A reflective analysis of student self-directed eLearning at the University of the Western Cape Jason Kasuto & Juliet

1. A reflective analysis of student self-directed eLearning at the University of the Western CapeJason Kasuto & Juliet Stoltenkamp 3 November 2010

2. Introduction & Background An area that has received little attention from scholars is the operation of self-direction in a specific context, especially in higher education institutions…One area that is particularly promising for self directed learning (SDL) research is online contexts. With the increasing trend of online learning in higher education SDL has started to attract more attention due to its speculated and reported impact in these contexts (Song & Hill, 2007). • E-Learning Unit est. 2005, eLearning Awareness Campaign launched • Training: face-to-face and one-on-one consultation • Accredited basic computer literacy course • Self-directed eLearning = independent use of the UWC LMS- Knowledge Environment for Web-based Learning (KEWL) • submitting their assessments timeously; • initiating and directing discussion forums; • being able to show individual accountability whilst engaging in a collaborative online workgroup activity.

3. Institutional prospects of eLearning in higher edu. • Self directed learning is influenced (Finlayson, Maxwell, Caillau & Tomalin, 2006; Czerniewicz and Brown, 2006): • Technical ability (common computer applications, and internet searches); • Easy access to an Internet; • a stable, robust LMS • Bandwidth • The virtual Möbius strip (2006): Access to and use of Information and Communication Technologies (ICTs) in higher education in the Western Cape • ICT aptitude determined by socio-economic levels and language • Lecturers need to start applying their minds on how the curriculum and teaching-and-learning could be modified by incorporating technology to better meet the requirements of ‘today’s learner and their learning style’. Afterall, ‘learning could also be entertaining and could involve playing’ (Njenga & Fourie, 2008).

4. Perspectives on self-directed learning • As part of the fundamental theories of learning, learning is seen as a process of knowledge construction and not of knowledge digestion or mere recording. It requires milieus in which students can be active architects and producers instead of flaccid consumers (Fischer & Scharff, 1998:3). • Within this broader frame of the fundamentals of learning is the concept of self-directed learning which is seen as an ongoing engagement in obtaining, using and producing knowledge and skills in the framework of a learner’s unique challenges (Wilcox, 1996). • Learners who take initiative in learning, ‘learn more and better than those who’ do not (Knowles, 1975). • The objective of the educational process is to generate self-directed, ‘lifelong learners’ (Grow, 1991). • The competency to be self-directed is context specific or ‘situational’ as a learner may be self-directed in a particular subject and dependent another (Grow, 1991).

5. Staged Self-Directed Learning (SSDL) Model Grounded on the Situational Leadership model by Hersey and Blanchard (1998) the Staged Self-Directed Learning (SSDL) Model (Grow, 1991) proposes that learners’ progress through stages of advancing self direction and that educators can assist or hamper such development.

6. Methodology • Predominantly Qualitative Study • 89 Nursing and 15 Social Work • Questionnaire • Understanding of eLearning • eLearning training received • Self-directed use of ICTSs for learning purposes • Coded & tailed according to key themes

7. Results • 100% (104/104) have a general understanding of eLearning as the application of ICTs for learning purposes. • 83% (83/104) once off training not sufficient; applying the skills transferred becomes an arduous task if not demanded of them regularly which was the case during their 1st and 2nd year of study. • It was a lesson for an hour on the eLearning system and now in fourth year we are expected to know everything and your life depends on it!!! • 75% (78/104) of the respondents expressed a shortfall in their abilities to independently use the LMS in their final year • More capable of using the LMS when in a group or with some assistance • 25% (26/104) of the respondents submit that they are now able to independently do the following: • download lecture notes; • submit online assignments; • Online MCQs; • and partake in the discussion forum • 28% (29/104), of the respondents noted a significant ability to independently: navigate the LMS; and apply communication & assessment eTools for teaching-and- learning purposes.

8. Results

9. FINDINGS • Although the institution has realised a 30% success rate of academics who have managed to have experienced a paradigm shift towards the use of Information Communication Technologies (ICTs) in supplementing their teaching practices since the establishment of EDSU, this research uncovers a direct linkage between the eLearning buy-in amongst lecturers and its casual effect on the level of students’ self-directed eLearning and impact on their day to day academic performance. • The factors that influence self directed learning mentioned by Finlayson et al. (2006) earlier pay due consideration to the UWC context: access to an internet-connected computer; a stable, robust learning management system; and much needed bandwidth. • Socio-economic circumstances of students play significant role in their levels of self directed eLearning. Study substantiates the findings of The Virtual Mobius Strip

10. Recommendations • E-Learning initiatives in HE should aim to encourage student development in terms of self-directed learning and autonomy. • Vital commitment of an integrated student support structure, whereby the lecturer/facilitator and eLearning support team jointly take ownership of the implementation of student eLearning training programmes. It is thus imperative that eLearning is inculcated into the mode of curriculum delivery from first year level. • The eLearning journey towards self-directed learning should entail a scaffolding process (i.e step by step). From the competency of navigating the system to sharing knowledge and becoming knowledge builders. It is important that these conditions are propelled within an environment where institutional leadership recognises the potential of eLearning in teaching-and-learning linked to a clear vision for eLearning at the institution (Stoltenkamp & Kasuto, 2009:13).

11. Thank you