Didaktiese model vir die gebruik van rekenaartegnologie in afstandsonderwys

Abstract

In hierdie studie word afstandsonderrig soos dit tans deur die Universiteit van Suid-Mrika aangebied word, krities en indringend ontleed. Die gevolgtrekking hieruit was dat afstandsonderwys wesenlik aan studente die keuse behoort te hied van waar, wanneer en hoe hulle wil studeer. Daar is bevind dat Unisa agtergeraak het omdat die huidige onderrigmodel baie ooreenkom met 'n negentiende-eeuse Victoriaanse model, waarvolgens Unisa aan sy studente eintlik net die keuse oorlaat van waar gestudeer word. Die huidige Unisamodel toon ook sterk ooreenkomste met 'n geindustrialiseerde of fabrieksmodel: op feitlik alle vlakke word eenvormigheid van sy studente vereis; ten opsigte van registrasie- en eksamendatums, inleweringsdatums vir werkopdragte - dikwels ook hoe werkopdragte en eksamens afgehandel moet word. 'n Belangrike rede hiervoor is blykbaar dat die Universiteit agtergeraak bet ten opsigte van die gebruik van moderne rekenaartegnologie, wat dit vir baie departemente makliker gemaak bet om vas te steek in 'n Victoriaanse model as om na 'n oop model te beweeg. Daar is enkele departemente wat nogtans reeds begin bet om die eerste tree in hierdie rigting te gee. 'n Grondige ondersoek na die kenmerke van die volwassene student het aangedui dat hulle voortgesette studie benader as 'n wyse waarop oplossings vir probleme in heersende omstandighede gevind kan word. Om hierdie en ander redes behoort andersoortige eise aan bulle gestel te word: die min of meer klakkelose reproduksie van kennis moet plek maak vir probleemoplossingsbenaderings. 'n Didakties gefundeerde, verantwoordbare model word in hierdie studie geformuleer, waarvolgens rekenaartegnologie ingespan word om op gefntegreerde elektroniese wyse afstandsonderwys aan tersiere volwassene studente te voorsien - met inagneming van die feit dat sodanige model studentgesentreer behoort te wees, maar dat daar ook in die dosent se behoeftes aan akademiese en administratiewe rekenaarstelsels voorsien moet word. Ten slotte word riglyne voorgestel om die model in bedryf te stel; daar word ook aanbeveel dat verdere navorsing gedoen moet word ten opsigte van geidentifiseerde leemtes wat buite die bestek van hierdie studie geval het. Slegs deur 'n model soos die voorgestelde een, met of sonder aanpassings te aanvaar, kan Unisa weereens die voortou neem in afstandsleer en afstandstudie.

This study presents a critical analysis of distance education, as it is currently offered by the University of South Africa. The conclusion is that distance education should offer students choices as to where, when and how they want to study. Unisa has fallen behind in this respect, because its particular model for providing distance education closely resembles a Victorian teaching model, and only really allows students to choose where they wish to study; not really when or how. In many respects it also resembles an industrial (factory) model: uniformity is demanded of its students in almost all respects; in respect of registration and examination dates, due dates for assignments, and often also how assignments and examinations should be completed. It appears that a fundamental reason for this is that the University has fallen behind by not employing modern technology, which made it easier to cling to a Victorian model, rather than move towards an open teaching model. However, some departments have already taken the first steps in moving towards such a model. A thorough examination of students as adults indicated that they approach further and continuing studies as a means of solving problems encountered in their daily situation. For this reason, amongst others, different demands should be made of them: rather than expecting them merely to reproduce knowledge more or less verbatim, they should be expected to adopt a problem solving approach. A didactically sound model is formulated in this study, by means of which computer technology may be integrated and employed in the electronic provision of distance education for adult tertiary students. Such a model should be student centred, providing also for the needs of lecturers in respect of academic and administrative computer systems. Finally, guidelines are suggested for putting this model into practice. It is also suggested that further research be done to fill in the gaps which fell beyond the bounds of this thesis. Unisa will only be able to take the lead in distance learning and distance education once again if a model such as the proposed model is adopted- with or without amendments.