A Model for Scaffolding Traditional Distance Learners in Africa for Constructivist Online learning.

The Authors:

Muyinda, B. P., Lubega, J., Lynch, K.

Publication Type: Journal Paper   |    No. of Views: 732 views

Year of Publication: 2009

Abstract

How can we solve the lull in uptake and usage of online learning amongs t traditional distance learners in Africa? Several onlin e learning initiatives are taking place in Af rica, but a critical assessment of their impact in te rms of increasing access to higher education through distance learning indicates, in most cases, lack of valu e for money. A few distance learners use online learning management systems and ot her online resources in those institutions. How then do we interest and motivate the majority of traditional distance learne rs in Africa to adopt and uphold online learning practices? This paper provides a model that can be used to scaffold traditional distance learners in Africa for constructivistic online learning. The framework is built based on experiences derived from a survey of third year Bachelor of Commerce distance learning students at Makerere University w ho participated in an online lear ning pilot. The students were, for their very first time, asked to undertake three out of ten modules of an Information Technology course using an online learning mode. This course had previously been tutored using traditional face to face and print based ma terials methods. The three online modules were tutored using the Blackboard TM Learning Management System. The model is important for managing change from traditional di stance learning delivery methods to online delivery methods and ensuring that distance learners in Africa uphold online learning practices.