An analysis of policies guiding the design and delivery of an inclusive curriculum at an open distance e-learning university
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Authors
Ongolo, Thomas Odera
Issue Date
2018-07-19
Type
Thesis
Language
en
Keywords
E-learning , Inclusive design learning , Curriculum delivery , Curriculum development , Curriculum design , Disability , Open Distance E-learning [ODeL] , ODL
Alternative Title
Abstract
This qualitative study used phenomenological inquiry method to explore key policies and learning delivery strategies that guide the ODeL academics in designing and delivering inclusive curriculum. The study looked specifically at UNISA academic staff, relevant UNISA support departments, and officials responsible for ODeL development in their provision of inclusive learning at UNISA. The three conceptual frameworks of Transactional Distance, Universal Design for Learning and Social Choice Theories provided the lens which guided the study. The study used Semi-structured interviews and document analysis in capturing details about policy influencing design and delivery of ODeL and to obtain faculty and staff perspectives. The major finding of this study is that both academics and staff were not familiar with disability, impairment, or assistive technology issues. They lacked expertise in inclusive design and there was no consequences for posting none inclusive online course materials and modules. Policies are insubstantial, cosmetic and there are policy pretences, while the key departments of ARCSWiD was weak in driving relationship and communications with departments in steering curriculum inclusion. Based on these findings, recommendations for future research include: academics policy awareness be conducted to enable them be familiar with disability. There should be rejuvenation of ARCSWiD, the disability unit by strengthening the unit to be responsive to disability related issues for efficiency, effectiveness and wider outreach. The University, Teaching and Learning Development Department within UNISA should prioritize developing systems for noncompliant management for academics who do not design inclusive curriculum and hold continuous training on how to use inclusive and universal design approaches. The UNISA management should create change in UNISA which is tailored to heighten efficient implementation of integrated education policies, stakeholder's dialogue and interaction.