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Year 2018, Volume: 19 Issue: 3, 15 - 23, 17.07.2018
https://doi.org/10.17718/tojde.444607

Abstract

References

  • Allsop, T and Watts, M. (2016). How are Nigerian Teachers managed? A paper presented at UKFIET Oxford. Brink, H. (ed.) 2006. Fundamentals of research methodology for health care professionals. 2 nd edition. Juta and Company Ltd.: Cape Town Bryson, J, M. 2004. What to do when stakeholders matter: Stakeholder identification and analysis techniques. Public Management Review, 6(1): 21-53. Chukuya, H.H. (2007). Teacher Education within the Context of Open and Distance Learning in Zimbabwe: A Case Study. Doctoral Thesis. Pretoria: University of South Africa. Carnoy, M., Chisholm, L., et al, (2008). Towards Understanding Student Academic Performance in South Africa: A Pilot Study of Grade 6 Mathematics Lessons in South Africa. Pretoria: HSRC. Du Plessis, E. 2013. Mentorship challenges in the teaching practice of distance learning students. The Independent Journal of Teaching and Learning, Volume 8: 1-16. Freeman, E. 1984. The politics of stakeholder theory. London Falmer Ltd. Freeman, E. (2009). Creating Ties That Bind”, with Jared Harris, Journal of Business Ethics, Vol. 88, Supplement 685-692. Hart, D., Diercks-O’Brien, G and Powell, A. (2009). Exploring stakeholder engagement in impact evaluation planning in educational development work. Evaluations, 15(3): 285–306. Kiggundu, E., and Nayimuli, S. (2009). Teaching practice: A make or break phase for student teachers. South African Journal of Education. EASA: Vol. 29: 345-358. Mansell, S. (2013). Capitalism, corporations and social contract: A critique of stakeholder theory. Cambridge: Cambridge University Press. Mubika, K.A and Bukaliya, R. (2013). Challenges in the training of teachers through open and distance learning: Implications for quality. Asian Journal of Social Sciences & Humanities, 2(3): 1-13. Perraton, H. (2000). Open and Distance Learning in the Developing World. London: Routledge. Phillips, R. (2003). Stakeholder Theory and Organizational Ethics. San Francisco: BerrettKoehler Publishers, Inc. Pilot, F.D., and Beck, C.T. (2012). Resource manual for nursing research: Generating and assessing evidence for nursing practice. 9 thEdn. Philadelphia: Wolters Kluwer Health Lippincott Williams & Wilkins. Quan-Baffour, K.P. and Arko-Achemfuor, A. (2009). Micro-teaching: A tool to ensure quality in teacher training at a distance. Problems in Education in the 21 st Century. A comparative and International Research in Education: Contemporary Issues. Scientific Methodical Center, Lithuania: 125-131. Quezada, R, G. (2012). Pluralist University Government. An Analysis proposal based on stakeholder theory. Oxford University Press. Reeves, C. (2005). The effect of “opportunity-to-learn” and classroom pedagogy on mathematics achievement in schools serving low socio-economic status communities in the Cape Peninsula, Unpublished PhD Dissertation. School of Education Faculty of Humanities, University of Cape Town, Cape Town. Shepherd, D.L. (2015). Learn to teach, teach to learn: A within-pupil across-subject approach to estimating the impact of teacher subject knowledge on South African grade 6 performance. A Working Paper 01/15 of the Department of Economics and Bureau for ECONOMIC Research at the University of Stellenbosch.

Quality Assurance through Experiential Learning in A Distance Education Context: the Views of Major Stakeholders

Year 2018, Volume: 19 Issue: 3, 15 - 23, 17.07.2018
https://doi.org/10.17718/tojde.444607

Abstract

The quality of experiential learning in distance education is a dominant concern of all major stakeholders and the public at large. Institutions of higher learning which train school teachers at a distance are often blamed for the poor quality of teachers and teaching. The perception among some sections of the society is that teachers trained at a distance are of poor quality compared to those trained via the conventional face-to-face mode. While this perception can be disputed it gives distance education institutions food for thought. Debunking the wrong perception is to ensure quality in the training of teachers at a distance. Students of the University of South Africa (UNISA) are scattered all over the country and beyond and this makes effective and quality organization, managing, supervision, mentoring and evaluation of experiential learning quite daunting. Effective experiential learning cannot be organized and managed effectively without the involvement of key stakeholders. This paper used the qualitative research approach to explore the views of major stakeholders from two Provinces in South Africa on quality assurance of experiential learning for teacher trainees in distance education. The findings indicate that all the major stakeholders involved in providing experiential learning in the UNISA teacher training program support the idea of collaboration as the basis of quality teacher training.

References

  • Allsop, T and Watts, M. (2016). How are Nigerian Teachers managed? A paper presented at UKFIET Oxford. Brink, H. (ed.) 2006. Fundamentals of research methodology for health care professionals. 2 nd edition. Juta and Company Ltd.: Cape Town Bryson, J, M. 2004. What to do when stakeholders matter: Stakeholder identification and analysis techniques. Public Management Review, 6(1): 21-53. Chukuya, H.H. (2007). Teacher Education within the Context of Open and Distance Learning in Zimbabwe: A Case Study. Doctoral Thesis. Pretoria: University of South Africa. Carnoy, M., Chisholm, L., et al, (2008). Towards Understanding Student Academic Performance in South Africa: A Pilot Study of Grade 6 Mathematics Lessons in South Africa. Pretoria: HSRC. Du Plessis, E. 2013. Mentorship challenges in the teaching practice of distance learning students. The Independent Journal of Teaching and Learning, Volume 8: 1-16. Freeman, E. 1984. The politics of stakeholder theory. London Falmer Ltd. Freeman, E. (2009). Creating Ties That Bind”, with Jared Harris, Journal of Business Ethics, Vol. 88, Supplement 685-692. Hart, D., Diercks-O’Brien, G and Powell, A. (2009). Exploring stakeholder engagement in impact evaluation planning in educational development work. Evaluations, 15(3): 285–306. Kiggundu, E., and Nayimuli, S. (2009). Teaching practice: A make or break phase for student teachers. South African Journal of Education. EASA: Vol. 29: 345-358. Mansell, S. (2013). Capitalism, corporations and social contract: A critique of stakeholder theory. Cambridge: Cambridge University Press. Mubika, K.A and Bukaliya, R. (2013). Challenges in the training of teachers through open and distance learning: Implications for quality. Asian Journal of Social Sciences & Humanities, 2(3): 1-13. Perraton, H. (2000). Open and Distance Learning in the Developing World. London: Routledge. Phillips, R. (2003). Stakeholder Theory and Organizational Ethics. San Francisco: BerrettKoehler Publishers, Inc. Pilot, F.D., and Beck, C.T. (2012). Resource manual for nursing research: Generating and assessing evidence for nursing practice. 9 thEdn. Philadelphia: Wolters Kluwer Health Lippincott Williams & Wilkins. Quan-Baffour, K.P. and Arko-Achemfuor, A. (2009). Micro-teaching: A tool to ensure quality in teacher training at a distance. Problems in Education in the 21 st Century. A comparative and International Research in Education: Contemporary Issues. Scientific Methodical Center, Lithuania: 125-131. Quezada, R, G. (2012). Pluralist University Government. An Analysis proposal based on stakeholder theory. Oxford University Press. Reeves, C. (2005). The effect of “opportunity-to-learn” and classroom pedagogy on mathematics achievement in schools serving low socio-economic status communities in the Cape Peninsula, Unpublished PhD Dissertation. School of Education Faculty of Humanities, University of Cape Town, Cape Town. Shepherd, D.L. (2015). Learn to teach, teach to learn: A within-pupil across-subject approach to estimating the impact of teacher subject knowledge on South African grade 6 performance. A Working Paper 01/15 of the Department of Economics and Bureau for ECONOMIC Research at the University of Stellenbosch.
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Details

Primary Language English
Journal Section Articles
Authors

Kofi Poku Quan-baffour This is me

Akwasi Arko-achemfuor This is me

Publication Date July 17, 2018
Submission Date April 2, 2018
Published in Issue Year 2018 Volume: 19 Issue: 3

Cite

APA Quan-baffour, K. P., & Arko-achemfuor, A. (2018). Quality Assurance through Experiential Learning in A Distance Education Context: the Views of Major Stakeholders. Turkish Online Journal of Distance Education, 19(3), 15-23. https://doi.org/10.17718/tojde.444607