A framework for the implementation of online learning in distance education : a case study from the global South

Abstract

The evolution of Unisa through its different phases of pedagogical delivery, and its strategic intention to become a blended open-distance education provider, has to be understood against international and national trends in higher education and, specifically, open, distance, and distributed learning. To partially address these trends, the online Signature Course (SC) concept was introduced to the university, and the investigations, consultations, networking, and planning began in 2009 with a team in place by 2011. The SCs were the first fully online courses implemented at scale at Unisa in 2013, however, the implementation process was never fully mapped. This study will, therefore map the implementation process in different stages. The main purpose of the SC process evaluation is grounded in continuous institutional learning through development, knowledge generation, and a process of qualitative and quantitative improvements. The implementation process of the SCs will provide information on different implementation models, factors contributing to successful implementation, key design elements, variables that played a role in each of the implementation stages, interdependencies between the different functional areas, and decisions that were taken, showing their impact on the process. The research philosophy of pragmatism underpins this single-case study and its sequential, qualitative method and explorative research design. Data collection methods comprise document analysis, interviews, and a pluralistic walk-through to collect data from planners, implementers, and users. The academic value of this contribution to research will be a comprehensive framework for the implementation of online learning with a special emphasis on the global south.