Effect of Contact Class Attendance on the Academic Success of Open Distance Learning Students in Advanced Certificate in Education Programs

Yıl 2012, Cilt: 3 Sayı: 3, 166 - 183, 01.09.2012

J. M. van Zyl E. J. Spamer C. J. Els

Öz

The article first explores open distance learning (ODL) as a delivery mode for professional teacher development programs in South Africa by comparing the ODL models of selected universities in developing, developed, and newly industrialized contexts. The article then reports on an empirical investigation conducted about the effect of contact class and vacation school attendance on the academic success of students (n=1310) who wrote examination papers (n=4931) for a variety of modules in four purposefully selected Advanced Certificate in Education (ACE) programs at the School of Continuing Teacher Education (SCTE) of the North-West University in South Africa. Descriptive statistics show the majority of students did not attend any contact classes or vacation schools, while still performing academically above average. Computing Spearman’s rank-order correlations (r), no practically significant correlations were found between contact class and vacation school attendance and the academic success of students. However, ANOVA analyses reveal that it was beneficial for students to rather attend three contact sessions, than two or no contact sessions

Anahtar Kelimeler

Contact classes, Vacation schools, Class attendance, Academic success, Open distance learning

Kaynakça

• Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., et al. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.
• Blignaut, A. S. & Els, C. J. (2010). Comperacy assessment of postgraduate students' readiness for higher education. Internet and Higher Education, 13, 101-107.
• Burrell, G., & Morgan, G. (1979). Sociological paradigms and organisational analysis. Brookfield: Ashgate.
• Deka, T. S. & McMurry, P. (2006). Student success in face-to-face and distance teleclass environments: A matter of contact? International Review of Research in Open and Distance Learning, 7(1), 16.
• Delling, R. M. (1987). Towards a theory of distance education. ICDE Bulletin, 13, 21-25.
• Edwards, R. (1995). Different discourses, discourses of difference: Globalisation, distance education and open learning. Distance Education, 16(2), 241-255.
• Holmberg, B. (1986). Growth and structure of distance education. London: Croom Helm.
• Hui, P., Crowcroft, J., & Yoneki, E. (2008). Bubble Rap: Social-based forwarding in delay tolerant networks. Paper presented at the 9th ACM international symposium on Mobile ad hoc networking and computing. http://reality.media.mit.edu/pdfs/Hui08_2.pdf
• International Monetary Fund. (2011). World Economic Outlook (WEO) Report - Tensions from the two-speed recovery: Unemployment, commodities and capital flows. Washington: International Monetary Fund.
• Jahng, N., Krug, D., & Zhang, Z. (2007). Student achievement in online distance education compared to face-to-face education. Retrieved 8 October, 2010, from http://www.eurodl.org/materials/contrib/2007/Jahng_Krug_Zhang.htm
• Lobel, M. & Neubauer, M. (2005). Selected topics from a matched study between a face-to- face section and a real-time online section of a university course. International Review of Research in Open and Distance Learning, 6(2), 1-17.
• Pandor, N. (2004). Promoting quality in state schools (Speech delivered by former Minister of Education at the Boys Only Principal Conference, 25 August 2004, Rondebosch) Retrieved 22 February, 2010, from http://www.info.gov.za/speeches/2004/ 04083013451002.htm
• Picciano, G. (2000). Distance learning: Making connections across virtual space and time. Upper Saddle: Merrill Prentice Hall.
• Schlosser, L. A. & Simonson, M. (2002). Distance education: Definition and glossary of terms. Bloomington: Association for Educational Communications and Technology.
• Shachar, M. (2008). Meta-Analysis: The preferred method of choice for the assessment of distance learning quality factors. International Review of Research in Open and Distance Learning, 9(3), 1-15.
• Simpson, O. (2002). Supporting students in online, open and distance learning. New York: Routledge.
• Solimeno, A., Mebane, M. E., Tomai, M., & Francescato, D. (2008). The influence of students and teachers characteristics on the efficacy of face-to-face and computer supported collaborative learning. Computers & Education, 51(109-128).
• SPSS. (2007). SPSS® 16.0 for Window, Release 16.0.0 Retrieved 18 February, 2010, from http://www.spss.com/
• Taylor, D. (2006). Issues, trends, and challenges in distance education: An international perspective. Retrieved 12 October, 2010, from http://next.eller.arizona.edu/courses/ InternationalManagement/Fall2006/student_papers/final_papers/Distance_Learning.pd f
• United Nations Educational Scientific and Cultural Organization. (2002, ). Open and distance learning: Trends, policy and strategy considerations. Retrieved 18 February, 2010, from http://unesdoc.unesco.org/images/0012/001284/128463e.pdf
• Van Zyl, M. J. & Spamer, E. J. (2010). Distance education programmes for the upgrading of teachers’ qualifications in South Africa: The effect of contact class attendance on pass rates. Paper presented at the Hawaii International Conference on Education, 7-10 January 2010, Honolulu, Hawaii.
• Watkins, B. L. (1991). A quite radical idea: Invention and elaboration of collegiate correspondence study. In B. L. Watkins & S. J. Wright (Eds.), The foundations of American distance education (pp. 1-35). Dubuque: Kendall / Hunt.
• Correspondence: Christo J. Els, School of Continuing Teacher Education, North-West
• University, Potchefstroom, North-West Province, South Africa