Facilitating equitable access and quality education for development: South African International Distance Education

Lead Research Organisation: Open University
Department Name: Faculty of Arts and Social Sci (FASS)

Abstract

Presently, the gross enrolment rate for higher education (HE) across Africa runs at only 8 per cent - the lowest in the world. Yet for policy makers throughout the continent, HE is regarded as a vital tool to bring about sustainable economic development. This is echoed by the United Nations' Sustainable Development Goals, adopted in September 2015, which call for equitable access to high quality tertiary education in their toolkit for ending poverty by 2030. This push for an educated population abuts a reality where, in many African countries, HE demand far outstrips supply and is only addressed by the wealthy through migration. Distance education across national borders is filling that gap. Indeed, one third of student registrations in South Africa, a country where higher education is well established, are made up from this international distance education (IDE) cohort. Despite its importance to the African HE landscape, and its potential contribution to continent-wide development challenges, the workings of IDE remain under-researched. Thus, this project fills a significant and timely gap in knowledge which will generate learning of substantial relevance to social and economic development throughout Africa in the decade to come.

This project focuses on two areas vital to the future success of IDE in Africa: equality of access to education, and the quality of that education. Research on IDE in other settings demonstrates that this learning style can improve access for students facing demographic and social disadvantages (including gender, race, and disability, as well as learners studying later in life or learners with caring responsibilities). This project will investigate these issues in the African setting, asking "can IDE can generate equitable access to students from across the continent?" Educational quality is important too. Of the South African student cohort in the year 2000, only 30 per cent graduated within five years with attainment levels. Other research also shows that student retention is markedly lower in students from non-traditional backgrounds. The project will investigate the role of education quality plays here, asking "how can the quality of IDE be assessed, and what improvements can be made to create better student outcomes?"

The project will examine IDE delivered by the University of South Africa (the sole provider of DE in South Africa until 2014) to students elsewhere in the continent. Research will collect demographic and socio-economic data, reasons for study, labour market intentions, migration plans and educational experience of student cohorts in three countries, Zimbabwe, Lesotho and Nigeria using both qualitative and quantitative methods. This will be compared with South African students and with students studying face-to-face where this data exists. The project will also build on the OU's Learning Design Initiative (OULDI). Using techniques from this innovative programme, existing student performance and reasons for it will be analysed, changes will be made to learning design, and the effects of the design changes will be tested on the following year's cohort. This knowledge exchange will enable the existing and successful OULDI strategy to be employed in another context, and enhance the future development of the OULDI.

Central to the success of this project is a team of researchers from top DE institutions in the UK and South Africa. The two universities are continental leaders in learning pedagogies and have established links with key players in the field of IDE and the project's findings will inform teaching approaches at both institutions. The project will be led by Dr Gunter and Prof Raghuram who have a successful track record of collaborative research on South African international HE, with a strong team of co-investigators from each country. The project is informed by postcolonial theory and politics and aims to experiment with two way learning on IDE globally.

Planned Impact

This project has been designed to address an immediate and pressing problem in the African higher education (HE) landscape. It comes at a time where the gap in African HE provision is gaining recognition, and the need to fill this gap is reflected in the strategies of a key international organisation (UN Sustainable Development Goal 4 calls for " inclusive and equitable quality education and promote lifelong learning opportunities for all" in their strategy to eliminate poverty by 2030).

As a consequence, impact is located at the heart of this project. The project investigates the role of international distance education (IDE) as a tool for providing HE to students across Africa. In the short term, the project's beneficiaries will be the learners and teachers themselves, with findings facilitating immediate practical changes which will improve both access to HE and the quality of the education provided. In the long term, anticipated to be the decade following project completion, the project's beneficiaries will be in policy and administration whose activities will filter through to learner and academic practice. The actions of this group will also contribute to sustainable economic development strategies, where managing skills shortages and reducing brain drain are significant challenges. The new body of knowledge generated by the research will be instrumental in reshaping HE provision through IDE of particular pertinence to the African experience and with relevance globally. Finally, in both the short and long term, the project will generate knowledge exchange between the two partner institutions, with findings used to improve practice at the Open University (OU) and the University of South Africa (UNISA). A workshop with IDE providers in the emerging DE landscape in South Africa will ensure that the findings from this study are disseminated amongst South African academic beneficiaries.

The short term benefits will emerge from the Academic and Professional Advisory Group (APAG) networks The project's APAG will draw together central actors in the African IDE community, including representatives from UNISA, and South African, African continental and global organisations that represent IDE. Through the APAG, the project will have a direct link to these project beneficiaries, enabling immediate access to research findings and enabling them to contribute to the direction of the research. The project will also run a series of best practice and knowledge exchange events with key figures from the African and UK IDE and HE community. These will be simultaneously webcast and available for subsequent viewing to enable wide participation.

The long term benefits will emerge from the best practice and policy reports which will be prepared towards the end of the project. One comprehensive end of project report will be prepared aimed at the international policy and NGO community working on HE in Africa and one on pedagogy. In addition, four country reports will be prepared covering the four case study countries, Zimbabwe, Lesotho, Nigeria and South Africa. These reports will outline solutions to country-specific issues around take up and success of IDE. Throughout the project, through the APAG and through contributions to relevant conferences and meetings, the project team will generate awareness of the research programme and the findings it will generate, to ensure wide take up of the publications.

The project team is led by two researchers with proven capability to deliver impact on this scale. PI Raghuram's recent ESRC funded research on skilled migration (rated Outstanding) delivered its findings through a successful seminar series and practitioner publications archive, as well as running a research findings dissemination event at the UK House of Lords. PI Gunter is an invited member of the advisory board of the School of Social Science at Monash South Africa and is thus well connected with the country's HE administration.

Publications

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Breines M (2020) Social media among African students: Recentring typologies of non-use in Digital Geography and Society

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Greyling L (2020) Improving distance learning mathematics modules in South Africa: A learning design perspective in South African Journal of Higher Education

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Mittelmeier J (2020) Conceptualizing Internationalization at a Distance: A "Third Category" of University Internationalization in Journal of Studies in International Education

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Mittelmeier J (2019) Understanding the Early Adjustment Experiences of Undergraduate Distance Education Students in South Africa in The International Review of Research in Open and Distributed Learning

 
Description We found that international students appear to achieve better academically and are also better adjusted to the South African HE than local students. It appears that there may be a class difference between these groups of students but various causes are being explored. The project also responds to the need to explore the content of teaching on a weekly basis through the use of learning design. This has generated a lot of interest in all the countries where this part of the project has been presented through workshops.
Exploitation Route The first major achievement in terms of learning analytics and learning design is that we worked in a collaborative manner between OU and UNISA to gather longitudinal data from 60000 international students who study at UNISA for the last 10 years. Our quantitative multiple-method studies highlight complex pathways of both international and local students, which helped to raise increased awareness by UNISA staff at the final conference. The findings indicate that on average international students seem to do relatively well in comparison to local students, although the qualitative findings indicate substantial differences in lived experienced, and complexities that require substantial thought in how to provide an inclusive environment for all students, irrespective of geographical and cultural boundaries.
The second major achievement is the intense and continued collaboration between local teachers, the project team, and wider academic community in using learning design principles to map UNISA educational practices. As a concrete outcome, five UNISA modules were extensively mapped by the OULDI approach, which led to critical ODL discussions on how to further fine-tune and optimise the learning experiences of the diverse UNISA students. Evaluations of the current implementations of these redesigned and modified modules indicate a substantial uptake of these new approaches. OULDI was also rolled out in 4 further countries: Namibia, Zimbabwe, Nigeria and Kenya.
The third major achievement is the extensive quantitative and qualitative mapping of the lived experiences of international and local students. Using the widely-used conceptual model of student adjustment developed by Baker and Siryk (1999) analysing two waves of data of in total 1141 students at UNISA and 165 follow-up interviews, we have identified nuanced differences between the experiences of South African students living in South Africa, international students living in South Africa, and international students living in countries outside of South Africa. Building on this we were able to develop a new third space of internationalisation research on internationalisation at a distance, which we define as "All forms of education across borders where students, their respective staff, and institutional provisions are separated by geographical distance and supported by technology." Our regression models indicate that academic adjustment is significantly predicted by emotional adjustment, attachment towards the institution, access to technology, and internationalisation at home students. The results highlight the need for a much more complex narrative around internationalisation in distance learning settings in light of technological advances, requiring a potential reconsideration of what internationalisation 'abroad' and 'at home' might mean.
Social media use and migration patterns of international students have been mapped. The importance of social media use and its role in international distance education is new territory in education research. The future migration patterns of students has been analysed to explore whether international education leads to migration or prevents it. This is an important issue because brain drain is an important issue affecting Africa. Other issues such as the importance of fee regimes and the relationship between fee regimes and currency regimes have been explored. The work required for students to stay immobile, i.e. to not migrate and still access international education is an important contribution to studies of mobility and immobility.
Beyond the practical implementations and research findings from large data analyses, perhaps the most important impact is the mutual collaboration in sharing good practice in terms of learning design, effective pedagogy, and the affordances and limitations of learning analytics in a Global South context. A deeper appreciation was developed about the complex and often dynamic in-situ lived experiences of international students and staff were obtained. Nearly all the findings are now published in leading journals, and we have one or two further publications in the pipeline.
The project developed a way of co-working with all papers co-authored by team members in each country. All the research associates have been able to use this experience to go on to jobs in the academy, almost all as lecturers. The team has therefore developed research capacity development both in the UK and in South Africa, but also because of the international team members, with researchers employed in countries like Zambia.
This research has led to the development of new projects on peace education in conflict areas, building on the excellent collaboration established through this project.
Sectors Education

URL http://ideaspartnership.org/
 
Description As this project has progressed, it has witnessed first-hand the pressing problems in the African higher education (HE) landscape. it is clear that the gap in African HE provision is gaining recognition, and the need to fill this gap is reflected in the strategies of a key international organisation (UN Sustainable Development Goal 4 calls for " inclusive and equitable quality education and promote lifelong learning opportunities for all" in their strategy to eliminate poverty by 2030). Impact remains located at the heart of this project. The project investigates the role of international distance education (IDE) as a tool for providing HE to students across Africa. In the short term, the project's beneficiaries has been the learners and teachers themselves, with findings facilitating immediate practical changes encountered by teachers at UNISA and other DE providers in the case countries. The project has generated knowledge exchange between the two partner institutions, with findings used to improve practice at the Open University (OU) and the University of South Africa (UNISA). A presentation with NGOs working in education in Africa was held in 2018 to ensure that the findings from this study are disseminated amongst African beneficiaries. The Academic and Professional Advisory Group (APAG) has networked the project and has drawn together central actors in the African HE community, including representatives from UNISA, South African, African and global organisations that represent IDE. Through the APAG, the project has had a direct link to these project beneficiaries, enabling access to research findings. In addition, four country reports are being prepared covering the four case study countries, Zimbabwe, Namibia, Nigeria and South Africa. These reports will outline solutions to country-specific issues around take up and success of IDE. IN 2018 there was one meeting with the APAG and contributions to a number of relevant academic conferences, meetings and keynote presentations. The project has also held 6 workshops on learning design within the online environment in 2018 at UNISA, UP, UNamib and the ZOU. 2020: The findings have also been used to embed work in the ongoing work on Contextualising Peace Education in Africa. A workshop was run in Uganda in 2019 which now forms the basis of further networking with teachers to embed education for peace
Sector Education
Impact Types Societal

 
Title Interviews with domestic and international students 
Description In-depth interviews have been undertaken with 33 domestic and international students. The interviews focused on students' educational transition experiences, including their academic, social and emotional adjustments. Participants were also asked about their migration history and intentions. 
Type Of Material Database/Collection of data 
Year Produced 2017 
Provided To Others? No  
Impact The interviews have given insight into the university experiences of a range of students undertaking distance education from South Africa. 
 
Title Longitudinal academic performance data and students demographics 
Description The database contains demographics data like gender, ethnicity, country of residence, nationality etc. for each student. In addition there is also longitudinal records of all the examinations student sat during their studies at the UNISA since 2005. The database also contains information about course and modules each student studies. This database is still under the construction and review. 
Type Of Material Database/Collection of data 
Year Produced 2018 
Provided To Others? No  
Impact The main impact of creating this database shed the light on what data was collected and linked and what data is still missing. Identifying best ways of merging databases and storing data as a result of this project, will help make this database accessible to a wider audience like tutors and lecturers allowing them to benefit from the learning analytics at UNISA 
 
Title Student adaptation to university and demographic information 
Description A questionnaire was distributed to 1295 students relating to their adaptation to university trajectories, social media use, and demographic information. 
Type Of Material Database/Collection of data 
Year Produced 2018 
Provided To Others? No  
Impact This database outlines the adaptation trajectories of domestic and international students, including their academic, social, and emotional transition experiences and their attachment to the university. 
 
Description Workshop partnerships with ANIE and KICD 
Organisation Kenya Institute of Curriculum Development
Country Kenya 
Sector Academic/University 
PI Contribution A team from our IDEAS project led a workshop related to learning design in Nairobi, Kenya for members of the African Network for Internationalization of Education (ANIE). We contributed intellectual input based on our experiences from the UK, along with training in the Open University's learning design methods.We also contributed finances for hosting the event.
Collaborator Contribution ANIE supported the workshop through promotional materials, invitations to its members, and on the ground organisation for the event. KICD supported the workshop through facility use and catering.
Impact Publication based on outputs from the workshop Training for 35+ ANIE members on learning design methods
Start Year 2017
 
Description Workshop partnerships with ANIE and KICD 
Organisation The African Network for Internationalization of Education
Country Kenya 
Sector Charity/Non Profit 
PI Contribution A team from our IDEAS project led a workshop related to learning design in Nairobi, Kenya for members of the African Network for Internationalization of Education (ANIE). We contributed intellectual input based on our experiences from the UK, along with training in the Open University's learning design methods.We also contributed finances for hosting the event.
Collaborator Contribution ANIE supported the workshop through promotional materials, invitations to its members, and on the ground organisation for the event. KICD supported the workshop through facility use and catering.
Impact Publication based on outputs from the workshop Training for 35+ ANIE members on learning design methods
Start Year 2017
 
Description A talk given at ANIE 2017 conference Rwanda 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact A presentation of preliminary findings from a SACQ survey of UNISA students.
Year(s) Of Engagement Activity 2017
 
Description APG Meeting 
Form Of Engagement Activity A formal working group, expert panel or dialogue
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Third sector organisations
Results and Impact Meeting with Non-Profit organisations on the project and how to disseminate the findings.
Year(s) Of Engagement Activity 2018
 
Description Article on IDEAS 
Form Of Engagement Activity A magazine, newsletter or online publication
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Media (as a channel to the public)
Results and Impact A media article on the project and its outcomes
Year(s) Of Engagement Activity 2019
URL https://www.unisa.ac.za/sites/myunisa/default/News/Articles/Study-delivers-treasure-trove-of-data-on...
 
Description ESRC Festival of Social Science (OU Belfast) 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Public/other audiences
Results and Impact Organised a workshop exploring the experiences of different migrant groups in the UK (including highly skilled migrants working in the tech sector). The interactive workshop was attended by 25 members of the general public, members of the city council, as well as those working in organisations that provided support to newly arrived migrants in Belfast. The workshop sparked questions and discussions which the members discussed amongst themselves in small groups as well as together as a larger group. Attendees reported learning more about the migrant experiences, had their assumptions challenged and consequently became aware of how they can provide support in other ways. In particular attendees reported on how migrants are at a disadvantaged when they arrive newly because they do not have local knowledge and do not know where to go for information.
Year(s) Of Engagement Activity 2018
URL https://getinvited.to/esrcfestivalni18/migration-who-is-a-migrant-experience-the-realities/
 
Description ESRC Workshop 
Form Of Engagement Activity A formal working group, expert panel or dialogue
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact The ESRC and Newton Foundation hosted a workshop on how ours and other projects can create impact.
Year(s) Of Engagement Activity 2018
 
Description IDEAS Presentation at the RGS 2018 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact Presented a paper at the Royal Geographical Society conference
Year(s) Of Engagement Activity 2018
 
Description Keynote Presentation 8th Research & Innovation week UNISA, "Distance Education and African students", Johannesburg, South Africa 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Keynote presenting our main findings from the project at 8th Research & Innovation week UNISA, "Distance Education and African students", Johannesburg, South Africa
Year(s) Of Engagement Activity 2019
URL https://iet.open.ac.uk/presentations/278
 
Description Learning Design Workshop 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact A learning Design Workshop that was developed during the project was presented at Makarere University.
Year(s) Of Engagement Activity 2019
 
Description Learning Design Workshop 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Professional Practitioners
Results and Impact Learning design workshop - the workshop developed during the project was presented to academics, NGOs dealing with training and educators.
Year(s) Of Engagement Activity 2019
 
Description Learning Design workshops 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Other audiences
Results and Impact Three Learning Design workshops were run, one with UNISA CAES faculty, one with UNISA CSET faculty and one at University of Pretoria for participants from other universities in the area. Principles of OU Learning Design were shared using creative workshop activities (student profiles, activity planner, design challenges). Evaluation showed that academic course designers felt that they would take a more systematic, structured and intentional approach to design or revision of their modules. Many participants also expressed enjoyment of the collaborative hands-on nature of the workshop activities and could see how these would be useful in their own setting.
Year(s) Of Engagement Activity 2018
 
Description Learning gains of international students in South African distance education. 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact This presentation formed part of the symposium on learning gains that presented at the SRHE2017 conference. The conference proceedings are published.
Year(s) Of Engagement Activity 2017
 
Description Newton Visit to UNISA 
Form Of Engagement Activity Participation in an open day or visit at my research institution
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Policymakers/politicians
Results and Impact The UKs regulator on international funding did a audit of the Newton Fund and visited this project at UNISA - a number of questions on the nature of the project and the type of spending that the project has done were asked.
Year(s) Of Engagement Activity 2018
 
Description OU Learn About Fair 
Form Of Engagement Activity Participation in an open day or visit at my research institution
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Public/other audiences
Results and Impact We occupied a table during the Open University's annual Learn About Fair, which was visited by approximately 200 people. Conversations about the project sparked discussions about distance learning in South Africa and lessons that could be learned for practice in the UK.
Year(s) Of Engagement Activity 2018
 
Description OU Social Media conference 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Professional Practitioners
Results and Impact Approximately 30 people attended in person, with an additional 50 watching via live stream. The talk outlined findings from our project related to the role of social media in supporting distance learners across Africa. There was a question and answer discussion afterwards, with key interest from senior-level administrators in carrying forward the work in multiple settings.
Year(s) Of Engagement Activity 2017
 
Description Participation and presentation of "Applying learning design to identify areas of improvement in 1st year Mathematics modules at the University of South Africa (0376)" at SRHE Conference 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Other audiences
Results and Impact University of South Africa (UNISA) is the largest distance education with more than 350,000 students. One of
the paramount missions of the university is to widen the access to HE. This paper discusses how practices
employed at the OU UK can be adapted and applied in the context of UNISA to improve students' learning
and success. Two mathematics modules were examined in terms of students' progress and learning design.
The mapping of learning design highlighted that 1) the actual workload of the modules was substantially
larger than what was estimated by the module tutors and 2) the actual workload of the module was
larger than what was suggested by module workload guidelines. The presentation will cover explanation
and demonstration of learning design tools used to examine the workload on the module and specific
recommendations made for improving Module 1 and Module 2 learning design.

Katharine Reedy, Open University UK (University of the Arts London), United Kingdom;
Linda Greyling, Belinda Huntley, Jekaterina Rogaten, Open University UK (University of the
Arts London), United Kingdom, University of South Africa (UNISA), Pretoria, South Africa
Year(s) Of Engagement Activity 2018
URL http://www.srhe.ac.uk/conference2018/downloads/SRHE_Conf_2018_Programme_Papers.pdf
 
Description Presentation at EARLI 2019. "Unpacking academic and social adjustment of internationalisation at a distance in Southern Africa". Aachen, Germany. 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact Presentation of our main findings at leading EARLI conference (European Association of Research in Learning and Instruction) in Aachen
Year(s) Of Engagement Activity 2019
URL https://earli.org/sites/default/files/2019-08/EARLI2019-AUG2019_1.pdf
 
Description Presentation at WELS Research days. "Internationalisation at a Distance and at Home: Academic and Social Adjustment in a South African Distance Learning Context". Milton Keynes. 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Professional Practitioners
Results and Impact Presentation at WELS Research days. "Internationalisation at a Distance and at Home: Academic and Social Adjustment in a South African Distance Learning Context". Milton Keynes.
Year(s) Of Engagement Activity 2019
 
Description Presentation at the "ESRC Festival of Social Science in NI" 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Regional
Primary Audience Professional Practitioners
Results and Impact This was an invited talk (invitations to conferences where presenter was individually named as a speaker). This was a public talk aimed at academic and non-academic audiences about the future of HE. In particular we discussed how Big Data shapes the future of higher education, and what learning gains students are making in distance HE in South Africa. The session was interactive with participants invited to debate what is good and what is bad about using Big Data in education and what learning gains we expect HE students to make. The talk covered how learning analytics can be used to predict someone's success or failure and how universities can use this data to advance students' learning.There were also learning design activities integrated within the talk.
Year(s) Of Engagement Activity 2017
 
Description Presentation at the "Pathways into, through, and out of Higher Education" - Germany 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact This was a two day spesialist conference for academics who are working with big data from around the world with the strong presentce from USA, EU and Australia. This was an invited talk (invitations to conferences where member of a team was individually named as a speaker).
Year(s) Of Engagement Activity 2017
 
Description Presentation at the ANIE 2017 annual conference 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact This was a conference presentation outlining the results from the preliminary analysis of the effect students' socio-demographich characteristics have on their learning/grade trajectories at UNISA
Year(s) Of Engagement Activity 2017
 
Description Presentation at the South African Geographical Society Conference 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Conference presentation on key findings in the nature of international distance education
Year(s) Of Engagement Activity 2018
 
Description Presentation given at the RGS-IBG 2017 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact A talk given at the RGS-IGB conference on decolonising the curriculum in the South African context. The purpose was to highlight some of the contentions around the practicalities of decolonising the curriculum as academics in South Africa.
Year(s) Of Engagement Activity 2017
 
Description Presentation to CAES Management 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact Presentation of the project and its progress to the management of the College of Agriculture and Environmental Science at UNISA.
Year(s) Of Engagement Activity 2017,2018
 
Description Promoting Inclusion, Transforming Lives (PITL) conference 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact 25 conference participants attended a talk entitled: "Inclusivity, integration and international distance education: Evidence of best practice from a South African context". The presentation outlined different facets of 'inclusivity' in educational practices in South African distance education. The talk led to questions and discussion afterwards, which participants noted changed their perspectives on the meaning 'inclusion' for a broad range of student demographics.
Year(s) Of Engagement Activity 2017
URL http://pitl.org.uk/programme/
 
Description Sharing experiences of using NVivo in a international and interdisciplinary project 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Postgraduate students
Results and Impact Some 12-13 Leverhulme/Openlearn PhD students at the Open University attended the training on how to use NVivo in an international and interdisciplinary project. Many had experience of using NVivo for their PhD research, but not of using it in collaboration with a big team. There were many questions following the presentation and a good discussion about the practicalities of using NVivo. The questions and discussion moved on to other topics such as the GDPR and strategies for conducting interviews, and I shared experiences from the IDEAS project that will be useful for them in their future research.
Year(s) Of Engagement Activity 2019
 
Description Show and TEL 2017 presentation 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact Approximately 30 people attended, which sparked questions and discussion afterwards. Awareness of the project with researchers across the OU faculty was established.
Year(s) Of Engagement Activity 2017
URL http://www.open.ac.uk/blogs/opentel/showtel17agenda/
 
Description UNISA CSET faculty briefing 
Form Of Engagement Activity A formal working group, expert panel or dialogue
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact A project briefing for the CSET faculty at the University of South Africa, where project team members outlined preliminary findings from their students and highlighted suggested areas for improvements
Year(s) Of Engagement Activity 2018
 
Description WISH workshop - young researchers collaboration workshop 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact The workshop was designed around developing research collaborations between practitioners in the UK and those based in SA, specifically looking at researching higher education in the two countries.
Year(s) Of Engagement Activity 2017
URL http://www.cput.ac.za/blogs/wish/
 
Description Workshop on Learning Design at KICD 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact A workshop on learning design in the online environment. This workshop was aimed at University lecturers who wanted to enhance their knowledge on how to design online learning material and was attended by 80 academics from the Kenya Institute of Curriculum Development. The workshop was well received based on a evaluation at the end of the day and questions and discussions on online design and how to engage with students was raised throughout the day.
Year(s) Of Engagement Activity 2017
URL https://www.tandfonline.com/doi/abs/10.1080/02680513.2018.1486185
 
Description Workshop on Learning Design at the College of Agriculture and Environmental Science UNISA 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact A workshop on learning design in the online environment. This workshop was aimed at University lecturers who wanted to enhance their knowledge on how to design online learning material and was attended by 40 academics from the University of South Africa. The workshop was well received based on a evaluation at the end of the day and questions and discussions on online design and how to engage with students was raised throughout the day.
Year(s) Of Engagement Activity 2018
 
Description Workshop on Learning Design at the College of Science and Technology UNISA 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact A workshop on learning design in the online environment. This workshop was aimed at University lecturers who wanted to enhance their knowledge on how to design online learning material and was attended by 40 academics from the University of South Africa. The workshop was well received based on a evaluation at the end of the day and questions and discussions on online design and how to engage with students was raised throughout the day.
Year(s) Of Engagement Activity 2018
 
Description Workshop on Learning Design at the Open University of Zimbabwe 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact A workshop on learning design in the online environment. This workshop was aimed at University lecturers who wanted to enhance their knowledge on how to design online learning material and was attended by 70 academics from the Open University of Zimbabwe. The workshop was well received based on a evaluation at the end of the day and questions and discussions on online design and how to engage with students was raised throughout the day.
Year(s) Of Engagement Activity 2018
 
Description Workshop on Learning Design at the University of Namibia 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact A workshop on learning design in the online environment. This workshop was aimed at University lecturers who wanted to enhance their knowledge on how to design online learning material and was attended by 40 academics from the University of Namibia. The workshop was well received based on a evaluation at the end of the day and questions and discussions on online design and how to engage with students was raised throughout the day.
Year(s) Of Engagement Activity 2018
 
Description Workshop on Learning Design at the University of Pretoria 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact A workshop on learning design in the online environment. This workshop was aimed at University lecturers who wanted to enhance their knowledge on how to design online learning material and was attended by 20 academics from the University of Pretoria. The workshop was well received based on a evaluation at the end of the day and questions and discussions on online design and how to engage with students was raised throughout the day.
Year(s) Of Engagement Activity 2018