Parallel Session
Learner Support in Open Distance Education
Dr C Tabane
Curriculum Transformation Unit
University of South Africa
Dr Cily Tabane is a clinical social worker with a PhD in Social Work. She is currently employed at the University of the South Africa as a senior lecturer in the Department of Social Work and has been seconded to the Curriculum Transformation Unit as a Curriculum Transformation Specialist since 2018. She has co-authored publications and presented conference papers nationally and internationally. Her recent co-authored publication is on “Research site anonymity in context” in the Journal of Empirical Research on Human Research Ethics. She has completed studies in Technology Enhanced Learning with the University of Oldenberg in Germany and is currently registered for a MED in ODL at the University of South Africa.
Abstract
Distance learning is described as enabling the delivery of education to geographically marginalized regions and students, while allowing each student to learn at a self-determined pace with support options for students in unprecedented ways (Baijnath, 2018). Courses can be accessed whenever the student wants at his or her preferred pace, from almost any location (Holmberg, 2005). It is important to consider Moore’s theory of transactional distance when we describe distance education. The theory emphasizes the instructional dialogue between the learner and the teacher and that distance education is not simply a geographic separation of learners and teachers, but, more importantly, is a pedagogical concept (Keegan, 1997). According to the theory, there is a space that exists in a teacher-learner relationships where the learners and teachers are separated by space and/ or by time. The theory further states that it is the separation of learners and teachers that profoundly affects both teaching and learning. With this separation, there is a psychological and communication space to be crossed, a space of potential misunderstanding between the inputs of instructor and those of the learner. Moore’s theory further refers to clusters of variables such as dialogue, structure, and learner autonomy, which play a very important role in distance education teaching and learning (Keegan, 1997). Holmberg (2005) argues that distance education gives opportunity to disadvantaged populations from rural areas including disabled students and adults who needed to enhance their careers.
Learning online is different than learning in a conventional classroom based setting Moisey and Hughes (2008). The ability and potential of online learning to enhance access to education, particularly higher education, is largely determined by the potential learner’s circumstances, which in many ways define the learning environment. The biggest challenge is to provide access to higher learning, determining what the learner brings to the environment, and what they need in terms of support. It is very important to provide learners with support (Hughes, 2004).
The paper explores various ways of supporting learners in open distance educational settings so that teaching and learning can be enhanced and successful high student retention and throughput rates are ensured.
Key Words: Open Distance Education, Support, Learner, Needs, learning environment