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The purpose of the study was to investigate the application of open-distance e-learning systems in the institutions of higher learning to encounter pandemic and student population increase in South Africa. The in-class contact teaching and learning system can have very serious negative effects on students when it comes to a limitation of intake to universities and lockdowns in relation to outbreaks like Covid-19. This study applies the literature to develop a framework for using the open-distance electronic learning system (Open Distance e-learning – ODeL). The study discovered that institutions of higher learning, especially contact institutions, could face risks and disruptions that may result in the suspension of academic programmes. The study provides a framework for the possible adoption of the Open Distance e-learning (ODeL) system by institutions of higher learning. The results of this study will provide alert and guidance to institutions of higher learning about the adoption of open-distance e-learning to accommodate all interested students and ensure continuity of learning during a pandemic like COVID-19. The framework provided will assist institutions of higher learning with the how-to in terms of implementation of Open Distance e-learning in case they decide to adopt it. Learners will be able to get admitted and enjoy learning in any institution of their choice without any limitation due to space shortage and institutions may ensure continuity in teaching and learning for their educational business even during the pandemic. [ABSTRACT FROM AUTHOR]

University educators often describe their experiences of teaching and learning duringCovid-19 negatively. Learning takes place in unexpected and emergency situations and it is not predetermined and structured. The Covid-19 pandemic was an unexpected occurrence that shaped the educational system in an unprecedented way. Locally, the educational sector had to become agile and responsive to ensure that the devastation of the pandemic is not its only feature but rather that some constructive steps be taken to navigate the uncertainty that the pandemic created. This paper argues that while the Covid-19 pandemic is overwhelmingly reported negatively due to the large-scale suffering and loss of lives, university educators indulged in inadvertent learning surreptitiously while they had to navigate their professional practice on a daily basis. Hence, this paper will make a significant contribution toward identifying and possibly harnessing this inadvertent learning that seems to be lacking the literature on Covid-19. A case study design was adopted and semi-structured interviews were used to collect data. Focusing on the online transitionary experiences of five university educators in the College of Education, I employed the rhizomatic learning theory of Deleuze and Guattari to understand and explain the unexpected and uncertain pedagogical landscape that they had to explore. Findings show that the lecturers made the best of their situations.Based on the findings, I make some recommendations to navigate the uncertainties of online practices. This paper implies that the pandemic undermined traditional perceptions that structural control is necessary for successful teaching and that university lecturers can be creative and innovative to operate autonomously. To conclude, working from home savable option for university lecturers even without a crisis situation. [ABSTRACT FROM AUTHOR]

Under COVID-19 lockdown conditions, the imposition of social distancing and restricted mobility, disrupted the traditional way of assessment in higher education. The closed book examination, conducted under proctored conditions, had to be substituted for the online open book examination (OOBE), posing challenges to both conventional and Open Distance Learning (ODL) institutions. The OOBE became a new experience to lecturers and students. Considering COVID-19 as a potential catalyst for educational transformation, the experiences gained in this format of assessment presents a valuable frame of reference for future learning. The aim is to extract lessons from this innovative learning experience to inform future assessment practices. The study is set in the context of a B.Ed. (Hons) compulsory module, offered at an Open Distance Learning (ODL) institution in South Africa. It is guided by the research question: "what were students' experiences of their first online, open-book final examination and what are the implications for policy, practice and research?" This is a qualitative study, using as data, student emails on their experiences of the OOBE. The results show that the OOBE is an innovative assessment practice in higher education, in need of deeper understanding and (re)training. We conclude that the OOBE offers transformational opportunities in higher education assessment practices, to replace the traditional closed-book examination. We make recommendations to assist lecturers and students in approaching the OOBE in future. [ABSTRACT FROM AUTHOR]

This paper highlights some key historical perspectives and antecedents of African Indigenous knowledge (AIK) and practices while identifying ‘open’ futures and opportunities for the application of digital technologies for educational opportunities that build on this cultural base. The role and negative impact of colonialism in the under-development of AIK is examined in this context together with the impact of post-colonial and contemporary corruption in further undermining the value of Indigenous knowledge systems. Two key concepts are identified as a counterpoint to this: the resilience of AIK and ‘local wisdom’ and the openness underpinning much of the ongoing digital revolution. This natural alignment can help guide the integration of Indigenous-based knowledge and practices and the deployment of open and distance learning in the re-birth of African Indigenous Knowledge Systems (AIKS). Openness is a pivotal concept here for it is integral to both the architecture of the Web and in its ongoing evolution. Given the identified opportunities associated with digital technology, and despite the challenges, it is argued that there is an unequivocal need for AIKS to explore the advantages of open education resources and practices in promoting this rebirth that is also consistent with modern science and technologies in Africa and beyond.

Many African countries have developed policies to reform their education system in order to widen participation in higher education. To achieve this, open, online and distance education based models have been advocated as the most viable delivery tools in expanding access to higher education. However, the policy analysis of Kenya, Rwanda and Zambia revealed that the integration of open, online and distance education in these countries’ education systems is inadequate. The purpose of this study is to analyse policies in order to determine why policy goals are not achieved and how the present reality and the past knowledge impacts on the desired outcome. The future research methods of forecasting is used because it looks at policy interventions with the aim of assisting us to understand probable development in education that may have led to the weak implementation of the policies.

This paper uses qualitative evidence to describe, explore and discuss the progress of the online teaching training course taught at the Universidade Aberta to Portuguese and foreign professors of higher education institutions. As this is an entirely online course, its pedagogical design results from the combination of the basics of open distance education and network education using the Moodle 2.0 platform and other digital environments. The results point, on one hand, to a dynamic pedagogical design that addresses the need for continuous improvement, and, on the other hand, to the changes in the role of professors in virtual teaching and learning environments, and to the different and specific pedagogical strategies in need of adjustment. They also point to the strong presence of technological and pedagogical elements of innovation.

The University of South Africa (UNISA) is one of the distance education universities that is shifting from open distance learning (ODL) to open distance e-learning (ODeL). UNISA started as a correspondence institution in the 1950s and it has since evolved into an ODeL university. The aim of this research was to assess and determine the maturity levels of UNISA lecturers’ and tutors’ explorations of various forms of e-learning technologies to support students in an ODeL environment. Semi-structured interviews were conducted with 12 academic staff members. A hybrid approach involving inductive and deductive reasoning was used to guide the whole research process. The online course design maturity model (OCDMM) was modified and adapted in order to guide data collection, data analysis, and the interpretation of results. The results of the study indicate that the maturity levels of UNISA’s student support e-learning technologies are at the basic levels of the maturity assessment framework for open distance e-learning. It is hoped that the results of this research will serve as a starting point that the University can use to constantly measure improvements made in advancing e-learning activities.

This paper highlights some key historical perspectives and antecedents of African Indigenous knowledge (AIK) and practices while identifying 'open' futures and opportunities for the application of digital technologies for educational opportunities that build on this cultural base. The role and negative impact of colonialism in the under-development of AIK is examined in this context together with the impact of post-colonial and contemporary corruption in further undermining the value of Indigenous knowledge systems. Two key concepts are identified as a counterpoint to this: the resilience of AIK and 'local wisdom' and the openness underpinning much of the ongoing digital revolution. This natural alignment can help guide the integration of Indigenous-based knowledge and practices and the deployment of open and distance learning in the re-birth of African Indigenous Knowledge Systems (AIKS). Openness is a pivotal concept here for it is integral to both the architecture of the Web and in its ongoing evolution. Given the identified opportunities associated with digital technology, and despite the challenges, it is argued that there is an unequivocal need for AIKS to explore the advantages of open education resources and practices in promoting this rebirth that is also consistent with modern science and technologies in Africa and beyond. [ABSTRACT FROM AUTHOR]

The University of South Africa (UNISA) is one of the distance education universities that is shifting from open distance learning (ODL) to open distance e-learning (ODeL). UNISA started as a correspondence institution in the 1950s and it has since evolved into an ODeL university. The aim of this research was to assess and determine the maturity levels of UNISA lecturers' and tutors' explorations of various forms of elearning technologies to support students in an ODeL environment. Semi-structured interviews were conducted with 12 academic staff members. A hybrid approach involving inductive and deductive reasoning was used to guide the whole research process. The online course design maturity model (OCDMM) was modified and adapted in order to guide data collection, data analysis, and the interpretation of results. The results of the study indicate that the maturity levels of UNISA's student support e-learning technologies are at the basic levels of the maturity assessment framework for open distance e-learning. It is hoped that the results of this research will serve as a starting point that the University can use to constantly measure improvements made in advancing e-learning activities. [ABSTRACT FROM AUTHOR]

Many African countries have developed policies to reform their education system in order to widen participation in higher education. To achieve this, open, online and distance education based models have been advocated as the most viable delivery tools in expanding access to higher education. However, the policy analysis of Kenya, Rwanda and Zambia revealed that the integration of open, online and distance education in these countries' education systems is inadequate. The purpose of this study is to analyse policies in order to determine why policy goals are not achieved and how the present reality and the past knowledge impacts on the desired outcome. The future research methods of forecasting is used because it looks at policy interventions with the aim of assisting us to understand probable development in education that may have led to the weak implementation of the policies. [ABSTRACT FROM AUTHOR]

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This paper uses qualitative evidence to describe, explore and discuss the progress of the online teaching training course taught at the Universidade Aberta to Portuguese and foreign professors of higher education institutions. As this is an entirely online course, its pedagogical design results from the combination of the basics of open distance education and network education using the Moodle 2.0 platform and other digital environments. The results point, on one hand, to a dynamic pedagogical design that addresses the need for continuous improvement, and, on the other hand, to the changes in the role of professors in virtual teaching and learning environments, and to the different and specific pedagogical strategies in need of adjustment. They also point to the strong presence of technological and pedagogical elements of innovation. [ABSTRACT FROM AUTHOR]

The analysis of the pluricatégoriel training (University Diploma training trainers in education for sustainable development) asks the question of the terms and issues of training in education for sustainable development. This training aims to train managers able to manage training plans ESD, studies and investigations in relation to sustainable development, team teaching and training systems face or in Open Distance Education. The frameworks of sustainable development, of his education and training of trainers, having served as a basis for the development of this curriculum. The training will then be described. A critical analysis of the curriculum at the technical, conceptual and pedagogical will be offered from bibliographic data and feedback. Prospects for future training will be discussed by considering the evolution of business in different contexts, the link between training and trainer training engineering between research and the field, between the sciences and the humanities. Issues in terms of values and employment will also be analyzed critically.

This paper reports on disadvantaged South African practising teachers' perceptions on computer literacy competencies while studying to improve their teaching qualifications. During the process of developing a learning technology integration framework for the School of Continuing Teacher Education at North-West University, South Africa, an initial exploratory survey identified issues and themes for systemic inquiry, in order to provide substance to the integration framework. The purposive sample related to a criterion-based selection of N=338 teacher-students attending supplementary computer literacy training sessions. Queues from the Technology Acceptance Model supplemented the questions intended to investigate enablers and barriers to learning technology adoption. The pragmatic approach was towards discovering which possible interventions could be introduced to enable adoption of technology in interaction and learning. Descriptive statistics and structural equation modelling produce a suggested parsimonious model relating to self-confidence, trust and perseverance in acquiring computer literacy. [ABSTRACT FROM AUTHOR]

Distance learning system is a flexible form of education which can meet the demands of adult education. A European area of lifelong learning will empower citizens to move freely between learning settings, jobs, regions and countries in pursuit of learning. The central role of the learner, the importance of equal opportunities, quality and relevance of learning possibilities must be at the centre of the strategies to make lifelong learning a reality in Europe. EU member states and the European Commission have strengthened their political cooperation through the Education and Training 2010 work programme launched in 2001. According to this document for 2010 was set as a goal that average participation of adult population in lifelong learning (age group 25-64) should reach at least 12.5%. In 2000, Romania has reached 0.9 % participation of adult in Lifelong Learning. By 2008 the percentage increased to 1.5% being still far from European benchmark. European document emphasize the importance of a coherent and comprehensive strategy for Lifelong Learning. In order to achieve this desideratum, the following criteria have to be applied: Partnership working, creating a learning culture, and Striving for excellence are about achieving coherence, while Insight into demand for learning, Facilitating access and adequate resourcing ensure that the approach is comprehensive. Distance learning represents an opportunity for all adult people because is flexible, is valuing learning and ensure quality of learning process. Based on our experience - ODL Department of University of Bucharest, this paper present the way in which Distance learning can contribute to increasing participation of adults in education. [ABSTRACT FROM AUTHOR]

The sheer number of teachers required to cater for an unprecedented increase in enrolment in developing countries, and corresponding continuous professional development to improve teaching and learning, remain a major problem. Given this problem, I argue that traditional face-to-face training of teachers no longer suffices to manage imbalances in the supply of and demand for teachers in South Africa, and hence the need for open and distance learning. I further argue that the allocation of resources to higher education institutions for teacher training using distance education within South Africa, if not reviewed, will constrain the quality and capacity of institutions to respond adequately to future teacher shortages. I conclude that the discourse on teacher supply and demand should be tempered with awareness of the looming crisis of teacher retention that is always at the periphery of the planning of, and discourse on teacher provision in the country. [ABSTRACT FROM AUTHOR]