Pressures on distance higher education

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Introduction

This thesis reports on a study conducted to investigate the design, development and implementation of a learning website as part of a distance education course comprising a combination of media and technology. The website functions as a tool for teaching distance education postgraduate adult learners mostly from previously disadvantaged communities whatever knowledge of nutrition they need to manage the symptoms and general health of people living with human immunodeficiency virus infection and acquired immune deficiency syndrome (HIV and AIDS). The study investigated factors that could serve as strategies and guidelines for the design, development and implementation of e-learning as part of effective postgraduate distance education courses for developing countries. Before ascertaining such factors, the limitations and concerns associated with the teaching and learning of the learners in question had to be established.

Rationale for the study

The rationale for this study is based on (1) what needs to be done to produce an effective interdisciplinary postgraduate distance education course in nutrition and HIV and AIDS aimed at adult learners from previously disadvantaged communities with limited nutrition knowledge and (2) to what extent e-learning can be used to address the limited nutrition knowledge of learners and to communicate knowledge about nutrition and HIV and AIDS while encouraging self-directed exploration knowledge formation.

Need for research

Practical needs Public nutrition has been described as “…incorporating the social science perspective and applied, operational approach to research and education in nutrition. Public nutrition involves the integration of certain specific elements of a range of disciplines, but not all aspects of any one of them.” (Rogers, 1998:7.)

Research problem and questions

This study is concerned with the factors and constraints that need to be considered when utilising e-leaning and the Internet to train learners in the field of nutrition and HIV and AIDS, and with devising possible solutions − with special reference to the implications of implementing a learning website and introducing other media and technologies to support the paper-based course in a way that will meet the needs of distance education adult learners from developing countries.

Abstract
Acknowledgement
Chapter 1: Overview and orientation
1.1 Introduction
1.2 Background
1.3 Rationale for the study
1.3.1 Need for research
1.4 Research problem and questions
1.5 Research approach.
1.5.1 Literature review
1.5.2 Data collecting methods
1.5.3 Subjects of the study
1.5.4 Limitations of the study
1.6 Significance of the research
1.6.1 Structure of the thesis
1.7 Summary
Chapter 2: Literature review
2.1 Introduction
2.2 Analysis of reported research per research question
2.2.1 Pressures on distance higher education
Conclusion
2.2.2 Learning opportunities provided through the Internet and e-learning
Background on the nutrition and HIV and AIDS course.
Application of technology
What value can e-learning add to distance education?
When is the application of technology in education meaningful?
What benefits does e-learning offer distance education?
Reported positive and negative aspects of e-learning modules
Conclusion
2.2.3 Internet and e-learning constraints
Conclusion
2.2.4 Interface design principles
Conclusion
2.2.5 Web usability principles
What is web usability?
Conclusion
2.2.6 Theoretical perspectives and adult learner perceptions
Theoretical perspective
Conclusion
2.2.7 Suitable media and technology for the delivery of distance education
Conclusion
2.2.8 The design of a distance education course
Conclusion
Chapter 3: Research project – The learning website
3.1 Introduction
3.2 Instructional design process
3.2.1 Assessment/Analysis phase
Needs analysis assessment
Goal analysis
Target population analysis
Task analysis
Content analysis
Instructional strategy analysis
Media analysis
Situation analysis
3.2.2 The design phase
Interface design
3.2.3 The development phase
Production processes
Layout of the website
3.2.4 Implementation phase
3.2.5 Evaluation phase
Formative evaluation
Summative evaluation
3.3 Research methodology
3.3.1 Data collection procedure
3.3.2 Data collection methods
3.3.3 Description of data analysis
3.3.4 Evaluation and testing Interviews, formal and informal discussions Usability testing
Expert review
Think-aloud
Questionnaire
Summary
Chapter 4: Research results
4.1 Introduction
4.2 Questionnaire A: Learner profile
4.3 Questionnaire B: Formative evaluation of the website
4.3.1 How did you (the learner) experience the screen display of the website?
4.3.2 How did you (the learner) experience the text layout of the website?
4.3.3 How did you (the learner) experience the language and terminology of the website?
4.3.4 How did you experience the graphics and colour of the website?
4.3.5 How did you (the learner) experience the content of the website?
4.3.6 How did you (the learner) experience the navigation and interaction within the website?
4.3.7 How did you (the learner) experience the learning of the website?
4.3.8 Read the statements below and give your (the learner’s) view on the website
4.3.9 How did you (the learner) experience the online format of the exercises?.
4.3.10 General statements
4.4 Questionnaire C: Summative evaluation
4.4.1 How did you experience working with the website?
4.4.2 What is your (the learner’s) view on the website?.
4.4.3 Do you use e-mail to communicate with your lecturers and fellow learners?
4.4.4 Would you prefer to have your study guides and tutorial letters available online?
4.4.5 Would you (the learner) prefer to send your assessment activities by e-mail?.
4.4.6 Would you (the learner) prefer to receive the marked assessments back by e-mail?
4.4.7 Combination of media and technology learners would prefer for their studies
4.4.8 Preferred modes of communications.
4.4.9 Would you prefer to receive instruction through a combination of media and technology?
4.4.10 Which of the following formats would you prefer to have available for instruction?
4.5 Hypothesis
4.5.1 Methods of testing hypotheses The Chi-square test (χ2)
4.5.2 Hypotheses concerning the e-learning website
4.5.3 Differences between sub-groups
Age groups
Sex
Computer access
Computer literacy
Summary
Chapter 5: Conclusion and recommendations
5.1 Introduction
5.2 Findings and results collected from the research
5.2.1 Pressures on distance higher education
5.2.2 The value that e-learning can add to a distance education course
5.2.3 Internet and e-learning constraints.
5.2.4 Interface design
5.2.5 Web usability principles
5.2.6 Theoretical perspectives and learner perceptions
5.2.7 Delivering distance education by means of a combination of media and technology Advantages Limitations
5.2.8 Design and development of a distance education course
Features of a nutrition and HIV and AIDS course comprising a combination of media and technology
5.3 Discussion
5.3.1 Methodological reflection
5.3.2 Substantive reflection
5.4 Scientific reflection
5.4.1 What I learned from the study
5.4.2 Strategies for the design and development of a distance education course using a combination of media and technology
5.5 Recommendations
5.5.1 Recommendations for introducing policy and practice
5.5.2 Recommendations for further research
5.5.3 Recommendations for further development
5.6 Conclusion

GET THE COMPLETE PROJECT
Using Internet resources and e-learning modalities for training learners in Nutrition for people living with HIV and AIDS in South Africa