Workload and interaction: Unisa’s signature courses – a design template for transitioning to online DE?
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| Title: | Workload and interaction: Unisa’s signature courses – a design template for transitioning to online DE? |
|---|---|
| Authors: | Hülsmann, Thomas1 (AUTHOR) thomas.huelsmann@uni-oldenburg.de, Shabalala, Lindiwe1 (AUTHOR) |
| Source: | Distance Education. Aug2016, Vol. 37 Issue 2, p224-236. 13p. |
| Subject Terms: | *Distance education research, *Teachers' assistants, *Teachers' workload, *Data analysis, Digital technology |
| Abstract: | The principal contradiction of online distance education is the disparity that exists between economies of scale and the new interactive capabilities of digital technologies. This is particularly felt where mega-universities in developing countries seek to make better use of these affordances while at the same time protecting their economies of scale. This article interprets the course design of the University of South Africa’s signature courses (SCs) within this framework. The SCs combine a high class size – one teaching assistant (TA) supports 200 students – with frequent interaction enforced by the high number of deliverables (ten assignments per semester). This leads to a high marking workload for TAs reducing the time for facilitating online discussion. How this contradiction plays out is further examined with empirical data taken from one particular SC. The quantitative data analysis (based on simple word and message counts of students and TAs) is interpreted in the light of the semi-structured interviews with TAs. [ABSTRACT FROM AUTHOR] |
| Copyright of Distance Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 116792748 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Workload and interaction: Unisa’s signature courses – a design template for transitioning to online DE? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hülsmann%2C+Thomas%22">Hülsmann, Thomas</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> thomas.huelsmann@uni-oldenburg.de</i><br /><searchLink fieldCode="AR" term="%22Shabalala%2C+Lindiwe%22">Shabalala, Lindiwe</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Distance+Education%22">Distance Education</searchLink>. Aug2016, Vol. 37 Issue 2, p224-236. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Distance+education+research%22">Distance education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers'+assistants%22">Teachers' assistants</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers'+workload%22">Teachers' workload</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The principal contradiction of online distance education is the disparity that exists between economies of scale and the new interactive capabilities of digital technologies. This is particularly felt where mega-universities in developing countries seek to make better use of these affordances while at the same time protecting their economies of scale. This article interprets the course design of the University of South Africa’s signature courses (SCs) within this framework. The SCs combine a high class size – one teaching assistant (TA) supports 200 students – with frequent interaction enforced by the high number of deliverables (ten assignments per semester). This leads to a high marking workload for TAs reducing the time for facilitating online discussion. How this contradiction plays out is further examined with empirical data taken from one particular SC. The quantitative data analysis (based on simple word and message counts of students and TAs) is interpreted in the light of the semi-structured interviews with TAs. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Distance Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=116792748 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/01587919.2016.1191408 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 224 Subjects: – SubjectFull: Distance education research Type: general – SubjectFull: Teachers' assistants Type: general – SubjectFull: Teachers' workload Type: general – SubjectFull: Data analysis Type: general – SubjectFull: Digital technology Type: general Titles: – TitleFull: Workload and interaction: Unisa’s signature courses – a design template for transitioning to online DE? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hülsmann, Thomas – PersonEntity: Name: NameFull: Shabalala, Lindiwe IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2016 Type: published Y: 2016 Identifiers: – Type: issn-print Value: 01587919 Numbering: – Type: volume Value: 37 – Type: issue Value: 2 Titles: – TitleFull: Distance Education Type: main |
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