Vol. 37 No. 2 (2022): Innovating Every Day: Moving Beyond COVID-19
Research Articles

Professional development of academics for the implementation of online learning in African open and distance teaching institutions

HTML PDF
Mpho-Entle Modise
University of South Africa
Bio
Olaf Zawacki-Richter
Carl von Ossietzky University of Oldenburg
Bio
DOI: https://doi.org/10.55667/ijede.2022.v37.i2.1256

Published 2023-02-08

How to Cite

Modise, M., & Zawacki-Richter , O. (2023). Professional development of academics for the implementation of online learning in African open and distance teaching institutions. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 37(2). https://doi.org/10.55667/ijede.2022.v37.i2.1256
Copyright Notice

Abstract

E-learning has been recognized as the vehicle with the highest potential to improve education systems in African countries if implemented well. However, the sought after improvements are yet to be realized owing to the increasing failure of e-learning initiatives. This study investigated how academics were prepared for online teaching and learning at open and distance education (ODE) institutions in South Africa and Nigeria, where two of Africa's largest ODE institutions are located. Twenty participants from both institutions were selected to participate in the study. Qualitative semi-structured interviews were used to collect data, and a thematic analysis was used to analyze the data. Consistent with previous research, the findings of this study showed higher education institutions (HEIs) in Africa did not properly plan and manage their e-learning implementation projects. A lack of proper understanding of online learning and appropriate digital skills were the main reasons for reported failures of e-learning initiatives in these contexts. Consequently, this study positioned the professional development of academics as integral to e-learning innovation in higher education. The results of this study may resonate with other types of educational institutions, and the lessons documented may be valuable and helpful to other cases in similar situations. The development of needs-based and timely training interventions is recommended.

Keywords: academic professional development, digital transformation, e-learning readiness, ODeL, online teaching, TPACK

Développement professionnel des universitaires

pour le déploiement de la formation en ligne dans

les établissements africains d'enseignement

ouvert et à distance

Dr. Mpho-Entle Puleng Modise & Professor Olaf Zawacki-Richter

Résumé : La formation en ligne a été reconnue comme le moyen ayant le plus grand potentiel pour améliorer les systèmes éducatifs des pays africains si elle est bien mise en œuvre. Cependant, les progrès escomptés ne sont pas encore réalisés en raison de l'échec croissant des initiatives de formation en ligne. Cette étude a examiné la manière dont les universitaires ont été préparés à l'enseignement et à l'apprentissage en ligne dans les établissements de formation ouverte à distance (FOAD) d'Afrique du Sud et du Nigeria, où se trouvent deux des plus grands établissements de FOAD d'Afrique. Vingt participants des deux institutions ont été sélectionnés pour participer à l'étude. Des entretiens qualitatifs semi-directifs ont été réalisés pour collecter les données, et une analyse thématique a été utilisée pour analyser les données. En cohérence avec les recherches précédentes, les résultats de cette étude ont montré que les établissements d'enseignement supérieur en Afrique n'ont pas adéquatement planifié et géré leurs projets de mise en œuvre de la formation en ligne. Le manque de compréhension de la formation en ligne et des compétences numériques appropriées sont les principales raisons des échecs signalés concernant les projets de formation en ligne mis en place dans ces contextes. Par conséquent, cette étude a positionné le développement professionnel des universitaires comme faisant partie intégrante de l'innovation en matière d'e-learning dans l'enseignement supérieur. Les résultats de cette étude peuvent trouver écho dans d'autres types d'établissements d'enseignement, et les leçons tirées peuvent être intéressantes et utiles pour d'autres instances dans des situations similaires. Le développement d'interventions de formation fondées sur les besoins et moments opportuns est recommandé.

Mots-clés : développement professionnel universitaire, transformation numérique, préparation à la formation en ligne, FOAD, enseignement en ligne, TPACK

HTML PDF

References

  1. Adiyarta, K., Napitupulu, D., Rahim, R., Abdullah, D., & Setiawan, M. I. (2018, April 1). Analysis of e-learning implementation readiness based on integrated ELR model. Journal of Physics: Conference Series, 1007, 1–6. https://doi.org/10.1088/1742-6596/1007/1/012041
  2. Alhazmi, A. K., & Rahman, A. A. (2012, October 1). Why LMS failed to support student learning in higher education institutions [Paper presentation]. 2012 IEEE Symposium on E-learning, E-management and E-services, Kuala Lumpur, Malaysia. https://doi.org/10.1109/IS3e.2012.6414943
  3. Ali, W. (2020, May 18). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16–25. https://doi.org/10.5539/hes.v10n3p16
  4. Anderson, A., Barham, N., & Northcote, M. (2013, September 13). Using the TPACK framework to unite disciplines in online learning. Australasian Journal of Educational Technology, 29(4), 549–565. https://doi.org/10.14742/ajet.24
  5. Anderson, T., & Garrison, D. R. (1998). Learning in a networked world: New roles and responsibilities. In C. C. Gibson (Ed.), Distance learners in higher education: Institutional responses for quality outcomes (pp. 97–112). Atwood. https://auspace.athabascau.ca/bitstream/handle/2149/801/learning_in_a.pdf?sequence=1
  6. Azimi, H. M. (2013). Readiness for implementation of e-learning in colleges of education. Journal of Novel Applied Sciences, 2(12), 769–775. https://jnasci.org/wp-content/uploads/2013/10/769-775.pdf
  7. Bagarukayo, E., & Kalema, B. (2015, August 31). Evaluation of e-learning usage in South African universities: A critical review. International Journal of Education and Development Using ICT, 11(2). https://www.learntechlib.org/p/151848
  8. Beer, C., & Lawson, C. (2016, June). The problem of student attrition in higher education: An alternative perspective. Journal of Further and Higher Education, 41(6), 773–784. https://doi.org/10.1080/0309877X.2016.1177171
  9. Bissessar, C. S., Black, D., & Boolaky, M. (2021, February). The H.E.R.O.s of online education: What makes students succeed despite the odds? Journal of Educators Online, 18(1). 1–17. http://dx.doi.org/10.9743/JEO.2021.18.1.1
  10. Blackburn, G. (2016, July). In my end is my beginning: e-Learning at the Crossroads. Turkish Online Journal of Educational Technology, 15(3), 87–97. https://files.eric.ed.gov/fulltext/EJ1106410.pdf
  11. Borotis, S. A., & Poulymenakou, A. (2004). E-Learning readiness components: Key issues to consider before adopting e-learning interventions. [Paper presentation]. World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (pp. 1622–1629). Washington, DC.
  12. Boyd-Dimock, V., & McGree, K. (1995). Leading the change from the classroom: Teachers as leaders. Issues About Change, 4(4). 1-10. https://sedl.org/change/issues/issues44.html
  13. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  14. Brereton, A. (2004). Making your CPD return: A question of professional pride. Structural Engineer 82(6), 15–16.
  15. Conole, G., & Alevizou, P. (2010, August). A literature review of the use of Web 2.0 tools in higher education: A report commissioned by the Higher Education Academy. The Open University. https://core.ac.uk/download/pdf/5162.pdf
  16. Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study. University of Nebraska. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1047&context=dberspeakers
  17. Du Plessis, E. C. (2017). The voices of student teachers on e-learning initiatives in a distance education community of practice. Journal for New Generation Sciences, 15(1), 260–277. https://hdl.handle.net/10520/EJC-c86096f62
  18. Farid, S., Ahmad, R., Niaz, I. A., Arif, M., Shamshirband, S., & Khattak, M. D. (2015, October 1). Identification and prioritisation of critical issues for the promotion of e-learning in Pakistan. Computers in Human Behavior, 51, 161–171. https://doi.org/10.1016/J.CHB.2015.04.037
  19. Frick, L., & Kapp, C. (2009). The professional development of academics: In Pursuit of scholarship, In E. Bitzer (Ed.), Higher education in South Africa: A scholarly look behind the scenes (pp. 369-408). Stellenbosch: Sun Media. https://doi.org/10.18820/9781920338183/12
  20. Friese, S. (2022). ATLAS.ti 22 Windows – Quick tour. ATLAS.ti Scientific Software Development. https://doc.atlasti.com/QuicktourWin.v22/print.html
  21. Gray, D. E. (2022, March). Doing research in the real world (5th ed). Sage Publications.
  22. Hamshire, C., Jack, K., Forsyth, R., Langan, A. M., & Harris, W. E. (2019, July). The wicked problem of healthcare student attrition. Nursing Inquiry, 26(3), https://doi.org/10.1111/nin.12294
  23. Hassan, S. (2011). The needs and perceptions of academics regarding their professional development in an era of educational transformation. South African Journal of Higher Education, 25(3), 476–490. https://hdl.handle.net/10520/EJC37696
  24. Hassan, Z. A., Schattner, P., & Mazza, D. (2006, August 31). Doing a pilot study: Why is it essential? Malaysian Family Physician: The Official Journal of the Academy of Family Physicians of Malaysia, 1(2-3), 70–73. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4453116
  25. Iyamu, T. (2018). Collecting qualitative data for information systems studies: The reality in practice. Education and Information Technologies, 23(5), 2249–2264. https://doi.org/10.1007/s10639-018-9718-2
  26. Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge? In R. E. West (Ed.), Foundations of learning and instructional design technology. Ed Tech Books. https://edtechbooks.org/lidtfoundations/tpack
  27. Masalela, R. K. (2011, June 15). Implementing e-learning at the University of Botswana: The practitioner's perspective. Online Journal of Distance Learning Administration, 14(2). https://ojdla.com/archive/summer142/masalela_142.pdf
  28. Mässing, C. (2017). Success factors and challenges for e-learning technologies in the Namibian higher education system: A case study of the University of Namibia. University of Skovde, University of Nambia. https://www.diva-portal.org/smash/get/diva2:1111480/FULLTEXT01.pdf
  29. McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry. MyEducationLab Series. Pearson.
  30. Mishra, P., & Koehler, M. J. (2006, June). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://psycnet.apa.org/doi/10.1111/j.1467-9620.2006.00684.x
  31. Modise, M. P. (2020). Continuous professional development and student support in an open and distance e-learning institution: A case study. International Journal of African Higher Education, 7(1). https://doi.org/10.6017/ijahe.v7i1.10902
  32. Modise, M. P. (2022). Academic professional development and support of academics for digital transformation in African large scale open and distance education institutions [Doctoral dissertation]. University of South Africa. https://hdl.handle.net/10500/28723
  33. Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1–6. http://dx.doi.org/10.1080/08923648909526659
  34. Moye, J. J., Dugger Jr, W. E., & Starkweather, K. N. (2014, November). Is "learning by doing" important? A study of doing-based learning. Technology and Engineering Teacher, 74(3), 22–28. https://www.iteea.org/File.aspx?id=39136&v=99b1f4b0
  35. Mtebe, J., & Raphael, C. (2013). Students' experiences and challenges of blended learning at the University of Dar es Salaam, Tanzania. International Journal of Education and Development Using Information and Communication Technology, 9(3), 124–136. https://www.learntechlib.org/p/148476/
  36. Ng'ambi, D., Brown, C., Bozalek, V., Gachago, D., & Wood, D. (2016). Technology-enhanced teaching and learning in South African higher education – A rearview of a twenty-year journey: Twenty years reflection on technology enhanced learning. British Journal of Educational Technology, 47(5), 843-858. http://dx.doi.org/10.1111/bjet.12485
  37. Ngengebule, A. T., Molatlhegi, M. M., Tshaka, N. N., & Mamadisa, S. (2007). Tutorial services, discussion classes and work-integrated learning (TSDL): Tutor handbook. UNISA Press.
  38. Nhando, D. (2015). Three key challenges of implementing eLearning in Africa. eLearning Industry. https://eLearningindustry.com/3-key-challenges-implementing-eLearning-in-africa
  39. Oliver, E. (2014). Theological education with the help of technology. HTS Theological Studies, 70(1), 1–7. https://hdl.handle.net/10520/EJC159795
  40. Panda, S., & Mishra, S. (2007, November 20). E‐Learning in a mega open university: Faculty attitude, barriers and motivators. Educational Media International, 44(4), 323–338. https://doi.org/10.1080/09523980701680854
  41. Polit, D. F., & Beck, C. T. (2017). Essentials of nursing research: Appraising evidence for nursing practice (10th ed.). Wolters Kluwer/Lippincott Williams and Wilkins.
  42. Radha, R., Mahalakshmi, K., Kumar, V. S., & Saravanakumar, A. R. (2020, June). E-Learning during a lockdown of Covid-19 pandemic: A global perspective. International Journal of Control and Automation, 13(4), 1088–1099. http://sersc.org/journals/index.php/IJCA/article/view/26035
  43. Reese, H. W. (2011). The learning-by-doing principle. Behavioural Development Bulletin, 17(1), 1–19. http://dx.doi.org/10.1037/h0100597
  44. Roberts, J. (2018, January). Future and changing roles of staff in distance education: A study to identify training and professional development needs. Distance Education, 39(1), 37–53. http://dx.doi.org/10.1080/01587919.2017.1419818
  45. Rohayani, A. H., Kurniabudi, & Sharipuddin. (2015). A literature review: Readiness factors to measuring e-Learning readiness in higher education. Computer Science, 59, 230–234. https://doi.org/10.1016/j.procs.2015.07.564
  46. Schäfer, E. (2002). Aspects of an educational and learning culture of the University in the knowledge society. In M. Cordes, & E. Schäfer (Eds.), University as a space of life-spanning education: On the way to a new learning culture (pp. 3–30). Festschrift für Ernst Prokop. Regensburg: AUE eV.
  47. Sinyolo, S. (2020, February). Technology adoption and household food security among rural households in South Africa: The role of improved maise varieties. Technology in Society, 60, 101214. https://doi.org/10.1016/j.techsoc.2019.101214
  48. Tait, A. W. (2013). Editorial. Journal of Learning for Development, 1(1). http://jl4d.org/index.php/ejl4d/article/view/39/20
  49. Tarimo, I. A. (2013). Factors affecting students' enrolment and dropout at The Open University of Tanzania, Lindi Region. Journal of the Open University of Tanzania, 14(1), 111–133. https://www.ajol.info/index.php/huria/issue/view/11711
  50. Tejedor, S., Cervi, L., Pérez-Escoda, A., & Jumbo, F. T. (2020, November). Digital literacy and higher education during COVID-19 lockdown: Spain, Italy, and Ecuador. Publications, 8(48), 1–17. http://dx.doi.org/10.3390/publications8040048
  51. The, M. M., & Usagawa, T., (2018). Change in e-learning readiness and challenge for Myanmar higher education. Creative Education, 9(9), 1277–1286. https://doi.org/10.4236/ce.2018.99095
  52. Tracy, S. J. (2013). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. Wiley-Blackwell.
  53. Trilling, B., & Fadel, C. (2009, September). Twenty-first-century skills: Learning for life in our times. John Wiley & Sons. ISBN: 978-0-470-55391-6
  54. United Nations Educational, Scientific and Cultural Organization. (2011). UNESCO ICT competency framework for teachers. United Nations Educational, Scientific and Cultural Organization. https://iite.unesco.org/pics/publications/en/files/3214694.pdf
  55. Van Den Berg, G. (2020, October). Context matters: Student experiences of interaction in open distance learning. Turkish Online Journal of Distance Education, 21(4), 223–236. http://dx.doi.org/10.17718/tojde.803411
  56. Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003, September). User acceptance of information technology: Toward a unified view. Management Information Systems Quarterly, 425–478. https://doi.org/10.2307/30036540
  57. Zawacki-Richter, O. (2004). The growing importance of support for learners and faculty in online distance education. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 51-62). BIS-Verlag der Carl von Ossietzky Universität Oldenburg. http://www.c3l.uni-oldenburg.de/cde/support/fa04/Vol.%209%20chapters/Zawacki-Richter.pdf
  58. Zawacki-Richter, O. (2005). Online faculty support and education innovation: A case study. European Journal of Open, Distance and E-learning, 8(1). https://old.eurodl.org/?p=archives&year=2005&halfyear=1&article=163
  59. Zawacki‐Richter, O. (2021, January). The current state and impact of Covid‐19 on digital higher education in Germany. Human Behavior and Emerging Technologies, 3(1), 218–226. https://doi.org/10.1002/hbe2.238