Exploring Student Support in a Completely Online Module Within an Open Distance eLearning Institution

Jabulani Owen Nene
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Jabulani Owen Nene: University of South Africa, South Africa

International Journal of Online Pedagogy and Course Design (IJOPCD), 2021, vol. 11, issue 4, 33-44

Abstract: Most first-year students lack technological skills, which hampers their learning. Within the University of South Africa (UNISA), as an open distance and e-learning (ODeL) institution, first-year students require support to succeed, particularly because they are responsible for managing their own time and studies. Using a signature course, such as ‘Language through an African Lens' (AFL1501), which is a completely online module offered by the College of Human Sciences, the author explores how qualtrics data and narrative analysis aid students in completing their coursework. The article further touches on the significance of UNISA tools and other online resources as fundamentals of connectivism, the theory of technology as an extension of human faculty, and transformative learning theory as a support mechanism. The contributions of the lecturer and teaching assistants in facilitating first-year students' success in the online module are invaluable, as is evident from this report involving 600 survey respondents from Unisa.

Date: 2021
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International Journal of Online Pedagogy and Course Design (IJOPCD) is currently edited by Chia-Wen Tsai

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