Transcript Slide 1

A reflective analysis of student self-directed
eLearning at the University of the Western Cape
Jason Kasuto & Juliet Stoltenkamp
3 November 2010
Introduction & Background
An area that has received little attention from scholars is the operation of
self-direction in a specific context, especially in higher education
institutions…One area that is particularly promising for self directed learning
(SDL) research is online contexts. With the increasing trend of online learning
in higher education SDL has started to attract more attention due to its
speculated and reported impact in these contexts (Song & Hill, 2007).
o E-Learning Unit est. 2005, eLearning Awareness Campaign launched
o Training: face-to-face and one-on-one consultation
o Accredited basic computer literacy course
o Self-directed eLearning = independent use of the UWC LMS- Knowledge
Environment for Web-based Learning (KEWL)
o submitting their assessments timeously;
o initiating and directing discussion forums;
o being able to show individual accountability whilst engaging in a
collaborative online workgroup activity.
Institutional prospects of eLearning in higher edu.
o Self directed learning is influenced (Finlayson, Maxwell, Caillau &
Tomalin, 2006; Czerniewicz and Brown, 2006):
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The virtual Möbius strip (2006): Access to and use of Information and
Communication Technologies (ICTs) in higher education in the Western
Cape
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Technical ability (common computer applications, and internet
searches);
Easy access to an Internet;
a stable, robust LMS
Bandwidth
ICT aptitude determined by socio-economic levels and language
Lecturers need to start applying their minds on how the curriculum and
teaching-and-learning could be modified by incorporating technology to
better meet the requirements of ‘today’s learner and their learning
style’. Afterall, ‘learning could also be entertaining and could involve
playing’ (Njenga & Fourie, 2008).
Perspectives on self-directed learning
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As part of the fundamental theories of learning, learning is seen as a
process of knowledge construction and not of knowledge digestion or
mere recording. It requires milieus in which students can be active
architects and producers instead of flaccid consumers (Fischer & Scharff,
1998:3).
Within this broader frame of the fundamentals of learning is the concept
of self-directed learning which is seen as an ongoing engagement in
obtaining, using and producing knowledge and skills in the framework
of a learner’s unique challenges (Wilcox, 1996).
Learners who take initiative in learning, ‘learn more and better than
those who’ do not (Knowles, 1975).
The objective of the educational process is to generate self-directed,
‘lifelong learners’ (Grow, 1991).
The competency to be self-directed is context specific or ‘situational’ as
a learner may be self-directed in a particular subject and dependent
another (Grow, 1991).
Staged Self-Directed Learning (SSDL) Model
Grounded on the Situational Leadership model by Hersey and Blanchard
(1998) the Staged Self-Directed Learning (SSDL) Model (Grow, 1991) proposes
that learners’ progress through stages of advancing self direction and that
educators
can
assist
or
hamper
such
development.
Methodology
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Predominantly Qualitative Study
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89 Nursing and 15 Social Work
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Questionnaire
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Understanding of eLearning
eLearning training received
Self-directed use of ICTSs for learning purposes
Coded & tailed according to key themes
Results
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100% (104/104) have a general understanding of eLearning as the
application of ICTs for learning purposes.
83% (83/104) once off training not sufficient; applying the skills
transferred becomes an arduous task if not demanded of them regularly
which was the case during their 1st and 2nd year of study.
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75% (78/104) of the respondents expressed a shortfall in their abilities
to independently use the LMS in their final year
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More capable of using the LMS when in a group or with some assistance
25% (26/104) of the respondents submit that they are now able to
independently do the following:
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It was a lesson for an hour on the eLearning system and now in fourth year we are
expected to know everything and your life depends on it!!!
download lecture notes;
submit online assignments;
Online MCQs;
and partake in the discussion forum
28% (29/104), of the respondents noted a significant ability to
independently: navigate the LMS; and apply communication &
assessment eTools for teaching-and- learning purposes.
Results
FINDINGS
o Although the institution has realised a 30% success rate of academics who have
managed to have experienced a paradigm shift towards the use of Information
Communication Technologies (ICTs) in supplementing their teaching practices
since the establishment of EDSU, this research uncovers a direct linkage between
the eLearning buy-in amongst lecturers and its casual effect on the level of
students’ self-directed eLearning and impact on their day to day academic
performance.
o The factors that influence self directed learning mentioned by Finlayson et al.
(2006) earlier pay due consideration to the UWC context: access to an internetconnected computer; a stable, robust learning management system; and much
needed bandwidth.
o Socio-economic circumstances of students play significant role in their levels of
self directed eLearning. Study substantiates the findings of The Virtual Mobius
Strip
Recommendations
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E-Learning initiatives in HE should aim to encourage student
development in terms of self-directed learning and autonomy.
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Vital commitment of an integrated student support structure, whereby
the lecturer/facilitator and eLearning support team jointly take
ownership of the implementation of student eLearning training
programmes. It is thus imperative that eLearning is inculcated into the
mode of curriculum delivery from first year level.
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The eLearning journey towards self-directed learning should entail a
scaffolding process (i.e step by step). From the competency of navigating
the system to sharing knowledge and becoming knowledge builders. It is
important that these conditions are propelled within an environment
where institutional leadership recognises the potential of eLearning in
teaching-and-learning linked to a clear vision for eLearning at the
institution (Stoltenkamp & Kasuto, 2009:13).