Shaping Open, Distance and e-Learning in Post School Education and Training: A Call for a Revised Agenda

Autor/inn/en	Aluko, Ruth; Krull, Greg; Mhlanga, Ephraim
Titel	Shaping Open, Distance and e-Learning in Post School Education and Training: A Call for a Revised Agenda
Quelle	In: Perspectives in Education, 40 (2022) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aluko, Ruth) ORCID (Krull, Greg) ORCID (Mhlanga, Ephraim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v40.i1.1
Schlagwörter	Open Education; Distance Education; Electronic Learning; Training; Educational Change; COVID-19; Pandemics; Relevance (Education); Curriculum Development; Beliefs; Educational Quality; Technology Uses in Education + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Ausbildung; Bildungsreform; Relevance; Relevanz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Belief; Glaube; Quality of education; Bildungsqualität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The impact of the COVID-19 pandemic has brought the attention of distance education issues to the fore in a way not seen before. All forms of educational provision and sectors were affected by the pandemic. The aim of this conceptual leading article is to highlight three pertinent issues that need to be taken into account in Open, Distance and e-Learning (ODeL) to ensure the relevance of the Post School Education and Training (PSET) sector in the Fourth Industrial Revolution (4IR) and beyond. Based on a review of the literature, the article highlights three pillars of successful use of technology to enhance quality in PSET, especially in the wake of the worldwide transition to remote teaching and learning. The revised agenda comprises the questioning of previously held beliefs about learning and teaching; the responsiveness of curricula and ensuring the quality of ODeL offerings. It argues that unless traditional beliefs about teaching and learning are questioned and curricula are streamlined to align with the demands of the knowledge society, the value of PSET may be trivialised in a context that is so rapidly changing. It also argues that sound quality assurance mechanisms should be put in place to ensure sufficient depth in student learning experiences, rigour in assessment processes and confidence in graduates by employers and society at large. Using the theory of Connectivism as a lens, the authors provide a framework with some recommendations for sound ODeL teaching and learning practices that are relevant for the demands of the 4IR and beyond. The framework focuses on five pillars, which are foregrounding a student-centred approach; embracing appropriate technologies to support teaching and learning; strengthening the capacity to support success; ensuring appropriate assessment processes and regular curriculum revision and renewal. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01