Anxieties, Challenges and Successes in the Transition to Online Teaching in an Open and Distance Learning Environment: The UNISA Experience [Konferenzbericht] Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (12th, Sofia and Nessebar, Bulgaria, Jun 2014).

Autor/in	Setlhako, Motladi Angeline
Titel	Anxieties, Challenges and Successes in the Transition to Online Teaching in an Open and Distance Learning Environment: The UNISA Experience [Konferenzbericht] Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (12th, Sofia and Nessebar, Bulgaria, Jun 2014).
Quelle	(2014), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Needs; Open Universities; Distance Education; Educational Technology; Technology Uses in Education; Online Courses; Asynchronous Communication; Teaching Assistants; Teacher Role; Internet; Interaction; Access to Computers; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Offene Universität; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Lehrerrolle; Interaktion; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Meeting the needs of students in a continually evolving education environment has created new challenges and opportunities for Open and Distance Learning (ODL) Institutions. Institutions of Higher Learning (IHL) across the nation are designing new programs to promote students' achievements and graduation. The technological developments provide new teaching strategies and tools used to promote learning. The constant growth of varied technological tools has a great influence on ODL settings to design such online programmes as an alternative way to serve diverse student populations. Online teaching and learning is gaining popularity among ODL institutions as an alternative mode of teaching and learning, as it provides instant access to learning material as well as interaction with fellow students anytime and anywhere in the world. However, it is essential that Teaching Assistants (TA's) connect with students to provide students with the necessary support throughout their learning experience. This paper draws from the literature on asynchronous learning, interviews with TA's and the authors' own experiences on the differences of online facilitation and its challenges as experienced by TA's. Although facilitation of online programmes is evolving fast in developing countries, the author concludes that online facilitation is empowering but there is a great demand for acquisition of new skills for both lecturers as facilitators of learning within the institution and the TA's who provide student support. [For the complete Volume 12 proceedings, see ED597979.] (As Provided).
Anmerkungen	Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01