Comparative Analysis of Pedagogical Strategies Across Disciplines in Open Distance Learning at UnisaODL at Unisa

Abstract

Re-engineering technological strategies in teaching and learning in an open distance learning (ODL) environment is paramount as the demand for access to quality higher education escalates drastically on a year to year basis. The organisational framework requires change in order to accommodate the increasing number of students. In view of the changing higher education landscape and the increase in the number of students qualifying for higher education acceptance, open distance education has been opened to residential institutions. Despite the fact that demands is greater than supply in the higher education sector, the University of South Africa (Unisa), in reaction to the "competitive threat," has embarked on the re-evaluation of ODL as a component of its teaching and learning methodology. Unisa focussed on its pedagogical approaches as a primary means of maintaining its competitive edge. The challenges in the higher education sector are also attributed to the basic education sector that does not prepare students sufficiently for higher education. ODL, if applied appropriately, could be a strategy to address the issues of access, equality, and equity in a democratic South Africa. Pedagogical strategies that are functional and appropriate need to be applied in the higher education sector. Hence the research question is to determine what ODL strategies can be implemented to ensure that students are on par with traditional universities. Therefore, this paper explores the pedagogical strategies that colleges may use with the intent to improve delivery of teaching and learning in an ODL environment.

Talent Management Implementation at an Open Distance E-Learning Higher Educational Institution: The Views of Senior Line Managers

“…This study was conducted at the University of South Africa (Unisa), a mega distance higher education and the largest open distance e-learning institution in Africa (Mkhize, Mtsweni, & Buthelezi, 2016;Ramdass & Masithulela, 2016) and the longest standing dedicated distance education university in the world (Unisa, 2016). Apart from a strong research focus, the university, which employs 5000 staff, offers a variety of study choices to over 400,000 students.…”

Professors’ perceptions and teaching-learning strategies during social isolation motivated by COVID-19

“…Also known as Distance Education, it is a teaching modality through the need to use technological tools to impact academics efficiently and positively in the learning process (Ramdass & Masithulela, 2016).…”

“…Although intense changes in teaching-learning methodologies have marked the last decade, especially in higher education (Taraban, Rynearson, & Kerr, 2000;Tinajero, Lemos, Araújo, Ferraces, & Páramo, 2012;Hilliger et al, 2020), there were changes and the insertion of distance learning (DE) (Miles, Mensinga, & Zuchowski, 2018), which significantly increased the training of students from various educational segments (Ramdass & Masithulela, 2016).…”

Improving Student Success Rate in Open Distance Learning Settings through the Principle of Constructive Alignment

“…Englund et al [25] maintain that over the last 25 years, educational technology in Higher Education (HE), particularly ODL, has been promoted as having the potential to transform teaching and learning. Adding their views on the importance of technology in HE, Ramdass and Masithulela [26] and Farah [27] are of the view that the advent of the digital era has brought with it very important changes in various aspects of the education system, and it is very difficult to provide tuition to students in ODL environments without the practice of technology and this creates an atmosphere which Farah et al [27] refer to as the "digital disconnect." Technological advances have radically transformed the way in which education is delivered and received in HE institutions, particularly in ODL settings.…”