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Purpose: It is argued that Open and Distance eLearning (ODeL) institutions are expected to provide student support by focusing on critical aspects of content knowledge. Technology is a critical factor in student support through e-tutoring. The main question is ‘How are the varied procedural steps of the design process taught in the targeted ODeL institution”? It is assumed that ODeL institutions have competent e-tutors when supporting students through the teaching of content knowledge of the design process. Sample: The focus was on the postgraduate students who registered for two modules for a programme (n=250) in 2020. Method: The South African Ministry of Education for Curriculum and Assessment Policy Statement (CAPS) was used to investigate, design, make, evaluate, and communicate. A quantitative approach with an online survey was used in exploring the perceptions of students about e-tutors’ content knowledge. Data analysis: It was done numerically and thematically. Results: The procedural steps vary depending on the different ministries of education worldwide. E-tutors seem to lack content knowledge to teach at a distance learning mode. The teaching of the design process to student teachers requires insights into the procedural steps of the design process curriculum. Suggestions: E-tutors should be provided with training in the design steps.
design process evaluate step investigate step open distance e-learning
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Birincil Dil | İngilizce |
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Konular | Alan Eğitimleri |
Bölüm | Differentiated Instruction |
Yazarlar | |
Proje Numarası | None |
Yayımlanma Tarihi | 15 Aralık 2021 |
Yayımlandığı Sayı | Yıl 2021 Cilt: 9 Sayı: 4 |
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.