DISTANCE EDUCATION: A GLOBAL

PERSPECTIVEDr. Angie Parker

Anthem College OnlinePhoenix, Arizona

South Africa

Since 1994, South Africa has struggled to develop globally and democratically.

Technology as a tool

Resistance has a long history in education and has been noted on nearly every continent as technologies have become more available.

Integration of technology with content

ADOPTION OF INNOVATIONS

social systems technology itself Communication

channels

Purposes of the Project

To identify the current uses of technology in the four universities of the Eastern Cape.

To identify ways to enhance the use of technology over the next five years.

SIGNIFICANCE

It has been assumed that technology enhances student learning.

It has been assumed that students have advanced skills with technology

Survey

QUESTION AREAS:

Demographics Computer

experience Software used in

preparation Level of desired

expertise

Roger’s Diffusion of Innovation Theory

Adoption of new technologies is influenced by perceived attributes of the technology.

If the technology is perceived as being easy, it is integrated with content quickly.

What increases the chance of technology adoption?

Easy access to the technology

Training readily available Support available

Learning/Adoption Model

The progressive development of knowledge about technology is described as a continuous process for all users whether they are beginners or experts.

Stages of Adoption

Instructor as Learner Instructor as Adopter Instructor as Co-Learner Instructor as

Re-affirmer/Rejecter Instructor as Leader

SKEPTICISMGutenberg’s printing press was

praised for its invention but rebuked for creating gaps

between the literate and non-literate.

Challenges for Faculty Development

The expense of the hardware and software

The cost for developing the training

The need for on-going training as the technology changes

Getting faculty to attend

Disagreement

While the previous slide showed issues for Faculty Development, research indicates that the faculty member’s reluctance and disbelief in the use of technology are also major concerns.

Learning/Adoption Model

WHAT ISSUES INFLUENCE THE ADOPTION RATE?

Belief that the technology is useful

The ease of use Are others using

it? Potential support

Education may be the only business which actually debates the existence of barriers to its employees’ adoption of technology.

Faculty are hired to be experts in content areas, but seldom are they also required to be experts in the use of educational technology.

Devaluation of the educational profession

Faculty feel that the technology is usurping their expertise in the classroom. Distance learning is eliminating jobs.

Demonstrating that technology is positively correlated with student learning is crucial.

METHODOLOGY

Participants by University

16 Rhodes University

16 Fort Hare University

15 Nelson Mandela Metropolitan University

18 Walter Sisulu University

Questionaires

1. Demographics2. Computer expertise3. Perceived importance of technology4. Current usage5. Issues related to training and support

The aim of the survey

Provide evidence of current usage

Develop better understanding of the training

Understand perceived importance of technology

Student Sample

Student Participation by University

19 Walter Sisulu University

16 Rhodes University

15 Nelson Mandela University

17 Fort Hare

n=67

Demographic Data

Gender of Participants by University

University Female Male

Rhodes University 14 2

Fort Hare University 7 9

Nelson Mandela 7 8

Walter Sisulu 12 6

Older participants appeared to have the least interest in technology and the use of technology as a tool for teaching and learning.

Average age: 38

Oldest: 54

Youngest: 24

Technology for Preparation

Current Perceived Levels of Expertise

Rhodes 2

Fort Hare 1

Nelson Mandela 1

Walter Sisulu 1

0-never use 1-used once per

month 2-used 2-3

times per month

3-used 4-5 times per month

4-used daily

Desired Level in Two Years

Desired Level of Expertise in Two Years by University

Rhodes 2

Fort Hare 1.5

Nelson Mandela 1

Walter Sisulu 1

Who is using technology?

Age and Perceived Level of Expertise

Gender 25-30 30-35 35-40 Over 40

Females 1 .07 .08 1

Males 1.8 2.0 2.1 1.5

1-Beginner; 2-Intermediate; 3-Expert

Internet Usage

Faculty were using the Internet for course preparation but only in a limited manner.

1. No reliable Internet connections2. The time required to search3. Lack of skill to find high quality sites

Few of the universities had classrooms with Internet access.

Only Nelson Mandela had an actual computerized classroom

Knowing the basics of technology does not insure effective integration with

instruction.

The spotlight should not be on the technology itself, but rather on technology as a tool for a learner-centered environment.

Deterrents to the use of technology

1. Recognition2. Perceived value3. Lack of training

Technology is transforming nearly every aspect of society. Not only is technology a part of the culture from which it arises; it also impacts the culture that created it.

Changing faculty perceptions is only the beginning step…the second step is

training that clearly delineates the use of technology as a tool for teaching and

learning.

Suggestions for enhanced use of technology

1. High quality training to meet the needs of all levels of expertise

2. Website support for FAQ’s and immediate support

3. Administrative support with rewards for technical innovation.

Website Support

Not only to provide immediate information, but to “cheer” innovations and Best

Practices.

Support System

A support system that allows instructors to share, discuss, and debate innovative methodologies for incorporating technology.

Technology is changing our society.

The use of technology in the curriculum can facilitate learning by providing:

1. more relevant learning opportunities

2. changing the orientation of the classroom from professor to student-centered

3. preparing students for future employment

4. flexible delivery modes

5. Increased access