Forging new pathways of research and innovation in open and distance learning

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Investigating the Effectiveness of the ‘Online Learner Profiling Questionnaire’ in Generating a Profile of Learners Based on Learner Dispositions: A Pilot Study Pengiran Shaiffadzillah Pengiran Omarali 15. Omarali, P. H. S. (2015). Investigating the effectiveness of the ‘learner profiling questionnaire’ in generating a profile of learners based on learner characteristics and dispositions: A pre-pilot study. Unpublished manuscript. 16. Oppenheim, A. N. (1992). Questionnaire design, interviewing and attitude measurement. London: Pinter. 17. Robson, C. (2011). Real world research (3 rd ed.). Sussex, UK: Wiley. 18. Rojas, V., Straubhaar, J., Roychowdhury, D., & Okur, O. (2004). Communities, cultural capital and the digital divide. In E.P. Bucy & J.E. Newhagen (Eds.), Media access: social and psychological dimensions of new technology use (pp. 107-125). New Jersey: Lawrence Erlbarum. 108 Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg ISBN 978-615-5511-12-7
Forging new pathways of research and innovation in open and distance learning: Reaching from the roots Proceedings of the 9 th European Distance and E-Learning Network Research Workshop, 2016 Oldenburg, 4-6 October, 2016 ISBN 978-615-5511-12-7 WHATSAPP: “GOING WHERE THE CONVERSATION IS” Cobus van Wyngaard, Jakkie Strachan, Thomas Hülsmann, University of South Africa, South Africa Summary UNISA (University of South Africa), like other big correspondence institutions, tries to make better use of the interactive capabilities of digital technology. Like other distance teaching institutions UNISA found that students did not take to online discussions ‘like ducks too the water’ (Zemsky & Massey, 2004). On the other hand, we found that some students themselves had started to form WhatsApp groups for peer support. The initiative discussed in this paper was initially meant to support students rather than to do research. Nevertheless, our findings provide some valuable insights in using WhatsApp as compared to the UNISA online discussion forum. We can confidently conclude that students, for reasons of ownership, immediacy and costs, show a certain preference for WhatsApp. We found that WhatsApp was used not only for organizational purposes but, albeit to a limited extent, was also used to address content related questions. Most importantly we observed a considerable measure of peer support through WhatsApp. Nevertheless, there are some reasons not to regard WhatsApp as alternative to the threaded conference discussion forum available through the university’s LMS. There are limitations to WhatsApp as a platform for facilitated online discussions. However, even where institutions are able to overcome student reluctance to participate in online discussion forums, WhatsApp can contribute significantly to supporting students. Introduction and research questions UNISA (University of South Africa), like most mega correspondence institutions, wants to make better use of the affordances of digital technology. This is motivated by the intention to better support students and to ensure that students have the skills required for the modern labour market. In its change towards an online distance education university, UNISA has taken several steps: (a) It introduced myUnisa, a Sakai based LMS, creating an online discussion forum for each UNISA course; (b) it introduced e-tutors to support students; (c) it created the signature course model (Hülsmann & Shabalala, 2016) to explore what it means for UNISA to deliver high enrolment programs fully online. 109
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9 th EDEN Research Workshop Forging
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Introduction Distance education is
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TABLE OF CONTENTS ADVANCED DISTANCE
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LEARNING ANALYTICS Scaling Learning
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Towards a Framework for Virtual Int
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Towards Designing an Oxford Experie
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Emergent Evaluation: An Initial Exp
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A MOOC with a Difference: Creating
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Use of MOOCs in Traditional Classro
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Head Start Online: A MOOC for those
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Carrots and Sticks: Workload and Pe
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Video in Higher Education: Examinin
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Video in Higher Education: Examinin
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Policy Review of Open Badges for Op
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Open Educational Resources (OER): G
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Monitoring Progress on Open Educati
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A Programmatic Approach to Blended
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Teaching Science through Technology
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Contributions to Teaching Practice
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The Irish Online Learning Landscape
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The State of Distance Education in
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Scaling Learning Analytics: The Pra
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Integration of Learning Analytics i
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Learning Reprioritised: Supporting
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Personal Learning Environments: Mov
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Learning Analytics in Distance Educ
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Credit, Trust and Open Education Ka
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Credit, Trust and Open Education Ka
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Supporting the Capacity Development
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Supporting the Capacity Development
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The Role of Learning Design and Lea
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Changing Landscape of the Lifelong
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eLene4work - Developing a Framework
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Collection of "Synergy" Synopses 35
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I-LINC The stakeholders’ platform
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EuroDuaLE European cooperative fram
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t-MAIL Teacher Mobile Application f
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eLene4work Learning to learn for ne
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ARMAZEG Developing Tools for Lifelo
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LeHo Learning at Home and the Hospi
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SeaL Seamless Learning in Lake Cons
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Forging new pathways of research and innovation in open and distance learning

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