Papers Presented at
the 1st National NADEOSA Conference
Held 11-13 August 1999
Author: Professors Bagwandeen D.R & Bojuwoye O Lebeta TV ; and Letsie LE and Matobako
STP University of the
North (Qwa-Qwa Campus)
Title: Assuring Quality through Study
Materials in Distance Education (DE) In South Africa
Abstract:
This paper moves from the premise that Education is universally construed as the strategy
for the wholesome development of the greatest ability of individuals with unique and
private hopes and dreams . When these are fulfilled they can be the translated edification
of the individual and the enhancement of the nation . Furthermore, this paper recognizes
that Education is the livelihood of any community, and, therefore, it is the cornerstone
of social , political , cultural , economic , technological and individual development .
In trying to achieve the above espoused vision the paper sensitizes the issues around the modes of delivery of Distance Education. The paper focuses on study material for the learners with special reference to the study guide. In this paper, it is argued that the key area which impacts on quality of studies in Distance Education is the preparatory stage. The paper will, therefore, interrogate critically issues around this stage . Amongst other issues the statement of purposes in view of the critical outcomes as articulated in the National Qualifications Framework (NQF) criteria for choosing course writers ; different models of study guides such as : Ground up or integrated ; Wrap-around or extra-textual and Research or independent will dominate the discussions . It is hoped that this paper will significantly contribute towards realizing factors and implications for implementing quality in DE in South Africa .
INTRODUCTION
Distance Education (DE) has certainly become a major form of teaching and learning around the world. It has earned for itself the reputation of being a truly innovative education phenomenon in both developed and developing countries. Education is universally construed as the strategy for the wholesome development of the innate abilities of individuals culminating in the realization of their unique hopes and aspirations. As learning becomes more important for the survival of the individual and society, the quality of education a person obtains becomes crucial.
In this regard the quality of DE then is also of paramount significance. As we approach the new millennium the massification of education is being regarded as a key international concern. It is no exaggeration to suggest that while DE does not claim to be the panacea for all the ills of education, nonetheless, it is positively being considered as the most invaluable strategy for achieving the fundamental objective of producing opportunities for the provision of education to all people at all levels.
Consequently, it becomes incumbent to ensure that the quality of delivery of DE is not compromised. In terms of the syntagma of principles underpinning the various definitions of DE as suggested by Keegan (1990: 44; 105), effective two-way communication is quintessential for the whole strategy of DE. A variety of media and technology are used ranging from an emphasis on print in developing countries to a plethora of interactive electronic telecommunication technology in developed and highly industrialized countries.
In the South African context, however, with the vast disparities characterizing resources and infrastructure in urban and rural areas, DE providers still rely heavily on the medium of print as the primary course material. This takes the form to textbooks, manuals, course notes and study guides. Print materials are relatively inexpensive to develop and can be distributed with a degree of ease through the postal or courier services.
In addition, the following are noteworthy:
The skills of writing and illustration as well as production capabilities of duplication are widely available.
Learners and educators are more at home with printed study materials than perhaps other techrologies.
Print materials are highly portable and they are not fragile.
They do not deteriorate easily and are dependable and convenient to use.
The most important form of print course materials in DE is the study guide.
STUDY GUIDES FOR DISTANCE EDUCATION
The study guides for DE are used to provide the structure for the course on offer. It also serves to integrate any didactical component and instruction delivered by other media.
However, the study guide should be conceived as endeavouring to do more than merely presenting subject matter. It should contain, in terms of the theory of guided- didactic conversation as propounded by Holmberg (1983:114 - 122), directions and guidance for the learners in their study of the content. At the same time it must provide a structure for interaction between the student and lecturer. The study guide should explicitly communicate in terms of the current emphasis on outcomes - based education and training (OBET) in South Africa, the goals and the objectives of the subject and undergird the approach and philosophy of the discipline being studied.
The study guide should also provide opinions and offer advice concerning the pathways and mapping of the academic content of the subject. At the same time from the
didactical - pedagogical perspective they should indicate broadly the time factor for the various topics or exercises provided. The author of the study guide must be aware of the strategies for the completion of the study guide that would assist the learner to master the content.
The study guide should be written in a style that reflects the concern of the writer for the students. The study guide, understandably, is more impersonal than contact, face-to-face teaching. The whole process of teaching by educators and learning by students occurs through the medium of print. The study guide should attempt to be friendly, encouraging and supportive. It should constantly be borne in mind that the study guide is neither an academic paper nor a learned text but a form of teaching. Consequently, the mark of the dedicated educator is significant and the concern and interest of the learner are critical.
SOME GUIDING PRINCIPLES FOR DEVELOPING DISTANCE EDUCATION STUDY GUIDES
In the development of printed study guides various logical and didactical procedures need to be followed in order to ensure that the study guides are both relevant and appropriate for the purpose of being used as a tool for the teaching of learners. Further, much of the analysis, explanation and discussion that an educator might make in a face-to-face setting needs to be incorporated in the study guide. The conceptualization of OBET, and the related concepts of unit standards (US), specific outcomes, critical cross-field outcomes and assessment criteria must also be considered.
Some suggestions in the quest for implementing quality in DE through the study guide are outlined. Owing to time and space constraints the details will be provided in point form. This will allow for greater discussion of the principles postulated..
3.1 Appointment of Writers
Suggestions for the appointment of writers are:
Appointment of advisory committee for each subject or each course for selection of writers.
This committee could also evaluate the requisite course material.
Writers should have to satisfy appropriate criteria such as:-
- academic qualifications
- teaching and writing experience
- reliability and efficiency
- availability for the programme.
3.2 Planning and Developing the Course Structure
The following stages, inter alia, are relevant:
Collection of background information.
Preparation of draft outline.
Determination of assessment.
Suggestions for amendments.
Revision of the outline.
Approval of the outline.
Commencement of writing.
A subject specialist could be involved in developing the outline with a writer or course team. In preparing the outline the following are critical:
Choice of subject matter.
Order of subject material.
Generating of ideas.
Organization of material into an outline.
Determination whether the study guide will be the ground - up, stand - alone or integrated model; wrap-around or extra - textual model; research or independent model.
Assessment of outline.
Consideration of practical implications.
3.3 Constitution of a Unit of Study.
Students learn best when information is presented in small quantities. The content of the subject for which the study guide is being developed should be divided into what may be described as units of study. The concept unit of study is used to describe a portion of the DE study guide that is distinct from other portions.
Units can be separated by
Characteristics of units of study
3.4 Presenting the Subject Matter in Easily Understandable Writing.
Once the writers are satisfied with the basic structure of a unit of the study guide, writing begins. Complicated language should be avoided in order to make the text intelligible for the learner.
General considerations for quality DE would include:-
conceptualization
concept load
density of information
appropriate style of writing
3.5 Technical Requirements
Where references are being made to other sources such as references to text or a quotation, writers should comply with the international, accepted standard of their discipline. Generally, the Harvard model is recommended.
3.6 Learner Interaction with the Text for Active Learning.
Reading the study guide on its own will not guarantee learning. For the study guide to be deemed to provide quality DE and to be an effective tool for DE there must be interaction between the learners and the text of the study guide. The learners in this way become totally involved in the learning process.
The purpose for such an objective include:-
pacing for learners motivation and thought - provoking debate learning is gradual reinforcement of learning dialogue between writers and learner monitoring progress ensuring feedback
3.7 Intentions of Writers of Study Guides
These must be made quite clear to the learner. This can be achieved by:
stating clearly the specific outcomes
providing advance organizers which categorically indicate the subject developments
bridges and links which carry learners from one topic to the next
3.8 Instructional Devices and Assessment Activities.
Writers of DE guides should use different categories of instructional devices. With respect to activities for learners, the following may contribute to assuring quality in the DE study guide:
Self - assessment activities such as:-
3.9 Developing a Format for Writing
In order to develop a format for writing the study guide there are numerous aspects that writers need to consider with respect to the layout of the printed materials. The following are noteworthy:-
layout should be simple and easy for learners to follow learners must be able to see at a glance what they are supposed to do at a particular part of the unit of study illustrations capitalization, spelling and use of acronyms and abbreviations
3.10 Use of Visual Material in the DE Study Guide
Illustrations or visuals constitute an important aspect of all educational materials. Communication is generally achieved through words, symbols and visuals. Consequently, the quality of DE study guides would be most positively enhanced by illustrations for conveying concrete ideas. They would also be instrumental in consolidating knowledge and providing support when teaching concepts.
Some types of visuals which could be eminently juxtaposed with the written text in the study guide are:
maps
diagrams and graphs
symbols or graphic expressions to represent or typify an object, idea, or process.
3.11 The Editorial Process
The Faculty or Department will have to appoint an editor or an editorial committee to ensure that the study guide is effective and appropriate. An outside expert could also be used as an adviser. The functions of the editor or editorial committee will include:
finding, briefing and training writers
controlling the process of course development
ensuring that the study guide is relevant in terms of the existing curriculum and with respect to curriculum changes
working with writers to improve the quality of their materials by ensuring that they teach well and the language and instructions in the study guide are lucid
checking that the material is clearly linked with other course components
structuring the text and checking details so that it is ready for printing
3.12 Some Aspects of Pre-testing the DE Study Guide to Assure Quality
Pre - testing of the study guides before they are sent out to learners is considered integral to any DE study guide and study materials production programme. It provides useful information on what should be improved, amended or omitted so that the written materials may meet the objectives for which they were developed.
The need for pre-testing study guides and tutorial study materials for DE, apart from ensuring that quality is maintained, can be summarized as follows:-
suitability to meet the requirements of learners;
course outcomes, aims and objectives are in accordance with the requirements of the subject;
usefulness of the study guide in the context of the course or offer;
determination of current and accurate information;
evaluating and analyzing the extent to which the study/guide is thought - provoking, interesting and learner motivated.
The aspects of the study guide which need to be pre-tested are:-
Visual elements such as illustrations, table of contents, headings, and topics, activities, symbols, highlighting, length, attractiveness, pagination, cover and so on.
Verbal elements such as language, content, sequential development of arguments and so forth.
The sources of feedback for pre-testing are manifold. However, the sources could be grouped as follows:
Experts with respect to the specific discipline apropos subject content,
accuracy of the subject matter and relevance to current development in the knowledge appropriate to the subject.
DE experts who could comment critically on the quality and appropriateness of the study guide for DE.
Peer group evaluation for comments on language level, relevance of examples, difficulty of concepts and general presentation of materials.
Learners as consumers and the clientele of the study materials for DE.
The strategy for pre-testing could involve, inter alia:
interviews
questionnaires
tests
workshops, seminars, colloquia or discussion groups
3.13 CONCLUSION
Holmberg (1989:2) maintains that DE covers the various forms of study at all levels which are not under the continuous, immediate supervision of tutors present with their students in the lecture rooms or on the same premises, but which, nevertheless, benefit from the planning, guidance and teaching of a supporting organization. Consequently, teaching and learning in DE are with few exceptions based on two fundamental elements: a pre-produced course and non-contingous communication between learners and educators.
In the pre-produced courses in DE in the South African context we have noted that the written study guide is by far the most popular medium. The suggestions in this paper are drawn both from personal experience of the authors as well as from a vast and detailed international survey of the literature.
In the quest for implementing quality in DE courseware design and development through the print medium the foregoing suggestions are deemed to be absolutely critical. However, the success or otherwise of the study guide is largely dependent on the initiative of the writers in this regard. Certainly, with respect to quality study guides then we are limited only by our own imagination.
BIBLIOGRAPHY AND SUGGESTED FURTHER READING
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