EDUCATION, TRAINING AND EVELOPMENT (ETD) IN THE DOD AND SANDF

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TYPICAL PROBLEMS FOUND IN DISTANCE LEARNING

It is widely known and accepted that distance learning is a teaching and learning methodology in which students receive their learning and instruction away from the institution and instructors that they have enrolled. Thus, the term distance learning in this study also referrers to other forms of distance learning as discussed in the next chapter, in the section, ‘the concept of distance learning in the Department of Defence’.
Distance learning has been and still is referred to as distance education, distributed learning, online learning, and e-learning and/or web-based instruction (Duangploy, Williams, & Gray, 2007:13).
It is fair to state that distance learning problems vary from institution to institution among those that conduct their instruction through this mode. A number of authors have pointed out a number of problems associated with distance education effectiveness though many others have recognised that this kind of teaching and learning has a supportive dimension. For example, Rovai (2003:2) refers to Carr (2000) who noted that persistence in distance education programmes is often 10-20 percent lower than in traditional content programs. It is not necessarily the intention here to give detailed reasons behind these problems.
But the fact is that these problems vary and, sometimes, interrelated. A study conducted by Qureshi, Morton and Antosz (2002:[s.p.]) found that distance education students were less motivated than on-campus students. There is also the problem of drop-out; countless reasons for dropout in the distance education mode of instruction have been documented in many studies.

CHAPTER 1 INTRODUCTION AND ORIENTATION
1.1 INTRODUCTION
1.2 TYPICAL PROBLEMS FOUND IN DISTANCE LEARNING
1.3 BACKGROUND TO THE STUDY
1.4 PROBLEM STATEMENT
1.5 MAIN RESEARCH QUESTION
1.6 SUB-RESEARCH QUESTIONS
1.7 AIM
1.8 OBJECTIVES
1.9 RATIONALE FOR UNDERTAKING THE STUDY
1.10 CONCEPTUAL FRAMEWORK OF THE STUDY
1.11 RESEARCH DESIGN, METHODOLOGY ANSTRATEGIES
1.11.1 Population and sample
1.11.2 Data collection
1.11.3 Data analysis
1.12 CHAPTER OUTLINE
1.13 DEFINITIONS OF TERMS AND CONCEPTS
1.13.1 Curriculum development
1.13.2 Dialectic
1.13.3 Dialogue
1.13.4 Discipline
1.13.5 Distance learning
1.13.6 Drop out
1.13.7 Education, Training and Development (ETD)
1.13.8 DOD ETD Process
1.13.9 Instructional design
1.13.10 Student support
1.13.11 Transactional distance
1.14 CONCLUSION
CHAPTER 2 EDUCATION, TRAINING AND EVELOPMENT (ETD) IN THE DOD AND SANDF
2.1 INTRODUCTION
2.1.1 The mandate of the Department of Defence
2.1.2 Organisations and structures of the S.A. Defence system and their responsibilities to the DOD ETD
2.1.3 Training Command Formation
2.2 THE NEED FOR EDUCATION, TRAINING AND DEVELOPMENT IN THE DEPARTMENT OF DEFENCE
2.3 THE CONCEPT ‘DISTANCE EDUCATION’ IN THE DOD
2.4 DISTANCE LEARNING IN THE DOD AT PRESENT
2.5 REASONS FOR UTILISING DISTANCE LEARNING IN THE DOD
2.6 MODE OF DISTANCE LEARNING DELIVERY IN THE DOD
2.6.1 Distance learning delivery in the Department of Defence (DOD)
2.7 GENERATIONS OF DISTANCE EDUCATI
2.7.1 Synchronous delivery
2.7.2 Asynchronous delivery
2.7.3 The First Generation of Distance Education
2.7.4 The Second Generation of Distance Education
2.7.5 The Third Generation of Distance Education
2.7.6 The Fourth Generation of Distance Education
2.7.7 The Fifth Generation of Distance Education
2.8 PROBLEMS EXPERIENCED WITH DISTANCE LEARNING IN THE DEPARTMENT OF DEFENCE
2.8.1 Students do not complete their programmes
2.8.2 Lack of teacher or instructor qualifications
2.8.3 Poorly prepared materials
2.8.4 Lack of student-support
2.9 POSSIBLE APPROACHES TOWARDS SOLVING THE DISTANCE LEARNING PROBLEMS IN THE DOD
2.9.1 Adopt student-centred or self-directed approach
2.9.2 Develop student-support service system
2.9.3 Thorough instructional system design
2.9.3.1 The ETD Process as the DOD instructional system design
2.9.4 Formulate distance learning policy
2.9.4.1 The distance learning model for the Department of Defence
2.10 CONCLUSION
CHAPTER 3 DESIGN AND DEVELOPMENT OF DISTANCE LEARNING PROGRAMMES AND MATERIALS IN THE DEPARTMENT OF DEFENCE
3.1 INTRODUCTION
3.2 THE DOD DEFINITION OF A CURRICULUM
3.3 PURPOSE OF A CURRICULUM
3.4 IMPORTANCE OF ALIGNING THE CURRICULUM WITH THE NQF
3.5 DIFFERENT APPLICATIONS OF CURRICULA
3.6 THE PLACE OF INSTRUCTIONAL DESIGN IN A CURRICULUM
3.7 THE DOD ETD PROCESS
3.8 EVALUATING THE DOD ETD SYSTEM
3.9 CONCLUSION
CHAPTER 4 THE CONCEPT OF DISTANCE LEARNING IN THE MILITARY AND IN OTHER PUBLIC LEARNING ENVIRONMENTS
4.1 INTRODUCTION
2. Student-support services at study centres
3. Services related to teaching and learning needs
4. Services related to access and information
processes needs
5. Services related to social and personal needs
4.2 CONCLUSION
CHAPTER 5 THEORETICAL FRAMEWORK OF THE STUDY
5.1 INTRODUCTION
5.1.1 Performance excellence
5.2 DEFINITION OF A THEORETICAL FRAMEWORK
5.3 JUSTIFICATION OF A THEORETICAL FRAMEWORK
5.4 INSTRUCTIONAL DESIGN (ID) SYSTEM THEORY
5.5 TYPES OF INSTRUCTIONAL DESIGN (ID) APPROACHES
5.6 LEARNING THEORIES IN RELATION TO INSTRUCTIONAL
5.7 MICHAEL MOORE’S THEORY OF TRANSACTIONAL DISTANCE
5.8 DIALECTIC METHOD IN SOCIAL THEORY
5.9 DISCIPLINE OR DIALOGUE
5.10 PROGRAMME EVALUATION
5.11 CONCLUSION
CHAPTER 6 RESEARCH DESIGN, METHODOLOGY AND STRATEGIES
CHAPTER 7 SUMMARY OF THE FINDINGS OF THE FOCUS GROUP INTERVIEWS, INDIVIDUAL INTERVIEWS AND STUDENT REPORTS
CHAPTER 8 SUMMARY OF THE RESULTS, CONCLUSIONS, RECOMMENDATIONS AND IMPLICATIONS
BIBLIOGRAPHY
LIST OF APPENDICES