Dr Mpine Makoe Institute for Open and Distance Learning
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Transcript of Dr Mpine Makoe Institute for Open and Distance Learning
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A student-centred A student-centred approach – approach –
Incorporating Incorporating students’ students’
experiences in the experiences in the development of a development of a student support student support
systemsystem
A student-centred A student-centred approach – approach –
Incorporating Incorporating students’ students’
experiences in the experiences in the development of a development of a student support student support
systemsystem
Dr Mpine Makoe Dr Mpine Makoe Institute for Open and Distance LearningInstitute for Open and Distance Learning
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Outline of the presentation
• Student Centredness• Student Support• Student characteristics
DemographicsCase studies
• Experiences of distance learning• Unisa context• Open and Distance learning• Elements of student support
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Student-centredness• Focuses on an individual student’s
experiences, perspectives, background, capabilities and needs
• Gives learners greater autonomy and control
• Based on the needs of the learners than on teacher’s needs
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Student-centredness
• requires that students are seen as the main foci of the educational process and they are supported to take progressive responsibility for their learning. However, the pedagogy employed should enable successful learning establish links between students’ current meanings and new knowledge to be learnt, and encourage independent and critical thinking.
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Student-Centredness Teacher-Centredness
Approaches Construct their own knowledge with the assistance of the lecturerDiscovery and independent learning
Centre of knowledgeTransmission of information from a knowledgeable individual to a student
Dominant theory
Constructivist and sociocultural
Behaviourist or Positivist
Processes Personalised and individualised responsesCollaboration and dialogue among students and lecturersProcess-oriented instruction that focuses on authentic tasks and problem solving strategies
Directs and controls the learning processesOne-way communication from lecturer to students through study materialStudy, memorise and mirror the correct view
Roles Students are activeLecturer is a facilitator, coach, mentor and a resource personStudents are responsible and accountable for their learning
Students are passiveLecturer focuses on the content – sylabbi; discipline based
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Student Support• tuition support in the form of detailed, individualised and
timely feedback to formative assessment; regional tutorials in a medium (face-to-face, online, telematic etc) that is accessible to students; remedial interventions such as responsible open access programmes to help underprepared student achieve success in order to decrease the distance between student and teacher;
• peer support in the form of institutionally arranged and supported peer self-help groups;
• in-text support in the form of well-designed well-integrated courseware encouraging active learning and promoting dialogue between teacher and student in order to decrease the distance between student and study materials;
• administrative support in the form of timely, accurate and accessible information from institution to students about all aspects of the learning process, from registration to graduation.
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Elements of support systems
Registration
Tutoring
Counselling
Peer groups
Learning centres
Assessment
Educational technologies
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Teaching and learning• Study material• Teaching and assessment goes
hand in hand – continuous assessment
• Reveals students’ strengths and weaknesses and suggests where the student might need help
• Feedback is very important
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Age demographics
0
20000
40000
60000
80000
100000
120000
140000
160000
<24 25-
39
40-
49
>50
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Age demographics
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Johannes• Age – 22• Urban areas• Formerly from
rural areas • Full time student• Son and a brother• Student since
2003
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Mokgadi• Mid 30’s• Rural areas• Mother, wife,
daughter-in law, community worker
• Teacher• Student since 1993• Switched from
degree to diploma
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How do we support our students?
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Principles of student-centredness
• Cognitive and metacognitive factors
• Motivational and affective factors
• Development and social factors» (McCombs and Vakili, 2005)
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Student support services
• Cognitively
• Affectively
• Systematically» (Tait, 2000)
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books
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