhere illustrate the application of the transformative paradigm to research and on-going challenges that researchers face in addressing so-called wicked problems, such as human immunodeficiency virus and acquired immune deficiency syndrome (HIV/Aids), violence and poverty.
... 5 The article concentrates on our post-facto reflections on how Tlale chose to handle a particular intervention visit -to a rural school in Idutywa in the Eastern Cape -as an exemplar of how 'research' can be linked to 'engagement'. We offer our reflections as a 'reflection-on-action' process (Aluko 2014;Flood and Romm 1996;Pihkala and Karasti 2013;Schön 1983), which takes place after the activity. Our joint reflections are intended to make more explicit our (mutual) understanding of how the intervention visit in the case of this school fitted in with the remit of capacitating participants towards transformation. ...
In this article we offer an account of a research-and-intervention project – called The 500 Schools Project: Making Schools Better – in which we were involved in various capacities. We focus on the design of this project in terms of its links with what Mertens in various publications calls the ‘transformative paradigm’. Further, we discuss the way in which Tlale tried to carry out the transformative remit in a particular case by his encouraging participants in a school – the case discussed as our exemplar – to recognise that learners' experienced challenges can often be considered to be socially systemic (and not rooted in individual deficits). We report on the catalytic effect of Tlale's engagement with the various participants, by our co-reflecting on some of their accounts as expressed during the ‘intervention visit’ and in follow-up telephonic interviews. We consider how indeed researchers can nurture research relationships towards inspiring the participants with whom they become involved, and what this might amount to.
... With regard to student support, it has been proven often times that much of the difference between institutions in their degree completion rates is attributable to differences in the characteristics and profiles of the enrolled students (DeAngelo, Franke, Hurtodo, Pryor and Tran, 2011; Trounson, 2014). One could argue that Ubuntu requires institutions to know their students profile in order to be able to adequately address the needs of students who have lower probabilities for completion (Aluko, 2014;DeAngelo, Franke, Hurtodo, Pryor and Tran, 2011). Parker (1999) has earlier warned that a student's source of financial assistance may act as a predictor of their non-completion in ODL. ...
This chapter discusses the potential of using of Ubuntu values to ground delivery of Open Distance e-Learning. It highlights the crucial role that learner-centeredness of adult learning situations play in ensuring that students get to access and succeed in higher education. ODeL learning delivery is unpacked in relation to Ubuntu values. The author goes in detail to illustrate the link between the origin of distance education and the contributions of Ubuntu values. Epistemological acquisitions that foreground the development of higher order thinking skills about particular content in the education phenomenon are discussed in detail. Several aspects of ODeL like design, teaching and assessment; learner support; postgraduate supervision; and the role of library are discussed in relation to Ubuntu based educational provision.
... With regard to student support, it has been proven often times that much of the difference between institutions in their degree completion rates is attributable to differences in the characteristics and profiles of the enrolled students (DeAngelo, Franke, Hurtodo, Pryor and Tran, 2011; Trounson, 2014). One could argue that Ubuntu requires institutions to know their students profile in order to be able to adequately address the needs of students who have lower probabilities for completion (Aluko, 2014;DeAngelo, Franke, Hurtodo, Pryor and Tran, 2011). Parker (1999) has earlier warned that a student's source of financial assistance may act as a predictor of their non-completion in ODL. ...
This chapter discusses the notion of Ubuntu, as a fundamental principle in managing and leading various activities in life. The chapter starts with some conceptualizations on humanism which in this chapter is seen as having key aspects of Ubuntu. Further, the chapter provides key insights into the various ideas that are given on humanism but closely linked to Ubuntu by different authors. The principles of humanism are brought into the discussion and linked to the notion of Ubuntu. This is examined in the context of different situations in the community. The discussion draws from the two notions to reflect on conceptions of managing and leading one’s life in a community through Ubuntu values and principles. The reflection draws from the views of different scholars on the subjects of humanism and Ubuntu. The reflections also aim to deepen the understanding and knowledge of how we could effectively manage and lead our lives in the spirit of Ubuntu. The connection between civic education and the principles of Ubuntu is explored. The aim is to show that there are compelling aspects within civic education that manifest some Ubuntu values. The last part of the chapter discusses the critical role of civic education in managing and leading one’s life in the community through the values that are implicit in Ubuntu.
... Management provides the framework for the policies, procedures, practices and leadership of an organization (Mizikaci, 2010). At the institutional level (in a recent paper), the author (Aluko, 2014) provides evidence through a case study that distance education programs can benefit a lot from good management by its providers. The author identified six important areas. ...
Access to higher education and the prospect of obtaining a higher education qualification through full time contact institutions seems a remote reality for the majority of black South Africans who were denied opportunities for higher education during apartheid. The majority of this group is either in full-time employment, part-time employment, temporary posts, unemployed and at most unemployable. This book opens up the debate on the open distance learning (ODL) mode of teaching and learning. The book is written in user-friendly English accessible to professionals in higher education and ODL as well as the non-professional layman.
The book debates among others, the critical issues of access to higher education in South Africa. It offers ODL as a viable alternative to millions of South Africans who were denied opportunities to study in higher education by past policies of apartheid. The book puts across ODL as a viable mode of access to higher education qualifications that are accredited by South Africa’s Qualifications Authority (SAQA) and are recognized by the country’s labor market. The book tackles the sensitive but necessary issue of assessment in ODL. It discusses best practice in ODL and offers justifications for ODL practitioners to align their practice with internationally recognized benchmarks and examples of best practice. The book explores the sensitive issues of pass rates and throughput rates in ODL. Given their very nature as higher education institutions whose student clientele is mature working adults, ODL institutions’ qualifications completion targets tend to be more relaxed and extended than their full-time contact higher education institutions counterparts. Invariably throughput rates in ODL institutions are perceived to be very poor. The book opens up debates on the dynamics of ODL pass rates and throughput rates. It explores the notions of throughput rate and pass rate and interrogates the nuances of perceived ODL poor rates. A question the book seeks to address is whether ODL throughput rates and pass rates are indeed poor or seem poor relative to performances of full-time contact institutions?
... In South Africa given the social context of the majority of students involved in distance education, reasons for the trend include: poverty (which is more common, but not limited to the Black community (Letseka & Maile, 2008;Breier, 2008;Lewin & Mawoyo, 2014); a lack of academic 'preparedness' in terms of both social class and the high school curriculum (Scott et al., 2007: 42-3;Mays 2007); and high school fees because universities rely on government subsidy, third-stream income and student fees for their financial viability (DHET, 2010;Aluko 2011;Lewin & Mawoyo, 2014). Others include language barrier in verbal and written communication, a lack of attention to teaching practice by distance education providers or not thinking actively about teaching practice which leads to poor assessment practices, a lack of contact time with lecturers, and the importance of students" own attitudes towards learning (Lewin & Mawoyo, 2014). ...
... Management provides the framework for the policies, procedures, practices and leadership of an organization (Mizikaci, 2010). At the institutional level (in a recent paper), the author (Aluko, 2014) provides evidence through a case study that distance education programs can benefit a lot from good management by its providers. The author identified six important areas. ...
The ‘revolving door’ syndrome is a term that has been used to describe the low throughput rate in higher education. Even though distance education has been recognized as having the potential to meet the escalating demand for higher education all over the world, the mode is plagued with low throughput rate. This is especially true in South Africa, where almost 50% of newly enrolled students drop out of the higher education system in the first and the second year. In this chapter, the author attempts to provide possible succinct reasons for low throughput rate in distance education in the country; discuss the challenge with calculating throughput rate, and the need to understand the intricacies involved, especially given the historical past and the social context of the country. As well she proffers suggestions on possible ways to stem the tide from the governmental, institutional and student angles. It is hoped that even though scholars have been making attempts to understand the phenomenon and to recommend solutions for it for decades, this chapter would help to move distance education providers closer to answering some of the myriad of questions that confront the phenomenon.
