%0 Journal Article
%T Development of ODL in a Newly Industrialized Country according to Face-to-Face Contact, ICT, and E-Readiness
%A J. Marinda van Zyl
%A Christoffel Johannes Els
%A Anita Seugnet Blignaut
%J International Review of Research in Open and Distance Learning
%D 2013
%I Athabasca University Press
%X A large number of unqualified and under-qualified in-service teachers are holding back socio-economical development in South Africa, a newly industrialized country. Open and distance learning (ODL) provides an innovative strategy and praxis for developing and newly industrialized countries to reach their educational and socio-economical objectives through professional development and training. In order to examine factors which affect the success of ODL offered by the North-West University in South Africa, a qualitative and quantitative research approach is used. Factors examined include face-to-face classroom contact, the implementation and use of ICTs, and e-readiness. The relationships between these factors are also discussed. A questionnaire was administered to 87 teacher-students in four Advanced Certificate in Education (ACE) programs to collect quantitative data regarding aspects of their classes and the e-readiness of students. This data was qualitatively elaborated upon by three semi-structured, open-ended focus-group interviews. Besides descriptive statistics, Spearman¡¯s rank-order correlations (r) were determined between variables pertaining to negative feelings towards face-to-face classroom contact, ODL as students¡¯ choice of delivery mode, and students¡¯ positive attitude towards information and communication technology (ICT). Combined quantitative and qualitative findings were used to evaluate the effectiveness of contact classes as well as the e-readiness of students towards the attainment of ODL development Phase D. This phase refers to UNESCO¡¯s description of ICT implementation, integration, and use. Relationships (Spearman¡¯s rank-order correlations) between ODL, as teacher-students¡¯ choice of educational delivery mode, and aspects of their e-readiness suggest that the e-readiness of teacher-students is implicit to their choice of ODL as educational delivery mode for professional development.
%K Open distance learning
%K ODL
%K development phases
%K pedagogical support platforms
%K contact classes
%K information and communication technology
%K ICT
%K e-readiness
%K m-learning
%K mobile learning
%K South Africa
%K North-West University
%U http://www.irrodl.org/index.php/irrodl/article/view/1342/2424