DISTANCE EDUCATION IN A FULLY ONLINE ENVIRONMENT
BOOK OF ABSTRACTS
14th and 15th October 2021
Welcome Note
Table of Content
Keynote Speaker
Presentation abstracts
Workshop abstracts
Presentation abstracts
Workshop abstracts
Welcome to FODES
The Fully Online Distance Education Symposium (FODES) is a virtual symposium created to bring academics, learning designers, instructional designers, e-learning specialists, and others that design, develop and facilitate Fully Online Distance Education modules or short courses together. It is an exclusive networking opportunity for like-minded individuals to share, contribute and reflect on theory and practice. It focuses on the innovative use of e-learning tools, pedagogical approaches, online facilitation, student experience, retention and attrition rates, design, and development in the online environment. If you are involved in any form of Fully Online Distance Education, this is the right event to enhance your knowledge at the comfort of your desk.
Table of Content
Keynote Speaker
Presentation abstracts
Workshop abstracts
Presentation abstracts
Workshop abstracts
Creating online escape room
Creating online scavenger hunt
Where design thinking fits into learning design
Going beyond the screen: Augmented reality and online learning
Developing Formative Assessments for Sustained Student Engagement
From remote teaching to quality online education and digital learning
Creating online scavenger hunt
Where design thinking fits into learning design
Going beyond the screen: Augmented reality and online learning
Developing Formative Assessments for Sustained Student Engagement
From remote teaching to quality online education and digital learning
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Keynote SpeakerLoading...
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Prof Norman DuncanLoading...
University of PretoriaLoading...
Norman Duncan holds a professorship in Psychology and is the DVC: Academic at the University of Pretoria. He previously served as the Head of the School of Human and Community Development at the University of the Witwatersrand. His research and publications are primarily in the fields of human development, racism and community psychology. He has co-edited a range of volumes, including ‘Race, Memory and the Apartheid Archive (Palgrave/WUP). His current research interests are focused on teaching and learning in higher education. He is a former President of the Psychological Society of South Africa (PsySSA) and currently serves on the Council of the Academy of Science of South Africa.Loading...
The students of the future will demand the learning support that is appropriate for their situation or context. Nothing more, nothing less.
- Marcus Specht
- Marcus Specht
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5ABSTRACT INFORMATION
1
Playing catchup: Design principles for rapid emergency remote teaching and learning - Heinrich Prinsloo & Jani Prinsloo
Abstract
Mr Heinrich Prinsloo is an Instructional Designer at the Centre for Teaching and Learning at the North-West University. He has a demonstrated history of working in the Basic and Higher Education industry. He is skilled in using technology to facilitate classroom management, lecture planning, differentiated instruction and curriculum development. He is passionate about creating student success and access through transformative curriculum practices.
We investigated how rapid transitions from face-to-face courses to fully online have impacted staff in particular. Our presentation is derived from a design-based research study to gauge the impact, challenges and stories as a 2020 and 2021 South African lecturer.
Showcasing design principles elicited in this study can be introduced and refined to help guide design principles that lecturers can apply at their institutions. Six main draft design principles can be prompted when redesigning content and assessment. Emphasis on the course structure, practice activities and gauging student needs all contribute to better communication between the lecturer and the students. The study contributes to understanding how South African higher education institutions can prepare lecturers to design their courses to create student success while also keeping capacity and institutional complexities at bay.
Showcasing design principles elicited in this study can be introduced and refined to help guide design principles that lecturers can apply at their institutions. Six main draft design principles can be prompted when redesigning content and assessment. Emphasis on the course structure, practice activities and gauging student needs all contribute to better communication between the lecturer and the students. The study contributes to understanding how South African higher education institutions can prepare lecturers to design their courses to create student success while also keeping capacity and institutional complexities at bay.
Mrs Jani Prinsloo is currently employed as a Senior eLearning and Change Management Consultant at Eiffelcorp. Jani has been teaching part/full time for 17 years in schools and universities in both blended and online modalities. She has nine years’ experience in Instructional/Learning design and development and managed a team of highly competent learning designers, multi-media, and graphic designers for three years at the University of the Free State
Abstract
We investigated how rapid transitions from face-to-face courses to fully online have impacted staff in particular. Our presentation is derived from a design-based research study to gauge the impact, challenges and stories as a 2020 and 2021 South African lecturer.
Showcasing design principles elicited in this study can be introduced and refined to help guide design principles that lecturers can apply at their institutions. Six main draft design principles can be prompted when redesigning content and assessment. Emphasis on the course structure, practice activities and gauging student needs all contribute to better communication between the lecturer and the students. The study contributes to understanding how South African higher education institutions can prepare lecturers to design their courses to create student success while also keeping capacity and institutional complexities at bay.
Showcasing design principles elicited in this study can be introduced and refined to help guide design principles that lecturers can apply at their institutions. Six main draft design principles can be prompted when redesigning content and assessment. Emphasis on the course structure, practice activities and gauging student needs all contribute to better communication between the lecturer and the students. The study contributes to understanding how South African higher education institutions can prepare lecturers to design their courses to create student success while also keeping capacity and institutional complexities at bay.
ABSTRACT INFORMATION
2
Taking Excel to the Next Level: Game-Based Learning Virtual Escape Room - Ciska Snyman
I inquired how an educational escape room can support the development of student motivation with a game-based learning approach. Using a game-based online escape room case study, I could determine patterns and identify the motivational factors. Previous work has not explored student motivation using an online escape room with game-based learning elements. The significance of this study is that it informs our theoretical understanding of student motivation by exploiting motivation with a game-based learning approach to understand what motivates and how future learning and teaching opportunities can be improved.
Ciska Snyman is a master’s student in the field of computer-integrated education. A passionate educator who lectures in computer and information literacy at the University of Pretoria and assists with various modules such as UPO, AIM, JPS and OPV with their ClickUP design and set up. Her goal is to take teaching and learning to the next level by designing fun and interactive games to replace traditional instruction methods. Ciska has created several games for computer and information literacy for a module with over 9000 students.
Abstract
This presentation will focus on a virtual escape room with a game-based learning approach to investigate and promote student motivation. The theory of student motivation is more prominent now than ever before due to the global pandemic and online learning. Thus, the existing problem is to comprehend how to understand the complexity of this generation and to be able to provide them with consequential and innovative teaching and learning approaches with technology-supported learning situations such as an escape room.
I inquired how an educational escape room can support the development of student motivation with a game-based learning approach. Using a game-based online escape room case study, I could determine patterns and identify the motivational factors. Previous work has not explored student motivation using an online escape room with game-based learning elements. The significance of this study is that it informs our theoretical understanding of student motivation by exploiting motivation with a game-based learning approach to understand what motivates and how future learning and teaching opportunities can be improved.
ABSTRACT INFORMATION
3
Student experiences and perceptions of content and learning processes during the fully online Postgraduate Diploma in Public Health - Tiaan Eksteen
Tiaan Eksteen is a Master’s student of Public Health at the University of Pretoria, awaiting graduation. He is part of the Executive Board (Treasurer) of the Public Health Association of South Africa (PHASA) and his vision is to use his financial and public health expertise to enhance financial governance and functioning within PHASA, and to support PHASA to strengthen public health in South Africa and collaborate globally (especially in Africa).
Abstract
Background: Online learning has become vital as the demand for higher education and innovative and creative learning opportunities have increased. Offering modules online using technology-assisted learning methods is essential when there is an increasing need to train the next generation public health workforce.
Purpose: The first fully online Postgraduate Diploma in Public Health (PGDipPH) in the School of Health Systems and Public Health, Faculty of Health Sciences, University of Pretoria, launched in May 2020.
Purpose: The first fully online Postgraduate Diploma in Public Health (PGDipPH) in the School of Health Systems and Public Health, Faculty of Health Sciences, University of Pretoria, launched in May 2020.
It was essential to evaluate students’ experiences regarding online learning and ensure the PGDipPH provides public health students with optimum learning opportunities. Theory: Using the connectivism learning theory, learning can be assessed in terms of the students’ knowledge gain and also through an evaluation of the learning process
Methods: A descriptive cross-sectional study design was used, and data was collected using an online questionnaire created by Qualtrics software.
Main findings: From the n=130 respondents, 75% were female, with an average age of the study population being between 35- 40 years. Regarding student experience, 95% of the respondents strongly agreed that modules provide multiple activities to enhance learning. Similarly, 96% strongly agreed that multiple assessment strategies and innovative technology actively engage them in learning processes. However, 70% suggested that there should be multiple opportunities to give feedback on the module content.
Conclusions: While there has been a change in the teaching landscape, there is an increased need to enhance the student’s cognitive engagement through innovation interaction while keeping the student motivated and promoting deep learning. The preliminary results show that students have positive experiences of the PGDipPH; however, strategies of feedback offer learning and feedback for learning should be explored.
Methods: A descriptive cross-sectional study design was used, and data was collected using an online questionnaire created by Qualtrics software.
Main findings: From the n=130 respondents, 75% were female, with an average age of the study population being between 35- 40 years. Regarding student experience, 95% of the respondents strongly agreed that modules provide multiple activities to enhance learning. Similarly, 96% strongly agreed that multiple assessment strategies and innovative technology actively engage them in learning processes. However, 70% suggested that there should be multiple opportunities to give feedback on the module content.
Conclusions: While there has been a change in the teaching landscape, there is an increased need to enhance the student’s cognitive engagement through innovation interaction while keeping the student motivated and promoting deep learning. The preliminary results show that students have positive experiences of the PGDipPH; however, strategies of feedback offer learning and feedback for learning should be explored.