IMPROVING DISTANCE LEARNING MATHEMATICS MODULES IN SOUTH AFRICA: A LEARNING DESIGN PERSPECTIVE.
In order to deliver high-quality learning and teaching, the Open University (OU) has adopted an approach to developing its curriculum called OU Learning Design, which supports a consistent and structured design, specification and review process. It provides a simple set of tools and resources to ass...
| Publicado en: | South African Journal of Higher Education Vol. 34; no. 3; pp. 89 - 112 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Sabinet Online Limited
2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=144842969&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 144842969 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10113487 SG3 jtl: South African Journal of Higher Education issn: 10113487 maglogo: N pubinfo: dt: 2020 vid: 34 iid: 3 pid: 31334 pub: Sabinet Online Limited artinfo: ui: 144842969 10.20853/34-3-3358 ppf: 89 ppct: 23 formats: tig: atl: IMPROVING DISTANCE LEARNING MATHEMATICS MODULES IN SOUTH AFRICA: A LEARNING DESIGN PERSPECTIVE. aug: au: Greyling, L. E. Huntley, B. Reedy, K. Rogaten, J. affil: Department Mathematical Sciences University of South Africa (Science Campus) Florida, South Africa Learning and Teaching Innovation The Open University United Kingdom su: Learning modules Distance education Active learning School dropout prevention Open universities South Africa Africa sug: subj: South Africa Africa Learning modules Distance education Active learning School dropout prevention Open universities keyword: distance education dropout grades learning design mathematics ab: In order to deliver high-quality learning and teaching, the Open University (OU) has adopted an approach to developing its curriculum called OU Learning Design, which supports a consistent and structured design, specification and review process. It provides a simple set of tools and resources to assist teams in choosing and integrating an effective range of media and technologies, defining their pedagogic approach, and sharing good practice across the institution (Subotzky and Prinsloo 2011). The objective of this study was to apply OU Learning Design tools in the context of the largest distance education university in Africa (Unisa) to identify areas that could be changed in order to improve student outcomes and retention. Two Unisa first-level mathematics modules were evaluated and mapped using OU Learning Design approaches and tools to identify areas for improvement. Qualitative and quantitative data on students' educational experience in these modules and longitudinal academic progress data were used to better understand the challenges students are facing on those courses. The process uncovered areas where improvements need to be made and among the core recommendations were improvement of workload distribution across both modules, the timing of the examination period, and a greater variety of learning activities. These reflections will be used to inform the next "Plan" stage of the Action Research spiral. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
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