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The perceived roles and competencies for distance educators employed by a private higher education institution
Thesis (MPhil)--Stellenbosch University, 2023.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2023
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| _version_ | 1867614098979553280 |
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| access_status_str | Open Access |
| author | Wiese, Sandra |
| author2 | Tshuma, Nompilo |
| author_browse | Tshuma, Nompilo Wiese, Sandra |
| author_facet | Tshuma, Nompilo Wiese, Sandra |
| author_sort | Wiese, Sandra |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MPhil)--Stellenbosch University, 2023. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/129083 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:46:39.009Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/129083 The perceived roles and competencies for distance educators employed by a private higher education institution Wiese, Sandra Tshuma, Nompilo Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. Distance education Private universities and colleges Education, Higher UCTD Thesis (MPhil)--Stellenbosch University, 2023. ENGLISH ABSTRACT: Education educators need to fulfil new roles and competencies as traditional teaching techniques cannot simply be transferred to the distance education environment. Educators need assistance in clarifying their new roles in order to address the challenges brought about by the differences between traditional learning environments and distance education. Numerous studies have been conducted on roles and competencies in distance education in the USA, Canada, Australia and India. In the South African context, such studies have been situated within the context of one public mega open distance learning university, namely the University of South Africa. To date, research regarding the roles of educators in private higher education institutions is limited. Therefore, the focus of this study was an attempt to fill the gap in the literature regarding the roles and competencies of private distance educators. The results will form the basis for the future development of a framework for academic staff development in private distance higher education. The study employed a survey design using a quantitative web-based questionnaire to gather data on the perceived roles and competencies of distance educators employed by a private higher education institution. The respondents were firstly required to indicate their perceived importance of the eight roles according to the Online Instructor Roles and Competencies which was developed by Martin et al. 2021, and, secondly, their perceived competency in each role. The study indicated that private distance education educators perceived all eight role categories as important and viewed their role competency in the following descending order: subject matter expert, course designer and developer, assessor/evaluator, advisor/mentor, course facilitator, technology expert, course manager, and lifelong learner. The respondents found the roles of advisor/mentor and course facilitator the most challenging. Respondents perceived the role of advisor or mentor as challenging mainly because advisors and mentors struggled to encourage students to engage with the resources and announcements on the Learning Management System. The findings in the study will be utilised to develop an induction programme covering the eight academic roles and addressing the challenges faced by distance educators who work online. AFRIKAANSE OPSOMMING: Afstandsonderrigopvoeders moet nuwe rolle en bevoegdhede vervul aangesien tradisionele onderrigtegnieke eenvoudig nie na die afstandsonderrigomgewing oorgedra kan word nie. Opvoeders het hulp nodig om hul nuwe rolle uit te klaar om die uitdagings aan te spreek wat veroorsaak word deur die verskille tussen tradisionele leeromgewings en afstandsonderrig. Talle studies is gedoen oor rolle en bevoegdhede in afstandsonderrig in die VSA, Kanada, Australië en Indië. In die Suid-Afrikaanse konteks is studies binne die konteks van een openbare mega-oop afstandsonderrig-universiteit geleë, naamlik die Universiteit van Suid-Afrika. Tot op hede is navorsing oor die rolle van opvoeders in private hoëronderwysinstellings beperk. Daarom was die fokus van hierdie studie 'n poging om die leemte in die literatuur aan te vul ten opsigte van die rolle en bevoegdhede van privaat afstandopvoeders. Die resultate sal die basis vorm vir die toekomstige ontwikkeling van 'n raamwerk vir akademiese personeelontwikkeling in privaat afstandhoëronderwys. Die studie het 'n opname-ontwerp gebruik deur middel van 'n kwantitatiewe webgebaseerde vraelys om data oor die persepsie van afstandsonderwysers se rolle en bevoegdhede in diens van 'n privaat hoëronderwysinstelling in te samel. Daar was eerstens van die respondente verwag om hul persepsie aangaande die langrikheid van die agt rolle aan te dui volgens die ‘Online Instructor Roles and Competencies’ wat ontwikkel was deur Martin et al. 2021, en, tweedens, hul persepsie aangaande hul eie bevoegdheid in elke rol aan te dui. Die studie het aangedui dat privaat afstandsonderrigopvoeders al agt rolkategorieë as belangrik beskou en hul rolbevoegdheid in die volgende dalende volgorde beskou: vakkundige, kursusontwerper en -ontwikkelaar, assessor/evalueerder, adviseur/mentor, kursusfasiliteerder, tegnologiedeskundige, kursusbestuurder, en lewenslangeleerder. Die respondente het die rolle van adviseur/mentor en kursusfasiliteerder as die mees uitdagende aangedui. Respondente het die rol van adviseur of mentor as uitdagend ervaar, hoofsaaklik omdat adviseurs en mentors gesukkel het om studente aan te moedig om betrokke te raak by die hulpbronne en aankondigings op die leerbestuurstelsel. Die bevindinge in die studie sal gebruik word om 'n induksieprogram te ontwikkel wat die agt akademiese rolle en uitdagings aanspreek wat afstandopvoeders wat aanlyn werk in die gesig staar. Masters 2023-11-28T14:46:57Z 2024-01-08T21:47:17Z 2023-11-28T14:46:57Z 2024-01-08T21:47:17Z 2023-12 Thesis https://scholar.sun.ac.za/handle/10019.1/129083 en Stellenbosch University xii, 81 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Distance education Private universities and colleges Education, Higher UCTD Wiese, Sandra The perceived roles and competencies for distance educators employed by a private higher education institution |
| title | The perceived roles and competencies for distance educators employed by a private higher education institution |
| title_full | The perceived roles and competencies for distance educators employed by a private higher education institution |
| title_fullStr | The perceived roles and competencies for distance educators employed by a private higher education institution |
| title_full_unstemmed | The perceived roles and competencies for distance educators employed by a private higher education institution |
| title_short | The perceived roles and competencies for distance educators employed by a private higher education institution |
| title_sort | perceived roles and competencies for distance educators employed by a private higher education institution |
| topic | Distance education Private universities and colleges Education, Higher UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/129083 |
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