Author

  • Anthony Kiryagana Isabirye

    • Vaal University of Technology, South Africa
    • South Africa

  • Kholeka Constance Moloi

    • Vaal University of Technology, South Africa
    • South Africa

Abstract

This paper explores how academics in one South African Open University, experience learning in order to hasten the impact of their innovative teaching and student learning. It also aims at the formulation of a training framework to guide teacher learning. A qualitative phenomenological r esearch design as advocated by Giorgi and Giorgi (2009) was adopted for this study. The research questions posed were: How do academics experience academic development and which teacher learning framework could be used to enhance academic development for ODL teachers to teach innovatively? The study found that the university introduced an academic training programme to the participants (orientation).The orientation prepared them for practical training (learning). Through learning, they were empowered with skills and competencies (skills acquisition) that enabled them to work (performance) as online teachers. The participants further noted that for a training programme to be successful, it must be long in duration, evaluated and have the support of University management. All the participants learning experiences and concerns were synthesised into a training framework. It was recommended that academic development programmes run for longer durations and should be supported by institutional leadership. An evaluation mechanism should be introduced and adhered to, to ensure achievement of all objectives in every training phase.

Keywords

References

  • Abbot, S. E. (2014). Personalized learning. Glossary of educational reform. Available: http://edglossary.org/personalized-learning/. Accessed: 11/28/2016.
  • Botha, J. & Cotzee, N. (2012). The Psychology of learning, Employee motivation and performance. In Cotzee, M. (Ed.), Practicing Training and Development in South African Organisations. 2nd Ed. Lansdowne, Cape Town: Juta
  • Boughey, C. (2007). Educational Development in South Africa: From social reproduction to capitalist expansion. Education Policy, 20, 5-10
  • Boughey, C. (2010). Academic development for improved efficiency in the higher education and training system in South Africa. Development Bank of South Africa.
  • Boulter, C. J. & Buckley, B. C. (2000). Constructing a typology of models for science education. In Gilbert, J.K. & Boulter, C.J. (Eds.), Developing models in science education, (pp.41-57). Dortrecht: Kluwer: Academic Publishers.
  • Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137 – 159.
  • Charmaz, K. (2003). Qualitative interviewing and grounded theory analysis. In J.F. Gubrium and J.A. Holstein (Eds.), Handbook of Interview Research: Context and Method. (pp. 675 - 694). London: Sage.
  • Collin, K. (2009). Work-related identity in individual and social learning at work. Journal of Workplace Learning, 21(1), 23-35.
  • Creswell, J. W. & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into practice, 39(3), 124-130.
  • Development Bank of South Africa. (2012). Project preparation challenges: Improving project financing for local government infrastructure development. Round table held on the 26th January, 2012.Midrand: Development Bank of South Africa.
  • Dickhauser, O., Butler, R. & Tones, B. (2007). Das Zeigt doch nur, dass inch’s nicht kann-Zielorientierung und gegenuber Hilf bei Lehramtisan wartern [That just shows that I can’t do it: Goal orientation and attitudes concerning help among pre-service teachers]. Zeitschrift fur Entwicklung spsycholgie und padagogische psychlogie, 39 120 -126.
  • Dooley, L. M. (2002). Case study research and theory building. Advances in Developing Human Resources, 4(3), 34-353.
  • Dori, Y. J. & Herscovitz, O. (2005). Case‐based long‐term professional development of science teachers. International Journal of Science Education, 27(12), 1413-1446.
  • Egan, T. M., & Akdere, M. (2005). Clarifying distance education roles and competencies: Exploring similarities and differences between professional and student-practitioner perspectives. The American Journal of Distance Education, 19(2), 87-103.
  • Englander, M. (2012). The interview: Data collection in descriptive phenomenological human science research. Journal of Phenomenological Psychology, 43(2012), 13 -35.
  • Erasmus, B. J., Loedolff, P. V. Z., Mda. T. V. & Nel, P. S. (2012). Managing Training and Development. Cape Town: Oxford.
  • Fry, H. & Ketteridge, S. (2009). Enhancing personal practice. Establishing teaching and learning credentials. In: H. Fry; S. Ketteridge & S. Marshall (Eds.). A Handbook for teaching and learning in higher education. Enhancing academic excellence. Third Ed. London: Routledge, Taylor & Francis Group, pp. 468-484.
  • Gall, M. D., Gall, J. P. & Borg, W. R. (2007). Educational research: An introduction (8th Ed.). Boston: Pearson.
  • Giorgi, A. (1986). A phenomenological analysis of descriptions of concepts of learning obtained from a phenomenological perspective. Available at: http://books.google.co.za/books/about/A_Phenomenological_Analysis_of_Descripti.html?id=GYXEtgAACAAJ&redir_esc=y (accessed on 10/7/2014).
  • Giorgi, A. (1989). One type of analysis of descriptive data: Procedures involved in following a scientific phenomenological methods. Methods, 4(3), 39-61.
  • Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Pittsburgh, PA: Duquesne University Press.
  • Giorgi, A. P. & Giorgi, B. M. (2003). The descriptive phenomenological psychological method. In P. Comic, J.E. Rhodes & L. Yardley (Eds.). Qualitative Research in Psychology (pp.243-273). Washington DC: American Psychological Association.
  • Gravett, S. (2001). Adult learning: Designing and implementing learning events - a dialogic approach. Pretoria: Van Schaik.
  • Halloun, I. A. (2007). Mediated modelling in science education. Science & Education, 16(7-8), 653-697.
  • Hoadley, U. (2010). What do we know about teaching and learning in primary schools in South Africa? A review of the classroom-based research literature. A report for the Grade 3 Improvement project of
  • the University of Stellenbosch, supported by the Western Cape Education Department and the Western Cape Provincial Treasury. University of Cape Town.
  • Hunter, C. & Austin, L. (2004). Supporting lecturers in their move towards a new a learning environment. Available at: http://www.col.org/pcf3/papers/PDFs/Hunter_Austin.pdf (Accessed on 13/7/2012).
  • Kagan, D. M. (1992). Implication of research on teacher belief. Educational psychologist, 27(1), 65-90.
  • Kaydos, W. (2000). Operational performance measurement. Increasing total productivity. Boca Raton, Florida: CRC Press.
  • Knowles, M. S., Holton III, E. F. & Swanson, R. A. (2005). The adult leaner. The Definitive Classic in Adult education and Human Resource Development (6th Ed.), Burlington, MA: Elsevier.
  • Leu, E. & Ginsburg, M. (2011). First Principles: Designing effective Education Program for In-service Lecturer Professional Development. Washington, DC: USAID.
  • Maritz, J. & Visagie, R. (2010). Methodological Rigour and Ethics of Accountability within a Qualitative framework. Paper presented to academic staff at Unisa. Pretoria.
  • Marshall, S. & Pennington, G. (2009). Teaching excellence as a vehicle for career progression. In: H. Fry; S. Ketteridge & S. Marshall (Eds.). A Handbook for teaching and learning in higher education. Enhancing academic excellence. Third Ed. London: Routledge, Taylor & Francis Group, pp.487-512.
  • Mathur, S. R., Clark, H. G. & Schoenfeld, N. A. (2009). Professional Development: A capacity – Building Model for Juvenile Correctional Education Systems. The Journal of Correctional Education, 60(2), 164 – 186.
  • McLoughlin, C. & Oliver, R. (2000). Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level. Australian Journal of Educational Technology, 16(1), 58-72.
  • Morse, J. M. (2004). Constructing qualitatively derived theory: concept construction and concept typologies. Qualitative Health Research, 14(10), 1387-1395.
  • Morse, J. M., Barrett, M. & Mayan, M. (2002). Verification strategies for establishing reliability and validity in qualitative research-ejournals. library-ualberta.ca .Available at: http://www.ualberta.ca/~iiqm/backissues/1_2Final/pdf/morseetal.pdf (Accessed on 7/10/2011).
  • Neo, M. & Neo, K. T. K. (2001). Innovative teaching: Using multimedia in a problem-based learning environment. Educational Technology & Society, 4(4), 1- 18.
  • Shamoo, A. & Resnik, D. (2009). Responsible Conduct of Research, 2nd ed. New York: Oxford University Press
  • Spector, J. M. & La Teja. (2001). Competencies for Online Teaching. Eric Digest. Dec. Available at: http (Accessed on 12/10/2012).
  • Quinn, L. (2012). Re-imagining academic staff development: Spaces for disruption. AFRICAN SUN MeDIA.
  • Supovitz, J. & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37, 963-980
  • Taylor, N. (2008). Whats wrong with South African schools? Available: JET Education Services: www.jet.org.za. (Accessed: 11/28/2016.)
  • Trochim, W. M. & Donnelly, J. P. (2008). Qualitative and unobtrusive measures. The research methods knowledge base, 2, 151-167.
  • Van der Berg, S. & Louw, M. (2008). Lessons learnt from SACMEQII: South African student performance in regional context. In G. C. Bloch, L. Chisholm, B. Fleisch & M. Van Manen, M. (1990). Researching lived experience: Human Science for an Action Sensitive Pedagogy. Albany, N.Y: State University of New York Press.
  • Viedma Marti, J. M. & do RosárioCabrita, M. (2012). Entrepreneurial excellence in the knowledge economy. Intellectual capital benchmarking systems. London: Palgrave Macmillan.

Downloads

No downloads have been recorded for this article yet. Figures appear here once readers begin downloading the full text.

How to Cite

Isabirye, A. K., & Moloi, K. C. (2017). Exploring Teacher Learning Experiences in one Open University in South Africa: a Training Framework. Journal of Education and Vocational Research, 7(4(V), 12-20. https://doi.org/10.22610/jevr.v7i4(V).1505

Share this article

License

Copyright (c) 2017 Anthony Kiryagana Isabirye, Kholeka Constance Moloi (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Author (s) should affirm that the material has not been published previously. It has not been submitted and it is not under consideration by any other journal. At the same time author (s) need to execute a publication permission agreement to assume the responsibility of the submitted content and any omissions and errors therein. After submission of revised paper in the light of suggestions of the reviewers, the editorial team  edits and formats manuscripts to bring uniformity and standardization in published material.

This work will be licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) and under condition of the license, users are free to read, copy, remix, transform, redistribute, download, print, search or link to the full texts of articles and even build upon their work as long as they credit the author for the original work. Moreover, as per journal policy author (s) hold and retain copyrights without any restrictions.

Keywords

Section

Research Paper

Published in

Vol. 7 No. 4(V) (2016) Teaching, Training & Vocational Competency View issue contents

Published

2017-01-26

Submissions

Have research to publish? Journal of Education and Vocational Research welcomes submissions.

Make a Submission