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Improving Academic Proficiency in Open Distance Learning through Contact Interventions

Show simple item record Spencer, Brenda en Lephalala, Mirriam en Pienaar Cathy en 2012-11-01T16:31:34Z 2012-11-01T16:31:34Z 2005 en
dc.identifier.citation Brenda Spencer, Miriam Lephalala, and Cathy Pienaar (2005) Improving academic proficiency in open distance learning through contact interventions. Language Matters Vol. 36 , Iss. 2,2005 en
dc.identifier.issn 2565986 en
dc.description Due to copyright restrictions the full-text is not attached to this item. If you are subscribed to this journal you may access the published version on the official website by following the doi link at the top of this record.
dc.description.abstract The aim of the article is to describe a pilot study designed to determine the extent to which contact interventions improve the academic proficiency of tertiary-level students in a distance education institution. A group of ‘at risk’ students, identified by the University of South Africa Unisa Mercantile Law Department, served as the pilot target group for the interventions described. Writing intervention: this involved the active teaching of coherence, cohesion, and the academic essay as a discourse type. Reading intervention: Explicit instruction in the answering of multiple-choice questions was given as this form of evaluation accounts for an increasingly high percentage of testing critical reading at Unisa Reading and writing centre intervention: Essay structuring and argumentation were works hopped. Particular attention was paid to cohesion and coherence. Pre- and post-testing was used to determine the effectiveness of the interventions. en
dc.language.iso en en
dc.publisher Taylor and Francis
dc.subject academic proficiency
dc.subject academic reading and writing
dc.subject contact interventions
dc.subject distance education
dc.title Improving Academic Proficiency in Open Distance Learning through Contact Interventions en
dc.type Article en

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