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Learn how Unisa blends traditional and online learning methods through myUnisa, providing accessible content, interactive environments, and a sense of community for a diverse student group.
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Get online with a little help from your friends Academics using myUnisa Leonie Steyn Sakai Conference December 2006
The helping friends • Introduction • The way Unisa blends • Blended learning as a means to enhance open distance learning • Examples • Accommodate those without access • Conclusion
Introduction Distance learning • Distance learning preferred mode of learning • Unisa - 250 000 students • Majority of Unisa teaching via printed medium • Face-to-face learner support • myUnisa birth 2005
Unisa students worldwide • - 2 393 • - 2 282 • - 2 061 • - 693 • - 712 • - 746 Europe Asia Americas • - 573 • - 539 • - 489 Africa Oceania • - 273 • - 264 • - 276 • - 220 950 • - 230 494 • - 241 303
Learning support • Very diverse student group • Create learning site that provides • Easily accessible content • Active learning environments vs passive distance learning • Global skills & information • Resources • Support • Sense of community
The Way Unisa Blends • Not Face-to-face learning vs e-learning • Paper based learning supported by • e-learning/online learning • Video • Satellite • Face to face
Increases Interaction • Interaction with content • Interaction with lecturer and fellow learners • Interaction with self • Activities, resources, multi-media, online assessment • Discussion forums & emails • Online portfolios & self assessment activities
Minimum presence Even more… Additional features Continuum of tools used In addition to print-based learning materials such as study guides, tutorial letters, etc, online support in the form of • Usage depends upon: • Class size • Course demands • Student needs Web pages Announcements Welcome page Online assessment Discussion Forums Resources E-mail Schedule FAQs
Teaching and learning with myUnisa • The following are examples of how lecturers use myUnisa for teaching and learning
Accommodate those without access • Online components optional: “Compelling, not compulsory” • Summaries of discussion forums • Print lists of additional resources • Immediate feedback into print materials QA • Motivate for more student access
