Development of ODL in a newly industrialised country according to face-to-face contact, ICT, and e-readiness

A large number of unqualified and under-qualified in-service teachers are holding back socio-economical development in South Africa, a newly industrialized country. Open and distance learning (ODL) provides an innovative strategy and praxis for developing and newly industrialized countries to reach...

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Autores principales:	J Marinda van Zyl, Christoffel Johannes Els, A Seugnet Blignaut
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2013
Materias:	Open Distance Learning (ODL) Development Phases Pedagogical Support Platforms Contact Classes Information and Communication Technology (ICT) e-readiness Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/af3c4b2e7ad44683b60dba6983929dde
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spelling	oai:doaj.org-article:af3c4b2e7ad44683b60dba6983929dde2021-12-02T17:00:37ZDevelopment of ODL in a newly industrialised country according to face-to-face contact, ICT, and e-readiness10.19173/irrodl.v14i1.13421492-3831https://doaj.org/article/af3c4b2e7ad44683b60dba6983929dde2013-01-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1342https://doaj.org/toc/1492-3831 A large number of unqualified and under-qualified in-service teachers are holding back socio-economical development in South Africa, a newly industrialized country. Open and distance learning (ODL) provides an innovative strategy and praxis for developing and newly industrialized countries to reach their educational and socio-economical objectives through professional development and training. In order to examine factors which affect the success of ODL offered by the North-West University in South Africa, a qualitative and quantitative research approach is used. Factors examined include face-to-face classroom contact, the implementation and use of ICTs, and e-readiness. The relationships between these factors are also discussed. A questionnaire was administered to 87 teacher-students in four Advanced Certificate in Education (ACE) programs to collect quantitative data regarding aspects of their classes and the e-readiness of students. This data was qualitatively elaborated upon by three semi-structured, open-ended focus-group interviews. Besides descriptive statistics, Spearman’s rank-order correlations (r) were determined between variables pertaining to negative feelings towards face-to-face classroom contact, ODL as students’ choice of delivery mode, and students’ positive attitude towards information and communication technology (ICT). Combined quantitative and qualitative findings were used to evaluate the effectiveness of contact classes as well as the e-readiness of students towards the attainment of ODL development Phase D. This phase refers to UNESCO’s description of ICT implementation, integration, and use. Relationships (Spearman’s rank-order correlations) between ODL, as teacher-students’ choice of educational delivery mode, and aspects of their e-readiness suggest that the e-readiness of teacher-students is implicit to their choice of ODL as educational delivery mode for professional development. J Marinda van ZylChristoffel Johannes ElsA Seugnet BlignautAthabasca University PressarticleOpen Distance Learning (ODL)Development PhasesPedagogical Support PlatformsContact ClassesInformation and Communication Technology (ICT)e-readinessSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 14, Iss 1 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Open Distance Learning (ODL) Development Phases Pedagogical Support Platforms Contact Classes Information and Communication Technology (ICT) e-readiness Special aspects of education LC8-6691
spellingShingle	Open Distance Learning (ODL) Development Phases Pedagogical Support Platforms Contact Classes Information and Communication Technology (ICT) e-readiness Special aspects of education LC8-6691 J Marinda van Zyl Christoffel Johannes Els A Seugnet Blignaut Development of ODL in a newly industrialised country according to face-to-face contact, ICT, and e-readiness
description	A large number of unqualified and under-qualified in-service teachers are holding back socio-economical development in South Africa, a newly industrialized country. Open and distance learning (ODL) provides an innovative strategy and praxis for developing and newly industrialized countries to reach their educational and socio-economical objectives through professional development and training. In order to examine factors which affect the success of ODL offered by the North-West University in South Africa, a qualitative and quantitative research approach is used. Factors examined include face-to-face classroom contact, the implementation and use of ICTs, and e-readiness. The relationships between these factors are also discussed. A questionnaire was administered to 87 teacher-students in four Advanced Certificate in Education (ACE) programs to collect quantitative data regarding aspects of their classes and the e-readiness of students. This data was qualitatively elaborated upon by three semi-structured, open-ended focus-group interviews. Besides descriptive statistics, Spearman’s rank-order correlations (r) were determined between variables pertaining to negative feelings towards face-to-face classroom contact, ODL as students’ choice of delivery mode, and students’ positive attitude towards information and communication technology (ICT). Combined quantitative and qualitative findings were used to evaluate the effectiveness of contact classes as well as the e-readiness of students towards the attainment of ODL development Phase D. This phase refers to UNESCO’s description of ICT implementation, integration, and use. Relationships (Spearman’s rank-order correlations) between ODL, as teacher-students’ choice of educational delivery mode, and aspects of their e-readiness suggest that the e-readiness of teacher-students is implicit to their choice of ODL as educational delivery mode for professional development.
format	article
author	J Marinda van Zyl Christoffel Johannes Els A Seugnet Blignaut
author_facet	J Marinda van Zyl Christoffel Johannes Els A Seugnet Blignaut
author_sort	J Marinda van Zyl
title	Development of ODL in a newly industrialised country according to face-to-face contact, ICT, and e-readiness
title_short	Development of ODL in a newly industrialised country according to face-to-face contact, ICT, and e-readiness
title_full	Development of ODL in a newly industrialised country according to face-to-face contact, ICT, and e-readiness
title_fullStr	Development of ODL in a newly industrialised country according to face-to-face contact, ICT, and e-readiness
title_full_unstemmed	Development of ODL in a newly industrialised country according to face-to-face contact, ICT, and e-readiness
title_sort	development of odl in a newly industrialised country according to face-to-face contact, ict, and e-readiness
publisher	Athabasca University Press
publishDate	2013
url	https://doaj.org/article/af3c4b2e7ad44683b60dba6983929dde
work_keys_str_mv	AT jmarindavanzyl developmentofodlinanewlyindustrialisedcountryaccordingtofacetofacecontactictandereadiness AT christoffeljohannesels developmentofodlinanewlyindustrialisedcountryaccordingtofacetofacecontactictandereadiness AT aseugnetblignaut developmentofodlinanewlyindustrialisedcountryaccordingtofacetofacecontactictandereadiness
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Development of ODL in a newly industrialised country according to face-to-face contact, ICT, and e-readiness

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