Papers Presented at the 2nd National NADEOSA Conference
Held 21-22 August 2000

Author:
Dr. M. A. Ravhudzulo

Title:
Using Printed Materials in Distance Education: A Case Study of Ramaano Mbulaheni Training Centre (RMTC)

Abstract:
Distance education in Southern Africa is another strategy which is used by students for relevance and for appraisal purposes. Many students enrol themselves for various reasons. Distance teaching is used by some colleges of education and universities to enhance reconstruction and transformation in education. This model was initiated for students to achieve formal certification by tertiary institutions, colleges of education, NGO's and private sectors in collaboration with the Department of National Education.

Student support provided by these models relies on well-prepared teaching materials (tutors' guide) and learning material (student's guide), needs-correspondences, guidance which is done occasionally during face-to-face contact sessions.

For these models to be sustained, there must be some financial implications. This paper will address both the quality of student support, their problems and their financial implications. Suggestions and recommendations will be provided on how effectively these models can de implemented.

INTRODUCTION

The potential diversity of distance education is reflected in the approaches taken by the colleges of education, universities, technikons, NGO’s and private colleges to address some of the educational needs, that is, reconstruction and transformation in Southern African region through distance education oriented programmes.

Today many higher education institutions in Southern Africa are choosing distance education or as it has been known in the past, correspondence education, because it seems to offer cost effective benefits. It is able to reach large numbers of teachers quickly and cost-effectively. It can improve the quality of teachers without removing them from their work situation and it can make scarce knowledge and skills available in areas traditionally starred by quality teachers.

Transformation of education in our country requires among others, a distance education component. This has been widely used in neighbouring African countries to widen access to education; to raise the quality of education; both through teacher training and by bringing resources into the classroom and to bring new methods and approaches into the school.

This paper analyses a case study of distance education model implemented at Ramaano Mbulaheni Training Centre (RMTC) at Tshakhuma, in the Northern Province. Distance education is considered to be a viable option to help improve the low academic level and performance of practising teachers in the Northern Province.

DEFINITION OF DISTANCE EDUCATION

Over the last two decades a number of definitions for distance education have been postulated. According to Bagwandeen and Louw (1993: 36) distance education is fundamentally a new concept. It refers to the forms of study not led by teachers present in the classroom but supported by tutors and an organisation at a distance from a student. According to Sewart at al (1983: 1) this brief description allows an interpretation which equates distance education with correspondence education.

In this paper, distance learning denotes a model of learning that brings knowledge and skills to the teacher without taking him/her from the day-to-day classroom practice (Maree, 1987: 67). He is supported in this perception by Rebel (1987: 3) when he declares:

"in modern distance study, prime importance is given to enabling adult students to pursue a course of self guided study, enjoying exactly the amount of support they feel is necessary, and which they have learnt to take advantage on their own responsibility".

In distance learning, information is build into study guides, cassettes, video, video cassettes, television programmes, revealing a number of practical experience demanding the teacher to generate new information as experienced on the job situation. This is followed by a face-to-face contact session during school holidays where teachers learn from one another with the new insights into the challenging experiences.

TYPES OF DISTANCE EDUCATION MODELS

Brophy and Dudley (1982: 159) point out that there are four types of distance education models:

• Pure correspondence where study materials, assignments and comments on assignments are used.

• Printed materials which are supplemented by the different combination of radio, television, video and audio-cassettes.

• Printed materials in combination with face to face teaching.

• Three-way teaching which integrates the use of printed materials, radio, television, video and audio cassettes and face-to-face sessions.

THE NEED FOR DISTANCE EDUCATION

One of the most important endeavours in opting for distance education in the developing countries is aimed at producing a corps of well qualified teachers. Such a force of qualified and dedicated teachers has eluded this country for too long. South African teachers have been "educationally disempowered and politically marginalised to a very large extent (Jansen, 1990:33).

These teachers have to empower learners for social transformation. Most teachers find the challenges associated with the transformation of our society very difficult. They are unable to find practical solutions at schools and in the community, because they themselves are victims of socio-politically and economically imbalanced society. Distance education is therefore essential.

The current changes in education are contributing to the need of distance education. It is a matter of urgency that teachers receive competency-based training to equip them for the new and ever changing situation (Dlepu, 1991: 156-158). The previous dispensation, also greatly affected the education that Blacks received and consequently the Blacks considered colleges of education an ideological arm for the state. With the hope of equal education in this country, distance education programmes should be developed (Ravhudzulo, 1997: 61). Black teachers are aware of their professional shortcomings and wish to improve the skills and knowledge to remain relevant to the profession.

The merits and demerits of distance education

The following are the general merits of distance education:

• Teachers are exposed to materials that have been prepared by experts in their specific fields.

• Teachers are exposed to this programme without being removed from their daily duties.

• They are able to work at their own paces as there is no time limits to the period of study.

• There is a face-to-face contact session where teachers generate their own experience.

Demerits of distance education

• Because of its non-formal nature, distance education does not offer teachers sufficient motivation.

• There is no provision for teachers input in the compiling of materials.

BACKGROUND OF RAMAANO MBULAHENI TRAINING CENTRE

During 1986 the former Republic of Venda decided to upgrade teachers who had a two and three year certificate by introducing upgrading programmes at Ramaano Mbulaheni Training Centre. These programmes are the higher diploma in education (HED) for pre-primary, primary and secondary school teachers, offered in association with the university of Venda (Ramaano Mbulaheni Training Centre, 1988: 41). The Ramaano Mbulaheni Training Centre upgrades qualifications of teachers in the teaching profession providing them with knowledge, skills, attitudes, values and dispositions towards teaching and education through distance education as well as face-to-face contact sessions.

In 1994 on the 4th July, the primary teachers upgrading programme was launched to upgrade and instill confidence in the under qualified teachers and assist teachers in relevant communication proficiency (Ramaano Mbulaheni Training Centre, 1995: 18). Ramaano Mbulaheni Training Centre is using printed materials in combination with face-to-face teaching model.

SOME OBSERVATIONS AND CRITERIA ENSURING EFFECTIVE AND SUCCESSFUL DISTANCE EDUCATION: THE USE OF PRINTED MATERIALS AT RMTC

A case study of distance education at RMTC was conducted with a sample of primary school teachers upgrading themselves at RMTC through distance education. The purpose of the survey was to assess the RMTC distance education programme.

Study materials

The majority of the distance education students indicated that the study materials contained too much content rather than denoting a range of teaching strategies appropriate to the subject. In some study materials, the aims and objectives of the Units were not clearly stated. The students also indicated that the learning materials are not manageable because they are dispatched very late due to lack of enough manpower to type, print and bind them.

Assignments

Students indicated that they are not given enough time to work on their assignments because they register five compulsory courses and each requires students to prepare two assignments. This should be considered when compiling the work programme for the students. Lecturers take time to return the marked assignments to students, otherwise, assignments cover a wide scope of content to be studied and give guidance to preparations for the examinations (Ravhudzulo, 1997: 149).

Face-to-face contact session

RMTC has been criticised that students are not well informed in time about the venue, starting time, time to knock off and duration of the lecturing period. There is always confusion about venues, even during examinations. Contact session lectures start too early as most of the students travel long distances to the centre. Students attend too many periods a day with the result that they knock off very late. A further concern was the unavailability of transport when sessions end late than the stipulated time. According to Ravhudzulo (1997: 150) one course is taught by more than three lecturers, this causes confusion to the students.

Administration

The administration staff do not have adequate knowledge about administering distance education programme. RMTC informs students about the closing dates for registration by means of radio broadcast (Radio Phalaphala FM), this is a problem as radio signals are not picked up in the remote areas of the Northern Province. Some students prefer watching television than listening to the radio broadcast. Ravhudzulo (1997:149 ) indicates that communication between the college and students is inadequate. Students have to commute to the college in order to get their assignments, study materials and even examination results.

Examination Results

Distance education programme at RMTC is examination oriented. Students upgrade themselves in order to pass and obtain diplomas rather than obtaining relevant skills that will help them to teach better. However, examination results reach the students late due to poor planning, organisation and management by the examination section.

Since 1995 students numbers for the Primary School Teacher Diploma (Distance Education) programme are continuing to decline, and the graduates produced each year fall far short of the number needed to help the country’s growth and development of well qualified teachers. The enrollment rate from 1994 to 1998 was as follows:

Between 1999 and 2000 there were no first year students registered for this course. Presently there are only few third and fourth year students completing. However, the input does not match with the output because of so many dropouts.

QUALITY AND APPROPRIATENESS OF QUALITY MATERIALS IN DISTANCE EDUCATION

Quality distance education is premised on the existence of well-designed courses. Courses should consist primarily of materials (usually print, but often supported by audio, video and/or computer) which play the role of a "teacher". However, a comprehensive face-to-face student support network, an understandable and appropriate set formative and summative assessment mechanisms and an accessible administrative system are vital to a quality system and form an integral part of distance education course (Report for National Audit, 1995: 70-71).

• Quality distance education materials should introduce students to a demand of a particular course and guide them through the course.

• Quality study materials should be personalised. Tutors must have the one student in mind, not the masses, when they communicate.

• The language and style of printed materials must be friendly and simple. The student must feel that he/she is being spoken to through the printed word.

• Printed materials must become the major informational source.

• The materials must be presented more clearly, with objectives clearly specified and sequenced in small steps leading from the simple to the more complex.

• Self-testing questions should be provided at the end of each unit.

• The materials must be used to explain and not written to impress the tutors’ colleagues.

FINANCIAL IMPLICATIONS

Distance education is able to provide the highest standards of educational materials at a relatively low cost and it can overcome the problem of shortage of qualified teachers in a particular subject (Andrew, 1995:29).

• Distance teaching institutions like Damelin Correspondence College and UNISA produce outstanding examples of students who have achieved great successes and who have become valuable contributors to the South African economy, politics, education and business sectors.

• Distance teaching institutions, like UNISA achieve additional economy by its method of course production.

• A relatively small central academic staff produce teaching materials that reach a large student population.

• The cost to society in producing a distance education graduate might be for less, he\she is not removed from gainful (productive) employment.

PROBLEMS ASSOCIATED WITH DISTANCE EDUCATION

Most of the problems associated with distance education are caused by the distance of formal, personal tutor student contact. Other problems include the following:

• Practical courses cannot be entertained fully by distance teaching, for example, Physics and Chemistry.

• Feedback on academic performance (assignments) is slow and the explanation is inadequate e.g. no reasons are given for poor or good work.

• distance education results affect the morale of the students since there is no word of motivation or encouragement.

• the gap between theory and practice cannot be bridged as easily as in full-time education.

• Inappropriate utilisation of formal group discussions with students leads to frustration.

• Some learning environments of distance education students cannot be conducive to effective studying.

• Lack of co-ordination and planning and a tendency to rely on the ad hoc arrangements compound this problem.

SUGGESTIONS

For the new government to enhance reconstruction and transformation in education through effective distance education programme, it should take heed of the following:

• Professional development of tutors should be seen as a priority. Tutors should be encouraged to further their studies.

• Experts in the field of developing distance education printed materials should be identified and invited to present workshops on this topic to tutors.

• Resources for producing professional study materials need to be made available as a matter of urgency. A team with computer skills should be appointed for the sole reason of producing materials in collaboration with the tutors.

• The particular style of teaching and teacher education dominant in South Africa is a notoriously difficult task, made more difficult by our history and by the South African context.

• Tutors and facilitators involved in distance education should undergo appropriate training to enable them to teach effectively.

• Teachers should be allowed a leave of absence with salary to allow them to study for diplomas and degrees and thereby improve their competency.

• Compulsory contact sessions should be run during Saturdays and school holidays in order to prevent the disruptions to the learners learning programme. In addition contact sessions requested by student groups should be offered.

• Tutors with substantial experience in distance education should write their own textbooks and study materials to conform with specific didactical requirements of distance education.

• Audio and video cassettes should be employed in conjunction with printed materials.

• Creative motivating educational and evaluation techniques such as self-assessment, programmed learning can overcome some of the problems.

• Feed-back on assignments should be prompt with constructive criticism in a friendly language.

• Group discussions should be used for student instruction not necessarily for giving examination scope.

• Serious consideration must be given to the thorough planning finance, man-power, equipment, co-ordination and provision of distance education.

• Attempts should be made to ensure that conflicts between the distance teaching institutions, Department of National Education, private sector and NGO’s is resolved. They should be allowed to promote in planned partnership and collaboration of variety of high quality cost-effective distance education programme.

CONCLUSION

Distance teaching institutions structured as they are at present will find it difficult to move towards quality course development and support. Most distance education institutions don’t reflect the structures of international distance education institutions. Academic staff are employed with job description similar to those of contact institutions, namely, they write courses, teach and carry out research. They are full time subject specialists.

Distance education institutions require staff with different specialists, instructional designers, and print, audio, and video producers. Administrators in distance education should be integrally involved in the learning process and their approach towards, and thoughtfulness about students, and their needs is likely to be evident in the system they devise for them and in the documents that are first "interface" with them.

REFERENCES

BAGWANDEEN, D.R& LOUW, W.J. 1993.Theory and practice of in-service education and training of teachers in South Africa. Pretoria: J.L Van Schaik Publishers.

ANDREW,W.G.1990. Distance education: A solution to the economic problems of education in Southern Africa. In: ADEY, D et.al Reader for AFTOND-V of the DTE. Distance education: The challenge. Pretoria: UNISA. pp.28-31.

BROPHY,M&DUDLEY, B.1982. Patterns of distance teaching in teacher education. Journal of Education for teaching 8(2).

DLEPU, Z.1991. Teachers and professional development in changing times. In: FLANAGAN, W .(ed.) Teachers and their work: Case studies of in-service education in African primary school. Cape Town: University of Cape Town Printing Department. pp. 156-158.

JANSEN,J.1990. Curriculum in post-apartheid dispensation, pedagogy of domination. New Jersey: Arica World Press.

MAREE, A. 1987. The role of radio and television in distance education. In: Media and technology in distance education. Vol.3.1 Distance education in Southern Africa: Preparing for the 21st Century Conference 18-21 May 1987 Pretoria: UNISA.

RAMAANO MBULAHENI TRAINING CENTRE (RMTC).1995. Proposal for affiliation with the University of Venda and for the Validation of the Diploma in Primary Education (Distance Education). Tshakhuma: RMTC.

RAMAANO MBULAHENI TRAINING CENTRE (RMTC). 1995. Prospectus. Tshakhuma: RMTC.

RAMAANO MBULAHENI TRAINING CENTRE (RMTC).1988. Guide for students and teachers. Tshakhuma: RMTC.

REBEL, K. 1987. Teaching learning models in distance education using new media. In: Late submission additional papers. Vol.7.A. Distance education in South Africa Preparing for the 21st Century Conference 18-21 May 1987 Pretoria: UNISA

REPORT FOR THE NATIONAL AUDIT. 1995. Teacher education offered at a distance in South Africa. Pretoria: Juta & Co. Ltd.

SEWART, D.et.al. 1983. Distance education International perspectives. London, St. Martins Press.

RAVHUDZULO, A.N. 1997. An assessment of the present teacher upgrading programme at Ramaano Mbulaheni Training Centre. Un published M.Ed. dissertation. Pretoria: UNISA.

|  NADEOSA Homepage |  2nd NADEOSA Conference Papers Index  |
Global Distance Education Network - South African resources  |

Send comments on the web site to the web designer