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A Conversation About Cognitive, Affective And Systemic Support At An ODeL Writing Centre: A Western Cape Case Study

Presenter

Jacques du Toit currently holds the position as Regional Academic Coordinator at the University of South Africa. He is the former Chairperson of the Higher Education Learning and Teaching Association of Southern Africa Writing Centres (SIG), Deputy Chairperson of the Performance Arts Network of Southern Africa (PANSA), and is the current Chairperson of the Board of the Association for Visual Arts (AVA).

Jacques’ current academic research projects explore the significance of ICTs with the focus on Computer-Assisted Language Learning (CALL) technologies to determine how adaptive learning environments negotiate meaning to accommodate students’ digital identity in language development. Part of his research interest includes Computational Linguistics and Technology in Language Learning. His Masters studies focused on how the impact of technology supports writing development, socio-cognitive processes of language learning and academic discourse socialization.

Claudine Petersen-Ferus is a graduate of Northlink College, who works on academic literacies and tuition support programmes. Her role includes the provision and quality assurance of administrative support systems and technical support related to operational planning, particularly regarding face-to-face and e-learning spaces in relation to new teaching initiatives at Unisa.

Abstract

Student support practices in Open and Distance e-Learning (ODeL) are both multifaceted and complex. Since 2005, the Writing Centre at the University of South Africa has articulated credible arguments in engaging students, staff and institutional structures in understanding issues of access from both social and academic perspectives. The roles of writing practitioners and administrative staff are crucial in finding ways of designing interventions to accommodate and harness student diversity. In a study conducted by Daniels and Richards (2011) it is argued that writing centres are ideally placed to address some of the challenges faced by institutions within their respective complex contexts.

The objectives of this paper are to explore and understand the challenges faced by writing centre practitioners and administrative staff, thus pragmatically unpacking the primary domains of student support outlined by Tait (2000, 2014, 2015).  This paper will explore the primary functions of cognitive, affective and systemic support. The researchers believe student success is to remain a significant instrument to gauge success within both writing centre practice and institutional success, especially in the context where ODeL is to retain its student-centered mission.

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