Paradigm shift associated with high-tech environment and flexible learning

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CHAPTER 3 Learners and HE flexible ICT models

 Introduction

Chapter 2 covered salient points gleaned from the literature review. The contextualisation of ICTs and flexible learning was traced to what is referred to as the third wave revolution, which is characterised by the knowledge/digital economy, knowledge workers, globalisation, concomitant lifelong learning and associated distance education.
The delivery of quality education remains one of the key challenging questions at both primary, secondary and tertiary education levels. There is no doubt that the stakeholders in education, including government, corporate and public society, see part of the solution as the adoption and implementation of a viable ICT model in alleviating some of the identified problems. Generally, DE institutions are expected to play a critical role in addressing the need for quality education. It is equally critical that the use of ICTs by DE institutions (myUnisa and DVC models at Unisa) help address some of the identified challenges head-on rather than window-dress them. Chapter 3 will determine whether this is the case. Mere assessment of the prevailing situation suggests otherwise, as both myUnisa and DVC appear not to have seen good days (they are very much on the sidelines) in terms of their mandate. There is a vital role that could be played by DVC in matters relating to pedagogies, provided that all the necessary prerequisites are met. How Unisa’s ICT-based models compare to other models in South Africa is the question to be answered in this chapter, and international practice, seminar and conference papers analyses are included as well. In the quest for a viable solution to problems encountered in use of ICTs for flexible delivery and learning, the above questions form the basis upon which the researcher tackles this aspect of the
research.

 Use of ICT model to overhaul South Africa’s educational cultural landscape

Transformation challenges facing secondary and tertiary educators

When the latest matric results (2006) are studied, there are mixed reactions. Gauteng appeared to be one of the few provinces with achievers (dubbed Mandela’s children) who “met Mandela’s expectations”, according to Gautengonline (Provincial Gov Portal dated 28/12/2006). According to the keynote speaker (Jhb – Press Release) Premier Shilowa, the success of the achievers marked the results of a “sustained culture of learning”, effective teaching and learning and the successful introduction of a new curriculum, culminating in a 78,35% pass rate, improved by 3,45% over the previous year, surpassing even the National Department of Education’s target figure of 78% in the process. Furthermore, the celebrated achievement meant that “the selfless service” rendered by the “unsung heroes and heroines” whose drive was to see “healthy, skilled and productive people” was emerging. Last but not least, the celebrations also marked ‘girl power’ as girls produced more distinctions than boys (Motshekga, (2007) MEC for Education).
Most unfortunately, not all the provinces were in a celebratory mood over their results. Others even decided to mete out serious punishment such as redeployment or dismissal to principals heading underperforming schools. According to the Mail and Guardian homepage, 05/01/2007, in a bid to protect their members, unions such as SADTU went to great pains to come up with counterproposals such as “continued monitoring and target support” to such schools instead of what they termed “threats” to diffuse the powder keg situation (Sadtu: Support needed for underperforming schools, 2007).
Drug problems, serious violent crime, teenage pregnancies and dropouts continue to haunt the majority of South African schools despite 12 years of the new democratic dispensation. Undoubtedly, the Department of Education has had a mountain to climb in trying to solve some of these problems while levelling the playing field at the same time. Initially the major task has been uprooting apartheid in the school system. However, one has to bear in mind that it took more than 48 years of the Nationalists’ reign to perfect the apartheid machinery. Among other thorny issues, the integration of different departments has proven tricky – particularly regarding redeployment and distribution of resources. The former poor historically disadvantaged schools (HDSs) are increasingly being abandoned for the wealthy former model C schools by middle class children (including those from the emerging black middle class). The biggest drawback seems to lie with the authority given to school governing bodies (SGBs), whose prerogative in determining tuition fees seems to be the main cause of segregation (with finance as the predominant factor). These former model C schools happen to be predominantly located in formerly white suburbs, thus resulting in the desertion of the HDSs located in poor black townships. Hence Mail & Guardian’s appropriate caption and observation that Apartheid continues to haunt SA’s schools, (2006). It is not surprising that the worst cases of crime, anarchy, dropout and lack of quality in teaching and learning are experienced in such poor schools.
The newly adopted outcomes-based curriculum as the replacement for the fragmented and segregatory apartheid model curriculum has met with some resistance (due to the perception that it results in underqualification, poor teacher: learner ratio, a shortage of resources to deploy the curriculum and lack of capacity) in some circles. Debates concerning the outcomes-based model continue to rage in both public and corporate sectors. It is for this reason that the Federation of Unions of South Africa (FEDUSA) laments -South African education system and economy fail its pupils,(2006). Sadtu: support is needed for the underperforming schools, (2007) also denotes the gravity of the situation. The syllabus is said to be difficult to implement due to underqualified teachers and a lack of resources, and things are made even more difficult for the ill-prepared school leavers by industry which insists on hiring experienced workers (Kelly heads for JSE, 2007).
The issue of appropriate qualifications has been raising significant concern for some time now. The production of irrelevant skills is the downfall of South African universities (Bennet, 2002). The said hurdle is reiterated through the article titled South Africa’s system fails its matriculants, 2006. Year in and year out, more and more of our diplomands and graduates seem to wonder through the streets from one firm to another without qualifying for the job due to irrelevant qualifications. As a result, South African industrial and commercial markets with a specific need for rare skills in engineering, accounting and IT have numerous positions that remain unfilled for a good part of the year. As such, these positions according to Bennet, (2002) & Kelly heads for JSE, (2007) become easy pickings for qualified internationals.
To make matters worse, global standards appear to be out of reach for many of the South African schools tested in research study of international standing (Mngxtiama, 2002).Participation in critical subjects such as Maths and Science (by the Third International Maths and Science Study of Gr 8, 2007) saw SA ranking low among 50 participating countries. This sorry picture was further corroborated by the numeracy results of the United Nation’s Educational, Scientific and Cultural Organisation (2007), which showed Gr 4 learners of South Africa trailing behind others elsewhere..
The preceding account poses a serious question about the quality and standard of the pupils who subsequently sit for matric – the question that has not escaped the attention of the university, public and corporate world. As a result, a number of universities have also introduced bridging programmes as means to offer school leavers yet another chance to gain access to university. At the same time, this bridging opportunity acts as a lifesaver for these universities, which would soon be out of business due to the scarcity of the matriculants who pass with distinctions in their exemptions (as they are quickly snapped up by the competing universities both locally and internationally).
The debate about white collar (professional, highly skilled) educational material versus blue collar (low or semi-skilled) material has been put on hold lately in that the country has turned to look for more blue collar careers in certain respects. As such, it is not surprising that some of the university qualified graduates spend more time job-hunting than their blue collar counterparts (with mere certificates). In fact, organisations have to be more selective when it comes to university qualifications or degree programmes, as some are not sellable/marketable, depending on the prevailing economy. As more stadia and road construction projects roll out in line with the planned 2010 FIFA soccer festivities to be hosted in SA, this trend of an increasing demand for semi-skilled artisans is likely to continue.
Though hard to believe, it does appear that, despite the increased accessibility of Africans to elite tertiary institutions, research and the dominance of the sciences, Maths and technology remain the domain for the privileged few.
The university’s credibility in this respect is also at stake (Badat, 2002). Badat (2002) asks whether taxpayers are getting value for their money. Some universities have joined the negative swansong by reporting that some of the students who finished matric with several distinctions were forced to undergo their bridging courses as they failed their entrance examinations.
Students’ inefficiencies are appalling, reports Badat (2002). He says that “we continue to produce graduates who lack knowledge, attitudes, skills, literacy and numeracy to effectively execute their responsibilities as employees. The consequences are borne by the poor, the young and the aged in the inability of the public service to deliver effectively. Various ministries and business leaders have expressed concern at the shortage of high-level personpower as well as the inability of many graduates to respond to the changing economy and society. Not surprisingly, the quality of the recruits, the nature and the appropriateness of their qualifications and training, the international competitiveness of graduates in some fields, is increasingly being questioned.”
Not all the blame should be apportioned to tertiary education; some should also be apportioned to the failure to lay a sound base for higher education by secondary education. The critical question that needs to be answered is: How is tertiary education helping to tackle this problem? Can tertiary education afford to solve the secondary education problem of lack of quality? Pointing a finger has never been the solution and it is not going to be the one in the near future either – therefore tertiary educationists or academics have to help bring about lasting solutions to provide better quality i secondary education, e.g. through working closely with them particularly in areas of need, and conducting relevant research in identified relevant problematic areas.
Umalusi as the matric examination authority needs to be given the necessary support by the stakeholders – governing bodies, educationists, public and corporate bodies. Where wrongs are observed, constructive criticism should be given, and where credit is due for excellent service, the relevant merit must be awarded.

CHAPTER 1 Introduction and Background: Dynamic Flexible Delivery and Learning
1.1 Challenges facing the application of the ICT models COOL (myUnisa) and DVC at Unisa
1.2 Becoming aware of the problem
1.3 Formal research studies on COOL and DVC
1.4 Problem statement
1.5 Research Questions
1.6 Purpose and aims of the study
1.7 Motivation/rationale for the study
1.9 Definitions of key concepts
1.10 Research design
1.11 Quantitative paradigm
1.12 Qualitative paradigm
1.13 Integrative approach
1.14 Methodology
1.15 Dynamic application of ICTs
1.16 Demarcation of study
1.17 Sampling subjects
1.18 Anticipated shortcomings of the study
1.19 Ethical considerations
1.20 Expected outputs of this research
1.21 Layout of the dissertation
1.22 Summary
CHAPTER 2 Literature review: Digital economy, innovative, flexible delivery
2.1 Introduction and background
2.2 Sources and their value
2.3 Why a literature review?
2.4 Historical perspectives on growth of ICTs and knowledge phenomena
2.5 Paradigm shift associated with high-tech environment and flexible learning
2.6 Changing scenarios in DE
2.7 Pedagogical perspectives: Theories, methodologies and learning styles
2.8 Virtual learning campus (e.g. myUnisa) reenergised through emerging collaborative relationships in flexible delivery
2.9 Demystifying the pedagogical aspects of online (myUnisa) and DVC learning
2.10 Prerequisite skills required for manipulation of online technology and multimedia
2.11 Design and composition problems to avoid: Instructional implications
2.12 Critical factors leading to successful implementation of online instruction
2.13 Dynamic application of ICTs
2.14 Summary
CHAPTER 3 Learners and HE flexible ICT models
3.1 Introduction
3.2 Use of ICT model to overhaul South Africa’s educational cultural landscape
3.3 Prospects: The new Unisa as a flexible learning institution
3.4 ICT models use: COOL, SOL (myUnisa) & DVC
3.5 Comparative analyses of ICTs use at Unisa and globally
3.6 Summary
CHAPTER 4 Research Design & Methods, Rationale for Integrative Programme & Engineering
4.1 Introduction
4.2 Optimal utilisation or underutilisation of ICTs for flexible deliver
4.3 Reasons for using integrative programme evaluation
4.4 Sampling
4.5 Formative phase
4.6. Summative phase
4.7 Why Engineering?
4.8 Summary
CHAPTER 5 Research Application: Perceptions and Analyses – Delivery and Learning
5.1 Introduction and background
5.2 Project integrative programme evaluation approach
5.3 DE learners and their characteristics affecting sampling
5.4 Data collection, analyses and findings
5.5 Face-to-face interviews
5.6 Findings from and analysis of interviews with academics and tutors
5.7 Findings from and analysis of interviews with instructional
5.8 Findings from and analysis of interviews with multimedia developers
5.9 Self-administered structured questionnaires (SASQ)
5.10 Findings from and analysis of SASQ to academics and tutors
5.11 Findings from and analysis of SASQ to instructional designers and other developers
5.12 Findings from and analysis of SASQ to multimedia producers and developers
5.13 Focus group interviews with learners
5.14 Comparative study between personal interviews, SASQ and focus group interviews 1 and 2
5.15 Summary
CHAPTER 6 Findings, Conclusions and Recommendations
6.1 Introduction
6.2 Summary of main findings
6.3 Conclusions and their recommendations.
6.4 Further studies
6.5 Concluding remarks
7. BIBLIOGRAPHY
8.GLOSSARY
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