Transcript ITS Integration Project Presentation to IEM 19 March 2007

The potential use of e-learning to
supplement face-to-face instruction
at WSU: A case study
Presenter: T. Mayisela
Centre for Learning and Teaching Development
7/18/2015
Topics
 Background and Introduction
 Blended learning
 Objectives of integrating ICT into teaching and
learning at WSU
 The e-learning strategy that will guide the ICT
integration at WSU for 2009 – 2011/2012
 The roll-out plan for this strategy
 E-learning initiatives at WSU
Introduction
• Walter Sisulu University offers the majority of its courses
in traditional classroom settings with limited information
and communication technologies (ICT) integration.
• A few departments use WebCT and Open source (Nuffic
needs analysis)
• The main challenge that WSU faces is to improve the
student throughput rates
• E-learning is the potential means to supplement face-toface instruction
• CLTD is the driver of e-learning at WSU
Background
• WSU, a developing university situated in the Eastern
Cape in South Africa, commits itself to providing
technological learner-centred education, innovative
learning and teaching, and opportunities for life-long
learning.
• Challenges: less prepared students, students who are
unable to attend classes on a regular basis because of
challenges such as time-table clashes, sickness, family
and work commitments, transport problems
• Most of these students come from a poor educational
background and often find it difficult to cope with the
teaching styles such as formal lectures and with study
skills such as private reading, note taking, time
management, asking questions in large groups,
team/project work and IT competence (Lowe & Cook
2003).
Blended learning
 Web-enhanced face-to-face classes: Web-based learning (WBL) is
integrated into the conventional classroom instruction
(some online resources & discussion groups to supplement classroom–
based teaching)
 Web-based courses or fully online courses: WBL replaces the faceto-face classes
(collaborative working, peer support, tutor as facilitator)
 Blended, mixed mode or hybrid learning: Some of the constituents
of the learning process are facilitated online and some in the
classroom
(e-learning materials combined with existing resources to create a
blended model, includes online discussions, e-tivities, group work)
(Mason 1998; Bates and Poole 2003; van der Westhuizen 2004)
E-Learning objectives
• WSU has considered the use of e-learning for enhancing
student-oriented, active, collaborative, innovative and
life-long teaching-learning activities
The use of ICT for teaching will allow lecturers to:
• prepare online learning material for their students
• use electronic techniques to present their lessons in
class
• find and interact with information such as online
databases and journals for both teaching and research
purposes
• link and collaborate with peers within and across the
university, etc.
Continued: E-Learning objectives
The use of ICT for learning will allow:
• Flexibility of learning (accessing material on an anytime,
anywhere basis)
• Accessing rich material
• Interacting with the learning material
• Checking back on attended/missed classes
• Accommodating different student learning styles
• Communication amongst students and with the lecturers
E-learning strategy
The four focus areas are:
• Setting up and maintaining the electronic learning
environment;
• Promoting awareness of the University stakeholders
about the electronic learning environment and
possibilities this offers them;
• Capacitating academic staff on e-learning; and
• Ensuring student participation in e-learning
E-Learning roll-out plan for WSU
• Developing a Walter Sisulu University e-learning strategy
• Promoting awareness of the value of e-learning among
WSU lecturers and students
• Establishing a functional e-learning platform
• Training WSU lecturers in computer literacy
• Equipping lecture rooms with presentation tools
• Identifying the pilot departments
• Supporting staff in designing and using e-learning
courses
Continued: roll out plan
• Evaluating the effectiveness of e-learning activities
carried out by the respective Departments (e-learning
conference/grass root events)
• Conducting research on the effectiveness of e-learning
• Maximising students’ participation in e-learning to
enhance learning
• Integrating the learning portal with the support systems
(seamless and automated data transfer)
E-learning Initiatives at WSU
•
The e-learning strategy is in the draft stage (still to get
Senate approval)
•
Locations for e-Learning Centres have been identified
and equipment is being installed
The learning management system (LMS), Blackboard
has been adopted as the learning platform to be used
University wide for teaching and learning
Blackboard has been installed
(http://Blackboard.wsu.ac.za)
•
•
•
FSET (the pilot faculty) has undergone the basic and
intermediate level of the e-learning training
Continued: E-learning Initiatives at
WSU
• Twenty participants were trained at the beginners level in April; the
train-the-trainer approach was followed.
• In June 2009, 16 members of this group were trained at the
intermediate level and 40 team members from these respective
departments were trained at the basic level.
• In August, 17 staff members (10 from FBML, 4 from FSET and 2
from Library Services and 1 from CLTD lectures were trained at
Mthatha; 12 lecturers from the Faculty of Health Sciences were
trained in September
• E-learning team and ICT services representatives were trained on
Blackboard support
• Computer literacy training (two cohorts)
• Management and FSET Directors’ visit
Nuffic activities
• Employer study
• Tracer study
• Throughput study
 Findings from the above studies will inform the
curriculum reform plan. However, e-learning is a vehicle
for curriculum responsiveness.
Curriculum responsiveness
• Moll (2004:3) emphasizes that “curriculum
responsiveness promises that there are some positively
formulated benchmarks against which we might be able
to judge whether our education programmes are
meeting the needs of a transforming society”.
• According to Moore and Lewis (2004), curriculum
responsiveness could work in two directions; the change
in knowledge content of the curriculum or the change in
the mode of transmission from lecturer-oriented to
student-oriented.
• While the University will be interrogating the curriculum
content as informed by the studies, she will also make
use of ICTs to enhance student-oriented learning and
innovative ways of teaching and learning.
Conclusion
• WSU teaching staff’s use of e-learning is low
• The user involvement, executive’s support,
• clear objectives and proper planning are the critical
aspects of any ICT project.
• This whole exercise indicates that given a chance, WSU
could be a globalised higher education institution
offering blended learning.
THANK YOU
7/18/2015
!!
16
Questions?
• ……………………….
……………………….
• ……………………….
……………………….
• ……………………….
………………………..