![\"\"](\"http:\/\/edutechdebate.org\/wp-content\/uploads\/2011\/07\/e-teaching.jpg\" "\\"e-teaching\\"")
<\/a><\/p>\nE-assessment has also developed momentum since 2002. More and more academics started to introduce e-assessment, with the result that more than 380,000 e-tests were conducted in 2009 and 405,877 in 2010.<\/p>\n
The profile of the University of Pretoria, as described above, mirrors that of any good university in any developed context. The reason why the University embarked on this e-learning strategy is because the technology is available, affordable, and appropriate to use. Any university that ignores the enrichment that online programmes can bring is irresponsible. It is, however, also true that, universities that embark on IT-enabled learning that cannot be supported by the bandwidth, financial resources, adequate hardware and a target market that can access the technology can be described as irresponsible. <\/p>\n
The problem in all developing contexts is that the distribution of ICT is limited to \u201cdeveloped\u201d pockets in these countries. This is also true for South Africa, and is clearly evident in the distance programmes of the University of Pretoria. <\/p>\n
In 2002, the Faculty of Education at the University of Pretoria established a Unit for Distance Education to manage the distance education initiative of the Faculty. The Faculty of Education is the only faculty at the University that also presents dedicated distance education programmes over and above the contact programmes. Thousands of teachers (specifically black teachers) were seriously disadvantaged in the apartheid era by inadequate and low-quality teacher training programmes at inferior teacher training colleges established specifically for black teachers. <\/p>\n
These teachers teach predominantly in rural areas throughout South Africa. The only way that these teachers can improve their qualifications is through the mode of distance education. In order to play a constructive and significant role in the upgrading of teacher qualifications in South Africa, the Faculty developed distance education programmes in specific subject areas.<\/p>\n
In 2002, the University recognised that the student population for distance education differs in many ways from that of contact students. It was therefore decided that the presentation of the distance programmes should predominantly be paper-based, with structured opportunities for face-to-face sessions and other student support services. It was decided that, once students enrolled, an analysis of the student profile would be done to direct the introduction of appropriate ICT to support and enhance learning. The LMS and necessary ICT infrastructure for contact students was available to deliver the distance education programmes online.<\/p>\n
Since 2002, just over 39,000 students have enrolled in the distance education programme. Since then, almost 17,000 have graduated. At present, there are approximately 20,000 students in the programme. The distance education students at the University of Pretoria are all teachers with a minimum three-year qualification. Almost 80% of these students are women and more than 85% are older than 35. Just over 50% of the student population are graduate students. The majority, by far, lives and teaches in rural communities throughout South Africa. This profile differs fundamentally from the profile of the University\u2019s contact students. <\/p>\n
The technology profile of the distance education students in 2002 and 2003 showed that almost all students had access to or owned a mobile phone. Very few students indicated that they had an e-mail address. Fewer than 5% of the students indicated that they had access to a computer at home or at work. Only 1% indicated that they had access to the Internet.<\/p>\n
Profile of students who enrolled for the first time: 2002 to 2003 <\/b><\/p>\n
<\/a><\/center>.<\/p>\nThe above statistics directed the University\u2019s decision about whether or not to introduce the web based\/online delivery mode for distance students. This profile also prompted the University to start exploring ways of using mobile phones in its distance programmes. A decision was taken to load all the programme material, with the exception of the textbooks, on the University\u2019s LMS (ClickUP). It was, however, decided that this would not be an interactive site, but only a depository where distance students could access their learning material, as well as the latest tutorial letters and administrative information. Information on the availability of learning material on the website and how to access the site is continuously communicated to existing and new students. Almost no students have ever accessed the site over the years. <\/p>\n
Profile of students who enrolled for the first time: 2004 to 2006<\/b><\/p>\n
<\/a><\/center>.<\/p>\nFor the period 2004 to 2006, the mobile phone profile stayed the same. The number of students who have an e-mail address remained very low. This is also the case for Internet access.<\/p>\n
For the period 2007 to 2009, a growth started to be observed in the percentage of students with both e-mail addresses and Internet access. The growth in Internet access rose annually from 2% in 2007 to 7% in 2009, while growth in e-mail use grew from 20% in 2007 to 35% in 2008. However, it declined again in 2009 to less than 20%. <\/p>\n
Profile of students who enrolled for the first time: 2007 to 2009 <\/b><\/p>\n
<\/a><\/center>.<\/p>\nThere is, however, a noticeable growth in ownership or availability of computers for distance education students from 2002 to 2010. The figures below give a clear indication of this trend. <\/p>\n
<\/a><\/center><\/p>\nThe technology profile of the distance education students at the University of Pretoria mirrors the reality of the broader technology profile in South Africa and also in Africa. There are those communities \u2013 especially in urban areas \u2013 that have comprehensive and adequate ICT connectivity, while the majority of the population living in rural areas have limited or no ICT connectivity. <\/p>\n
It was mentioned earlier that, as early as 2003, the University accepted that the technology profile of distance education students differs significantly from that of students on campus and that the delivery of distance education programmes should reflect this reality. It was, therefore, decided that the University should continue to improve the quality of its paper-based learning material and expand and strengthen its student support services within the limitations of the technology profile of the students.<\/p>\n
Over the years, the University carefully monitored the technology profile of its students and introduced \u2013 in a carefully planned manner \u2013 technologies that were accessible, dependable, and affordable to students. This included extensive use of SMSs and, because of the growth in ownership\/access to computers, the inclusion of CDs in the learning material. However, because not all students have access to a computer, the information on the CDs is not compulsory content, but information that will enrich their studies, for example, an e-library with recommended readings.<\/p>\n
Because a greater number of students have access to computers, more students are typing their assignments and the University has even experienced a rise in the number of students who submit their assignments via e-mail.<\/p>\n
The University will continue to monitor the technology profile of its distance education students and introduce appropriate use of technologies to suit this profile. The University foresees a time when the distance education programmes will migrate from being predominantly paper-based to being predominantly delivered online. This is, however, not likely to happen in the near future. <\/p>\n
In 2002, a decision was taken to develop a comprehensive and integrated SMS support service for distance students. <\/p>\n
The table below provides an overview of the number of SMSs students receive in the course of a year. <\/p>\n
<\/a><\/center><\/p>\nIn the first two years, students received a limited number of SMSs. These were mainly to remind them about due dates of assignments. From 2004, the student database was adjusted so that, when a parcel is sent to students, they receive an SMS with the tracking number of the parcel by default. The University also moved away from ad hoc SMSs to a structured SMS communication plan that was carefully designed to enhance and support learning. <\/p>\n
It was clear from the start of the study that SMSs could not be used for in-depth academic conversations or to convey complex academic content. It is more about students\u2019 perceptions and how they react when they receive an SMS from the University. In a study among 3,121 students conducted by the Unit for Distance Education (Hendrikz, Viljoen and Adams, 2006), students indicated that they like receiving SMSs from the University. They reported that the SMSs made them feel closer to the University, supported them in structuring their studies, and increased their level of motivation. <\/p>\n
The University also embarked on a pilot project to use academic SMSs to support learning. The purpose of this was to try and mimic what a lecturer does in a classroom situation and to translate that into an SMS to support distance students academically. <\/p>\n
Conclusion<\/b><\/p>\n
The Internet and mobile phone penetration rate, as well as South Africa\u2019s ICT development index (IDI), is reflected in the ICT profile of the University of Pretoria as a micro reflection of the reality of South Africa. The University is capable of delivering online distance education programmes, but that would have excluded thousands of students from continuing their studies. <\/p>\n
Africa needs to guard against ignorance about the realities of the availability and use of ICT. It must not pretend that it is on par with the developed world and should avoid introducing strategies that are not in line with the realities and context of Africa. Millions of dollars have been wasted on poor ICT decisions in Africa because strategies are not aligned with the realities and context of this continent. <\/p>\n
Africa can learn a very important lesson from the experience of the University of Pretoria. One could argue that, if the most advanced sub-Saharan country in Africa reflects this reality in its student population, this student population should be very similar to that of other African countries. We are challenged by the ICT realities in Africa to carefully plan and contextualise our e-learning strategies before introducing them. <\/p>\n
In education, it should not be about technology, but rather about how we can expand access to study and how we can improve support to our students in a way that will at least give them a fair opportunity at success.<\/p>\n