Semesterisation: The downfall of a great system? A case study

Abstract

The vulnerable part of open distance learning (ODL) is usually viewed as systemic, that is, the misalignment of processes and procedures. For example, ODL fails when marked assignments and tutorial letters with examination guidance do not reach the students in time to help them prepare for the examinations. This article critically reflects on the views of lecturers in the College of Education at University of South Africa (Unisa) regarding the adoption and implementation of the semester system. The specific aims of the research were to:

Compare the advantages and disadvantages of a semester system with a year system in the training of teachers in an ODL institution;

Investigate whether lecturers’ workload increases in a semester system;

Look at the quality of teaching regarding feedback and study material in terms of notional hours.

The Systems Theory was used as the theoretical background to this research. The focus group consisted of lecturers from the College of Education. The data for this study were collected by means of a literature study, questionnaires and interviews. As respondents, lecturers answered open and closed-ended questions, and indicated their experiences of semesterisation.