William John Fraser

Transactional distance theory and total quality management in open and distance learning

Abstract Although our perceptions regarding distance education (DE) have changed significantly, there still remains a perceived lack of quality in the development, management and delivery of DE programmes. Unfortunately, DE offered in developing countries depends largely on first and second-generation delivery modes and relies heavily on print as form of information dissemination. Thus, technological drawbacks are often hailed as the main reason for such setbacks. This article discusses the findings of a comparative study involving an education programme that runs as both a contact and a distance programme. The assessment indices include access, delivery and output, while the Transactional Distance Theory is adopted to ascertain the extent to which the theory accounts for excellence in a given programme. Findings clearly support the importance of the relationships between dialogue, structure and autonomy. However, the researchers proffer that the Transactional Distance Theory should apply not just to learning material, but to the totality of a given programme. Finally, suggestions on enhancing the total quality of programmes in this context include: the introduction of generic courses; provision of bursaries; introduction and decentralisation of pre-orientation programmes, provision of quality learning material; and workable tutoring and counseling systems.

The challenges of universal primary education in Uganda through distance education programmes

Abstract This article reports on teacher education in Uganda, with specific reference to the role that distance education has played in upgrading the quality of education in general and in supplying more qualified teachers to meet a growing demand, specifically for teachers involved in primary education. The investigation paves the way for the establishment of the Open University of Uganda and illustrates how the Primary Education Policy of Uganda has increased access to 7 million primary school learners to schools in 2002. The article also explains how the qualifications of 10 000 in-service teachers have been upgraded between 1995 and 2000. The successes of two major in-service teacher education programmes are discussed. The article also explains how the Mubende Integrated Teacher Education Project (MITEP) not only contributed to the training of teachers, but also focused the attention of educators on the possibiliities of distance education for Uganda. Furthermore, it also argues that the Northern Integrated Teacher Education Project (NITEP) has on the other hand achieved successes in the field of inservice teacher education. The programmes assisted in the training of academic support staff who work in distance education. The article concludes by addressing the further needs of distance education in Uganda and highlights the challenges facing distance education programmes in Uganda.

Secondary School Learners' Response to the Teaching of Evolution in Limpopo Province, South Africa.

One of the major causes of the problems affecting evolution education is a lack of acceptance of this concept, particularly by some people who have strongly entrenched religious beliefs. This paper reports on a section of a study which explored the influence of the beliefs of learners in some secondary schools from the Vhembe District in the northern Limpopo Province, South Africa, on the teaching and learning of biological evolution. A questionnaire was administered to Grade 12 learners studying life sciences to which 348 responded. Data were analysed to provide descriptive and inferential data for analysis. Findings indicated moderate acceptance of evolution by the learners. Some of the factors which showed an association with learners’ acceptance included: learners’ religious beliefs, age and the time since they had first heard of evolution. Although some learners experienced conflict between their religious beliefs and evolution, the findings showed that most were willing to learn about it.

Road Safety Education: A Paradoxical State for Children in a Rural Primary School in South Africa

The study explores the response of rural primary school children to road safety education programmes. In this qualitative research project, we employed an interpretivist paradigm to investigate and understand children’s responses to road safety education in one school in the Moloto Village, Mpumalanga Province, South Africa. Drawing on various participatory activities done by the child participants, as well as non-participant observation by the researchers through ‘photo voice’, the researchers posit their findings. The key finding is that the children theoretically know what to do when using the road as pedestrians but that they do not apply road safety rules as the community’s unsafe road use behaviour undermines all road safety skills the children have learnt at school. The paradox between what the literature on road safety education prescribes and what the national curriculum of South Africa promotes regarding road safety, and what the children apply in their daily lives, is apparent and noteworthy.

Nutrition education practices of primary school teachers in a resource-constrained community in Gauteng, South Africa

ABSTRACT We investigated the nutrition education (NE) practices of teachers of grade 4‒7 learners in 11 primary schools (85% of total number) of the Bronkhorstspruit district (Gauteng Province) to identify opportunities for improving NE in these schools. A descriptive cross-sectional survey was carried out among a convenient sample of the teachers (N = 73) using a structured nutrition education practice questionnaire. Descriptive data analysis was done. Results showed that the majority of the teachers taught nutrition in about 10% to 20% of their teaching time. Thirty percent had no training to teach nutrition, and most teachers (86%) would like to receive training in nutrition. Teachers mostly taught nutrition as part of the curriculum (67%) and very few (18%) integrated nutrition into other subjects. Needing improvement were adequate classroom time for nutrition education delivery, continuing training in nutrition for teachers, and provision of up-to-date instructional materials for teaching nutrition.

The academic experiences of Grade 12 top achievers in maintaining excellence in first-year university programmes

This article reports on a study focusing on the academic experiences of top achievers in maintaining excellence in first-year university programmes. The study investigated in particular the academic experiences of Grade 12 top achievers from Mpumalanga, South Africa, at various universities. A mixed methods approach was used to collect data, making use of a convenience sample of (n = 14). Data was generated using a closed-ended questionnaire, students’ academic records and standardised individual interviews conducted with eleven students. The results indicate that academic excellence in the first year is influenced by self-discipline, self-motivation, interest in the course, self-confidence, academic preparedness, effort and the belief students have about themselves. The investigation revealed that, generally, top achievers’ academic performance in the first year denoted what Viljoen and Deacon (2013, 242) term ‘academic fit’. The findings of the study emphasise the significant influence of positive ‘compelling forces’ at universities that assist first-year students in adapting to the university environment.

Animal Organ Dissections in High Schools: Is There More than just Cutting?

In Life Sciences education internationally, including South Africa, the study of animal and organ morphology has traditionally involved dissections since the early nineteenth century. The major purpose of this study was to investigate how the engagement of learners with animal organ dissections may influence the development of problem-solving skills and how teachers use animal dissections to develop these skills of Grade 11 learners in Life Sciences (Biology) education. A mixed-methods research design was used for this study. Data were collected from a pre-test and a post-test (which had predominantly problem-solving questions), a learner questionnaire, lesson observations and teacher interviews. Tests and questionnaires were administered to 224 Grade 11 Life Sciences learners. Six Grade 11 Life Sciences teachers at four high schools from different environments participated in the study. The pre-test and post-test scores were compared using a parametric matched t-test. The comparison for the five cognitive levels including rote learning and problem-solving as well as the total calculation were all highly significant with p-values <0.0001. The learners’ responses in the questionnaire and the teachers’ responses during the interviews indicate their acknowledgement that animal organ dissection may be used to develop problem-solving skills. The results show that there is more to animal organ dissection than just cutting and drawing; it may be used as a problem-solving teaching strategy. The level of learner engagement with animal organ dissections can determine the level of development of problem-solving skills. This study recommends that teachers should be encouraged to link animal organ dissections to specific anatomical and physiological problems where applicable, and to allow learners to solve these problems when performing the dissections; they should not merely let the learners cut, draw and label the organ.