Online and Distance Education for a Connected World

doi:10.14324/111.9781800084797

Cited by 4 publications

(1 citation statement)

References 299 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Transdisciplinary learning approaches enable students to recognise not only their own skills and perspectives, but those of their peers (Klein, 2018). This is particularly the case for TNE students and distance learning students who often have specific employability needs and motivations, such as the need to balance study alongside additional commitments and work (Winter, 2023).…”

Section: Introductionmentioning

confidence: 99%

A three lenses approach to employability: transdisciplinary approaches to TNE students' careers education

Brammar

2023

HESWBL

View full text Add to dashboard Cite

PurposeThis paper aims to explore a transdisciplinary approach to the careers and employability education of transnational education (TNE) students of higher education. It proposes that an approach which adopts three lenses of academic study, lived experience and career stage can provide maximum benefits to the TNE students' careers education, particularly in response to the modern workplace. The study aims illustrate the potential benefits of such an approach to multiple stakeholders within higher education.Design/methodology/approachThis paper adopts a viewpoint approach drawing on higher education career service practitioner-based experience of using a specific approach to employability with TNE students studying with a large university based in the UK. Student evaluation data from this practice are referred to in the paper.FindingsThis paper provides insights into how this approach to employability was received by higher education TNE students who participated in a pilot project led by a higher education careers service, which adopted the three lenses approach.Originality/valueThis paper illustrates how a transdisciplinary approach to the careers and employability education of TNE students can be of significant value to the higher education students themselves, the institutions within which they study and the graduate recruiters looking to attract future employees for the workplaces of the future. It is hoped that by sharing this approach more stakeholders within the TNE and careers and employability communities within higher education will adopt a similar approach.

show abstract

Section: Introductionmentioning

confidence: 99%

A three lenses approach to employability: transdisciplinary approaches to TNE students' careers education

Brammar

2023

HESWBL

View full text Add to dashboard Cite

show abstract

Learning Management System (LMS) for Academic Inclusion and Learning Agency: An Interpretive Review of Technoprogressivism in ODL Instructional Technology Policy

Nkambule,

Ngubane,

Mncube

2023

Journal of Education, Society &Amp; Multiculturalism

View full text Add to dashboard Cite

Literature frequently describes how ineffective implementation of instructional policy frameworks can make distance learning a lonely and unrewarding academic pursuit, characterized by high student drop-out rates, high failure rates and academic exclusion. In trying to mitigate this catastrophe, academic departments in distance learning institutions utilize learning management systems (LMSs) to stimulate students’ learning experiences. In keeping with techno-progressivism, the researchers (and authors of this paper) turned to extant documentary policy and literature to review – qualitatively – how the University of South Africa’s (Unisa’s) Open Distance Learning Policy (ODLP) promotes academic inclusion and learning agency as cornerstones of student success and social justice, especially in an unequal society like South Africa. The findings revealed the following: 1) Unisa’s ODLP position has the impetus to influence the deployment of the LMS to promote academic inclusion; 2) Practical means of promoting inclusion were mirrored in the provision of manual or electronic learning material, computer laboratories and free internet connectivity in regional centres across all nine provinces of South Africa, as well as in the provision of laptops for National Student Financial Aid Scheme (NSFAS)-funded students, 30 gigabytes of free monthly mobile data to all students, and assistive technologies for students with disabilities; 3) Practical utilization of an LMS to foster self-regulated learning occurred through problem-based individual activities supplemented by asynchronous demonstrative learning material (e.g. audio, video), while collaborative learning agency was enabled through e-tutoring, which afforded students the opportunity to interact with e-tutors and their peers about the learning content; 4) Drawbacks in the use of the LMS stemmed from the insufficiency of assistive learning technologies that are required for students with disabilities to participate fully in online learning, and a corpus of students’ irregular attendance at and participation in e-tutoring discussions and their projection of a negative attitude towards the e-tutors.

show abstract

Emerging Trends in South African Higher Education: A Critical Analysis of Distance Learning Modalities in Music

Yende

2023

Progressio

View full text Add to dashboard Cite

This study addresses the dynamic shifts in South African higher education, focusing on integrating distance learning into music education. The proliferation of digital platforms has redefined educational paradigms, necessitating a critical examination of its impact on music pedagogy within the South African context. Employing a qualitative critical analysis methodology, this research leverages existing scientific literature to discern patterns, challenges, and opportunities presented by distance learning modalities. Anchored in Jack Mezirow's Transformative Learning Theory, this study investigates emerging trends in distance learning modalities within South African higher education music programmes. Two significant findings emerge: firstly, distance learning fosters student autonomy, enabling self-directed exploration of musical concepts. Secondly, collaborative online environments facilitate cross-cultural musical exchanges, enriching students' cultural understanding and musical proficiency. This study underscores the imperative of harnessing technology for music education in South Africa, emphasising its capacity to democratise access and broaden cultural understanding. The findings contribute to a growing body of literature on transformative learning experiences in music education, offering practical insights for educators and policymakers. As South Africa's educational landscape continues to evolve, this research lays a foundation for the innovative integration of digital platforms, ushering in a new era of inclusive and culturally enriched music education.

show abstract

Online and Distance Education for a Connected World

Cited by 4 publications

References 299 publications

A three lenses approach to employability: transdisciplinary approaches to TNE students' careers education

A three lenses approach to employability: transdisciplinary approaches to TNE students' careers education

Learning Management System (LMS) for Academic Inclusion and Learning Agency: An Interpretive Review of Technoprogressivism in ODL Instructional Technology Policy

Emerging Trends in South African Higher Education: A Critical Analysis of Distance Learning Modalities in Music

Contact Info

Product

Resources

About