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A conceptual quality framework for online distance education in a South African higher education context
Thesis (PhD (Computer Integrated Education))--University of Pretoria, 2023.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2023
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| _version_ | 1867613520739172352 |
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| access_status_str | Open Access |
| author2 | Callaghan, Ronel |
| author_browse | Callaghan, Ronel |
| author_facet | Callaghan, Ronel |
| collection | Thesis |
| dc_rights_str_mv | © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Computer Integrated Education))--University of Pretoria, 2023. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/93779 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:27.661Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/93779 A conceptual quality framework for online distance education in a South African higher education context Callaghan, Ronel hendri.kruger@gmail.com Herselman, M. Kruger, Hendrik Johannes Jakob UCTD Online Education Distance Education Quality Assurance Higher Education Quality Framework Thesis (PhD (Computer Integrated Education))--University of Pretoria, 2023. Residential higher education institutions in South Africa have reached their capacity to support full-time, face-to-face students, and the demand for higher education is increasing rapidly. The Council on Higher Education in South Africa acknowledges that the post-schooling systems' capacity and effectiveness should be improved and expanded. Unfortunately, the COVID-19 pandemic exposed many institutions' inability to provide education online. Also, the rapid expansion of higher education is usually associated with compromising the quality of education offered. Subsequently, residential institutions must ensure quality in their online distance education offerings. Therefore, this study investigates how institutions enact the quality elements of online higher distance education. This study followed a qualitative research approach and involved two higher education institutions in South Africa as case studies. The interpretivistic nature of this study allowed the researcher to collect data through semi-structured and focus-group interviews. The study's theoretical framework was essential in analysing the collected data deductively and inductively. The data analysis resulted in a Conceptual Quality Framework that residential higher education institutions in South Africa could use to transition their administrative, teaching and learning processes to an online format. The framework underscores South African residential institutions' intricate challenges in transitioning to online distance education. While South Africa has robust distance education policies, there is a notable gap in awareness and implementation at an institutional level. This discrepancy raises concerns about potential non-compliance, quality variations, and a lack of standardised approaches. Various challenges mark the transition from blended to fully online education, emphasising the need for a comprehensive framework to ensure quality in the online distance format. Issues such as administrative infrastructure complexity, technological integration, and the varying approaches of institutions contribute to the complexity. Overall, a nuanced and adaptive approach is essential for residential institutions navigating the intricate landscape of transitioning administrative, teaching, and learning processes to an online format. Science, Mathematics and Technology Education PhD (Computer Integrated Education) Unrestricted Faculty of Education SDG-04: Quality Education 2023-12-14T07:05:59Z 2023-12-14T07:05:59Z 2024-05 2023 Thesis * A2024 http://hdl.handle.net/2263/93779 https://doi.org/10.25403/UPresearchdata.24763866 en © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Online Education Distance Education Quality Assurance Higher Education Quality Framework A conceptual quality framework for online distance education in a South African higher education context |
| title | A conceptual quality framework for online distance education in a South African higher education context |
| title_full | A conceptual quality framework for online distance education in a South African higher education context |
| title_fullStr | A conceptual quality framework for online distance education in a South African higher education context |
| title_full_unstemmed | A conceptual quality framework for online distance education in a South African higher education context |
| title_short | A conceptual quality framework for online distance education in a South African higher education context |
| title_sort | conceptual quality framework for online distance education in a south african higher education context |
| topic | UCTD Online Education Distance Education Quality Assurance Higher Education Quality Framework |
| url | http://hdl.handle.net/2263/93779 https://doi.org/10.25403/UPresearchdata.24763866 |