The potential use of e-learning to supplement face-to-face instruction at WSU: A case study

1. The potential use of e-learning to supplement face-to-face instruction at WSU: A case study Presenter: T. Mayisela Centre for Learning and Teaching Development

2. Topics • Background and Introduction • Blended learning • Objectives of integrating ICT into teaching and learning at WSU • The e-learning strategy that will guide the ICT integration at WSU for 2009 – 2011/2012 • The roll-out plan for this strategy • E-learning initiatives at WSU

3. Introduction • Walter Sisulu University offers the majority of its courses in traditional classroom settings with limited information and communication technologies (ICT) integration. • A few departments use WebCT and Open source (Nuffic needs analysis) • The main challenge that WSU faces is to improve the student throughput rates • E-learning is the potential means to supplement face-to-face instruction • CLTD is the driver of e-learning at WSU

4. Background • WSU, a developing university situated in the Eastern Cape in South Africa, commits itself to providing technological learner-centred education, innovative learning and teaching, and opportunities for life-long learning. • Challenges: less prepared students, students who are unable to attend classes on a regular basis because of challenges such as time-table clashes, sickness, family and work commitments, transport problems • Most of these students come from a poor educational background and often find it difficult to cope with the teaching styles such as formal lectures and with study skills such as private reading, note taking, time management, asking questions in large groups, team/project work and IT competence (Lowe & Cook 2003).

5. Blended learning • Web-enhanced face-to-face classes: Web-based learning (WBL) is integrated into the conventional classroom instruction (some online resources & discussion groups to supplement classroom–based teaching) • Web-based courses or fully online courses: WBL replaces the face-to-face classes (collaborative working, peer support, tutor as facilitator) • Blended, mixed mode or hybrid learning: Some of the constituents of the learning process are facilitated online and some in the classroom (e-learning materials combined with existing resources to create a blended model, includes online discussions, e-tivities, group work) (Mason 1998; Bates and Poole 2003; van der Westhuizen 2004)

6. E-Learning objectives • WSU has considered the use of e-learning for enhancing student-oriented, active, collaborative, innovative and life-long teaching-learning activities The use of ICT for teaching will allow lecturers to: • prepare online learning material for their students • use electronic techniques to present their lessons in class • find and interact with information such as online databases and journals for both teaching and research purposes • link and collaborate with peers within and across the university, etc.

7. Continued: E-Learning objectives The use of ICT for learning will allow: • Flexibility of learning (accessing material on an anytime, anywhere basis) • Accessing rich material • Interacting with the learning material • Checking back on attended/missed classes • Accommodating different student learning styles • Communication amongst students and with the lecturers

8. E-learning strategy The four focus areas are: • Setting up and maintaining the electronic learning environment; • Promoting awareness of the University stakeholders about the electronic learning environment and possibilities this offers them; • Capacitating academic staff on e-learning; and • Ensuring student participation in e-learning

9. E-Learning roll-out plan for WSU • Developing a Walter Sisulu University e-learning strategy • Promoting awareness of the value of e-learning among WSU lecturers and students • Establishing a functional e-learning platform • Training WSU lecturers in computer literacy • Equipping lecture rooms with presentation tools • Identifying the pilot departments • Supporting staff in designing and using e-learning courses

10. Continued: roll out plan • Evaluating the effectiveness of e-learning activities carried out by the respective Departments (e-learning conference/grass root events) • Conducting research on the effectiveness of e-learning • Maximising students’ participation in e-learning to enhance learning • Integrating the learning portal with the support systems (seamless and automated data transfer)

11. E-learning Initiatives at WSU • The e-learning strategy is in the draft stage (still to get Senate approval) • Locations for e-Learning Centres have been identified and equipment is being installed • The learning management system (LMS), Blackboard has been adopted as the learning platform to be used University wide for teaching and learning • Blackboard has been installed (http://Blackboard.wsu.ac.za) • FSET (the pilot faculty) has undergone the basic and intermediate level of the e-learning training

12. Continued: E-learning Initiatives at WSU • Twenty participants were trained at the beginners level in April; the train-the-trainer approach was followed. • In June 2009, 16 members of this group were trained at the intermediate level and 40 team members from these respective departments were trained at the basic level. • In August, 17 staff members (10 from FBML, 4 from FSET and 2 from Library Services and 1 from CLTDlectures were trained at Mthatha; 12 lecturers from the Faculty of Health Sciences were trained in September • E-learning team and ICT services representatives were trained on Blackboard support • Computer literacy training (two cohorts) • Management and FSET Directors’ visit

13. Nuffic activities • Employer study • Tracer study • Throughput study • Findings from the above studies will inform the curriculum reform plan. However, e-learning is a vehicle for curriculum responsiveness.

14. Curriculum responsiveness • Moll (2004:3) emphasizes that “curriculum responsiveness promises that there are some positively formulated benchmarks against which we might be able to judge whether our education programmes are meeting the needs of a transforming society”. • According to Moore and Lewis (2004), curriculum responsiveness could work in two directions; the change in knowledge content of the curriculum or the change in the mode of transmission from lecturer-oriented to student-oriented. • While the University will be interrogating the curriculum content as informed by the studies, she will also make use of ICTs to enhance student-oriented learning and innovative ways of teaching and learning.

15. Conclusion • WSU teaching staff’s use of e-learning is low • The user involvement, executive’s support, • clear objectives and proper planning are the critical aspects of any ICT project. • This whole exercise indicates that given a chance, WSU could be a globalised higher education institution offering blended learning.

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