Supply and demand for teachers: is open and distance learning an answer?

Abstract

The sheer number of teachers required to cater for an unprecedented increase in enrolment in developing countries, and corresponding continuous professional development to improve teaching and learning, remain a major problem. Given this problem, I argue that traditional face-to-face training of teachers no longer suffices to manage imbalances in the supply of and demand for teachers in South Africa, and hence the need for open and distance learning. I further argue that the allocation of resources to higher education institutions for teacher training using distance education within South Africa, if not reviewed, will constrain the quality and capacity of institutions to respond adequately to future teacher shortages. I conclude that the discourse on teacher supply and demand should be tempered with awareness of the looming crisis of teacher retention that is always at the periphery of the planning of, and discourse on teacher provision in the country.     

Learning Technologies and the Issues for Management Education

abstract

Innovation in teaching and learning is an important feature of current general educational developments at all levels. This article will explore the literature regarding the development of new delivery systems, in particular those which are technology based, and will seek to identify the critical issues and implications involved in using emerging technologies in open learning. However, the author's specialism is post experience management development and thus the focus of the article is directed primarily towards the implications for learning in this area.     

Shifting the focus from motivated learners to motivating distributed environments: a review of 40 years of published motivation research in Distance Education

ABSTRACT

This article reviews motivation research published in Distance Education since 1980, highlighting the major foci of investigation and reflecting on past findings. A major trend was that past research has focused predominantly on learners’ motivational attributes using sociocognitive models of motivation. We therefore have developed a good understanding of motivating variables such as self-efficacy and their power in engaging learners. However, this can be problematic because sociocognitive research situates motivation within an individualistic paradigm with limited attention given to examining whether learning supports and instructional designs in open and distance learning mediate and motivate learning engagement. Building on the review, this article seeks to shift the research attention from whether learners are motivated to crafting an open and distance learning system that is motivating and engaging by tapping into multiple motivation sources available beyond the confines of an individualistic frame.     

Assessment worlds colliding? Negotiating between discourses of assessment on an online open course

Abstract

Using the badged open course, Taking your first steps into Higher Education, this case study examines how assessment on online open courses draws on concepts of assessment used within formal and informal learning. Our experience was that assessment used within open courses, such as massive open online courses, is primarily determined by the requirements of quality assurance processes to award a digital badge or statement of participation as well as what is technologically possible. However, this disregards much recent work in universities that use assessment in support of learning. We suggest that designers of online open courses should pay greater attention to the relationship of assessment and learning to improve participant course completion.     

Digital transformation in higher education: critiquing the five-year development plans (2016-2020) of 75 Chinese universities

ABSTRACT

This study examined how the role of digitalization is framed in the strategic development plans of 75 top universities in China. Findings show that digitalization as perceived by these universities features instrumentality (e-campus construction and application) and modernization (sustaining and efficiency innovations in teaching and learning), a situation also seen in other countries. On the other hand, there seems to be not enough incentive for them to use digital technologies to serve a wider community and to build technology-enhanced research capacity. There is also scanty evidence of open, flexible, distributed, and disaggregated learning encouraged in these plans. Finally, unique to Chinese higher education institutions are the goals of building a positive online ethos and developing political and ideological education via digital means. Influence of national policies and strategies on institutional digital strategies is also discussed.     

Lay Readers in 13th Grade English

Abstract

Higher education is moving toward increased online and blended learning formats; however, finding useful resources for such teaching can be challenging. One useful device for integrating multimedia in online and blended teaching is the open video repository (OVR), which principally provides freely accessible curated videos and also often suggestions for applying these videos to student learning. From a review of leading online sources in the social and natural sciences, this article describes the foundational OVR environment and acts as an initial guide for those interested in using OVRS.     

Authentic,dialogical knowledge construction: a blended and mobile teacher education programme

Background: Knowledge construction and technology have been identified as critical for an understanding of the future of teacher education. Knowledge is discovered, applied and created collaboratively from authentic starting points. Today’s new mobile and blended learning environments create increased opportunities for such processes, including learner-centred approaches, authenticity and dialogical knowledge construction. However, teaching still requires appropriate learning design and structuring. The presented study explored, and was designed and implemented, using the ‘Dialogical Authentic Netlearning Activity’ (DIANA) pedagogical model, which is seen as one of the learning designing models for existing digital, open and mobile learning environments.

Purpose: The purpose of this study was to identify the challenges and opportunities inherent in the adoption of the DIANA model and to examine student-teachers’ reflections concerning authentic and dialogical knowledge construction. The focus is on the learning process.

Sample: Participants were 63 student-teachers who were following the study module ‘Networks in Vocational Education’ at the School of Professional Teacher Education, in Hämeenlinna, Finland.

Design and methods: This qualitative study uses a deductive content analysis to discern relationships between the data and the existing theory. The data for this study were drawn from an online questionnaire and participants’ self-reflective accounts.

Findings: The results indicate that achieving deep-oriented learning through dialogical actions is the most challenging part of using the DIANA model. Some of the students had difficulty understanding the concept of ‘authenticity’.

Conclusions: The findings of this study suggest enhancing learner-centred scaffolding and guidance, particularly at the outset of the learning process. In addition, methods that develop dialogical skills and competences ought to be integrated into teacher education as extensively as possible, in order to make collaborative work and problem-solving genuinely dialogical and equal.     

How can simulation help with learning project work skills? Experiences from higher education in Finland

ABSTRACT

Background: Effective project management and project work skills are important requirements in higher education and many other work place settings. Simulation-based learning, with its use of simulated scenarios and environments, may be a helpful way of supporting skill development. However, much more needs to be understood about the possibilities and challenges that can be involved in the application of this method of learning and teaching, from the perspectives of the learners.

Purpose: This exploratory qualitative study sought to describe university lecturers’ experiences and views of simulation as a method of learning and teaching project skills. The simulation method was tested in Finland, in the context of the national Research and Development Expert Coaching Programme, which was developed for the staff of the Universities of Applied Sciences.

Research methods: Data were collected via a questionnaire with two open questions, to which total of 12 multi-professional participants, all lecturers from Universities of Applied Sciences, were asked to respond in essay form. The data was analysed using inductive content analysis.

Results: Overall, our analysis suggests that participants felt that simulation-based learning was suitable for learning project work. According to the participants, the method helped them learn concrete project work skills, identify and manage challenging situations and promote dialogical sharing between professionals.

Conclusion: The results indicate that simulation can be used to promote project work competence of both new and more experienced project workers in various fields. It is suggested that the method is suitable for both initial and continuing education.     

Perspectives of lifelong education in Portuguese higher education: a critical analysis of learning outcomes

ABSTRACT

Nurturing students’ continuous learning is a current trend in the higher education agenda. Curricula and academic contents should enable students to take part in stimulating learning experiences, as well as promoting both developing and training opportunities in the course of their lives and careers. Despite the relevance given to lifelong learning in the educational system, there are still some open questions: how this concept is understood and put into practice by higher education institutions? The paper aims to analyse the conceptions of lifelong learning as reflected on the learning outcomes proposed in a sample of study programs. A qualitative methodology and a data-driven approach are adopted to explore the content of the learning outcomes proposed in 10% of total study programs submitted to quality accreditation, since 2009. Generally, results reveal that higher education institutions are committed to the lifelong learning paradigm, particularly in master and PhD degrees. Students are expected to ‘invest in personal and professional development through life’, to ‘develop learning competences through life’, as well as to ‘foster lifelong learning’. This study provides a better understanding of the range of perspectives and the relevance given to lifelong learning as a valuable learning outcome.     

The Human‐Technology Interface: Designing for Open and Distance Learning∗

Abstract

Much attention has been focused on the application of computer technology to the delivery of education, through open and distance learning. Within this framework, however, emphasis appears to have been placed on ideal human characteristics rather than on the reality of adult human nature and experience. Using some examples from higher education and continuing education in Australia, this paper discusses technology in relation to the management of open learning; the characteristics, expertise and experience of the instructional developer and the learner. The authors suggest that the design considerations for technology‐based delivery systems for adults should employ a conceptual organization based upon four types of teaching and learning activities.

     

Teacher education students' reflections on how problem‐based learning has changed their mental models about teaching and learning

Abstract

Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices.     

Instructional Technology and Distance Learning Through the Internet

Abstracts

English: The article maps the possibilities open to teaching institutions in distance learning through the Internet. It considers the ways in which the Internet allows us to evaluate the efforts and strategies that should be chosen in order to implement distance learning through the Internet according to the organization's teaching goals and the type of distance teaching it chooses. The basic terms of synchronic and asynchronic learning, non‐interactive learning, scope and learning‐time circles are defined and they create a system of axes upon which one can place distance learning in an organization or a course that consists of various aspects of distance learning.     

Markets or democracy for education 1

Abstract

This paper critically evaluates the effect of introducing markets into the institutional system of education and promotes the claim of a learning democracy to underpin a richer conception for developing the powers and capacities of all citizens.     

Knowledge for Teaching Mathematics: some student teachers' views

ABSTRACT

This investigation examines the views of pedagogical content knowledge of 12 student teachers of mathematics drawn from three different training groups. Attitudes towards and understandings of pedagogical content knowledge were elicited using six Likert‐item statements whilst information on students' learning was obtained through open‐ended questioning. Differences between groups were apparent only in tendencies to give extreme responses and to adopt outlying positions. These differences may be attributable to differences in values or prior knowledge and to training parallels with the social construction of mathematical meaning. Indications of the acquisition of pedagogical content knowledge appeared in all training groups and seemed to be linked to a hierarchical view of mathematics; possible limitations for student learning are implied. Students' views also highlight the importance of reflection upon subject matter knowledge and awareness of learning processes when transforming mathematical ideas for teaching purposes. It is suggested that the role of prior learning is worthy of further investigation.     

Learning Plans

Abstract

Learning plans are essential tools for field education. The development of a learning plan invests the student in the learning process by encouraging ownership. It alsoserves as a model to help students understand the contracting process used when engaging clients. A well thought out learning plan assures accountability and avoids problemsthat may arise resulting from unclear field expectations. Yet, many students and field instructors have difficulty in developing meaningful plans that truly relate to the social work educational experience. This paper provides a framework for developing a learning plan that includes an overview of the student, faculty advisor, and field instructor's roles and the process utilized. Working from broad comprehensive learning goals, cognitive and affective objectives are developed. This leads to specified tasks and evaluative standards. A sample format is presented to further assist students, faculty advisors, and field instructors to develop useful, instructive, and evaluative learning plans.     

The accreditation of prior experiential learning (APEL) in Great Britain — Some implementation issues in vocational education

Abstract

After defining prior experiential learning, the experience of the Assessment of Prior Learning in the United States used to review and analyse developing practices in Great Britain.

The major issues reviewed are the nature of evidence, the collection of evidence into portfolios, assessment and costing such provision. Assessment of prior experiential learning is welcomed, even with the challenges it provides for vocational training and colleges.     

Freedom Train: The Underground Railroad as a Model of Christian Education,Antiracism, and Human Rights Advocacy

Abstract

The Underground Railroad is the first racially integrated civil/human rights movement in the United States. The basic concepts of escape and travel that undergird the movement offer a way of envisioning the teaching/learning exchange as leaving behind unhealthy ideologies, and as journeying with students from one place of understanding to another. The primary participants and select aspects of the movement also offer a way of understanding teaching/learning in the classroom. Benefits of religious educational programming utilizing the proposed model include: developing awareness of the interrelatedness of race/racism/religion/power and a countercultural, counterhegemonic perspective that is informed by faith and evidenced by praxis.     

Costs and Effectiveness of Online Courses in Distance Education

This paper discusses cost-effectiveness as it applies to education, focusing particularly on the delivery of online courses in open and distance learning. The general concept of cost-effectiveness is discussed, and issues concerning the costs and effectiveness associated with using online technology in distance education are then addressed. Finally, a pilot project on an online course at the Open University of Hong Kong (OUHK) is used as an illustrative example. The key features of the pilot project relating to costs and effectiveness are outlined, and ways to improve its cost-effectiveness in implementing its second stage are suggested.     

Using blended learning and out-of-school visits: pedagogies for effective science teaching in the twenty-first century

Background: Recent research and curriculum reforms have indicated the need for diversifying teaching approaches by drawing upon student interest and engagement in ways which makes learning science meaningful. Purpose: This study examines the integration of informal/free choice learning which occurred during learning experiences outside school (LEOS) with classroom learning using digital technologies. Specifically, the digital technologies comprised a learning management system (LMS), Moodle, which fits well with students’ lived experiences and their digital world. Design and Method: This study examines three out-of-school visits to Informal Science Institutes (ISI) using a digitally integrated fieldtrip inventory (DIFI) Model. Research questions were analysed using thematic approach emerging along with semi-structured interviews, before, during and after the visit, and assessing students’ learning experiences. Data comprised photographs, field notes, and unobtrusive observations of the classroom, wiki postings, student work books and teacher planning diaries. Results: We argue, that pre- and post-visit planning using the DIFI Model is more likely to engage learners, and the use of a digital learning platform was even more likely to encourage collaborative learning. The conclusion can also be drawn that students’ level of motivation for collaborative learning positively correlates with their improvement in academic achievement.     

Numinous Moments in the Classroom

Abstract

Service learning combines community service with academic learning. Students learn and develop critical thinking through active participation in organized service experiences. The purpose of this study was to describe the growth of 94 nursing students' critical thinking through service-learning experiences. Results revealed two major themes: development of both professional and community perspectives. Outcomes of the study provide a framework for developing service-learning experiences across the curriculum.