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Direct linkAdam, Taskeen – Distance Education, 2020
This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices…
Descriptors: Open Education, Online Courses, Instructional Design, Epistemology
Gous, Ignatius G. P.; Roberts, Jennifer J. – Distance Education, 2015
Management of time and workload is influenced by the quality of awareness of impacting factors. Faculty has to attend to many responsibilities, with technology in teaching a recent but game-changing impacting factor. This article is a case study which explores the metacognitive awareness of the impact of technology on teaching, learning and…
Descriptors: Metacognition, Technological Advancement, Faculty Workload, Decision Making
Murray, Jessica; Byrne, Deirdre; Koenig-Visagie, Leandra – Distance Education, 2013
The University of South Africa (UNISA) has recently redesigned its honors degree in Gender Studies. The course design team members have been mindful of three key factors while redesigning this degree. First, we are aligning our course design with the demands of open and distance learning (ODL) and UNISA's institutional move to online delivery of…
Descriptors: Foreign Countries, Gender Issues, Controversial Issues (Course Content), Distance Education
Potter, Charles; Naidoo, Gordon – Distance Education, 2006
This article provides a case study of the development of the Open Learning Systems Education Trust's "English in Action" program in South Africa from 1993 to the end of 2004. It describes the program's development from a model focused on enhancing learner involvement and learner gains to a model of distance education and open learning…
Descriptors: Foreign Countries, Inservice Teacher Education, Open Education, Distance Education
