Oakes and Rengajan (2002) cited in Dagada & Jakovljevic highlight "how online learning strategies (collaborative learning, cooperative learning, experiential learning, discussion groups, exercises and simulation) and tools (multimedia, calendar tools, communication tools, concept maps, chat tools, assignment tools and assessment tools) could adding value in the South African vocational training environment". Botha and Simelane (2007) state that SAQA (1997) encourages the use of technology (e-learning) to enhance skills development and lifelong learning in the South African workplace.
Research Objectives
Rationale / Significance of the study
Leading best practices in online learning in academia to extrapolate researched best practices in tertiary education and apply them to the corporate sector as appropriate and. Addressing the issues mentioned above helped to develop a model that can be used for future development of corporate e-learning courses and forms the basis of a constructivist model of e-learning/learning design specifically for the South African corporate sector.
Chapter Two: Research Methodology
- Introduction
- The research paradigm
- The different paradigms
- The research goal
- Developmental research
- The research methods
- Data collection instruments
- Rationale for the case study methodology
- Validity
- Sampling and sample size
- Data analysis procedures
- Data presentation and dissemination
- Ethical considerations
- Conclusion
Reeves and Hedberg (2003) argue that identifying a research objective plays a crucial role in the choice of research method. This research study was conducted using the developmental approach outlined by Reeves and Hedberg (2003) and van den Akker (1999) as well as using case study elements.
Chapter Three: Literature Review
Introduction
Introduction to South African corporate training
- The government skills development incentive
According to Moolman, in May 2004 the ICT charter was drawn up warning that South Africa's global position in terms of the supply of skilled labor had dropped from 97th to 107th. Of particular importance to many of the developers of learning in South Africa, government legislation in terms of the Skills Development Levy Act requires payment of the levy grant scheme.
Training, education and academic learning
The use of training, education and academic learning as a skills development and learning strategy in the South African corporate sector can enable workers to learn by experiencing already available knowledge of the world through "experience of the order of second" which addresses both "direct. experience and reflection on that experience" (Laurillard 1993: 25). This suggested learning strategy together with the learner-centered user-centered approach as advocated by Amory (2006) and Laurillard (1993) will lead to the use of the constructivist learning approach when designing learning.
Constructivist learning approach
Laurillard (1993:13) and Amory (2006:2) argue that it is important to change the practice of teaching when using advanced computer-mediated communication (CMC) technologies, and say that CMC calls for the use of a learner-centred approach which promotes interaction, problem solving and the use of authentic tasks to improve understanding. While this research does encourage the use of key elements within the constructivist methodologies, it also recognizes that some corporate training may require direct instruction.
Best e-learning practices
- E-learning theory
- Eight areas of e-learning best practices
It is therefore important to have an introductory session where e-learners begin learning online (Trivedi undated: 4). Innoelearning argues that e-learners should be encouraged to use digital tools to present their assignments.
Instructional design
- The instructional principles derived from the constructivist approach to learning
- Advantages of Instructional Design
- Disadvantages of Instructional Design
The learning designer must ensure that the e-course enables learners to "explore important questions and create a meaningful project" (ibid). Learning effectiveness: When planning learning, it is important to know the learning content and the context of the students.
Instructional strategy
According to Ekwensi, Moranski & Townsend-Sweet (2006), the learning contract is a very valuable document in the e-learning environment, as it shows the students'. Tutorials help the slow and fast thinking students to retain the learning content through the 'exercise and practice strategy; problem solving;.
Instructional design models
- Conceptual instructional design models
- Procedural instructional design models
- The role of instructional design in ensuring best practice
Here, the instructional designer is able to undertake the development of different parts of the course according to the nature of the course. The design of the learning portal must be clear enough to help the learner to focus more on the learning content. The role of the subject experts in the development of learning materials that address the learning objectives is a very crucial part of this model.
According to The Herridge Group, this instructional design model consists of a needs analysis phase, an instructional design phase, and a phase. The different stages in instructional design models help the instructional designer accurately understand the formative, implementation, and final stages of an online course.
South African requirements for the design of corporate e-learning environments
In their study of using instructional design models for online course design, Ling, Kong, and Lee also argue that the first phase in the SWLing instructional model, called the "position phase," helps to. Ling et al (2001) state that best practice in online learning design can only be achieved through the use of a sound and well thought out instructional design model. In the context of South Africa, a designer of online learning in the business sector needs to be aware of all legislation, accreditation requirements to ensure compliance with SAQA and SETA requirements.
Wager states that there are four main things that influence instructional design in academic learning, all of which are applicable to the current South African context. The challenge in designing an ID model for South Africa is not only to incorporate South African learning needs, but to make it easy to use, flexible and practical for different settings and learning requirements, and to adapt to a diverse group of users.
Human Computer Interaction in Learning design
Learnability: The user interface you create should be easy to learn. To ensure that it doesn't take the user a long time to learn, make sure you use some of the elements that the user already knows. Efficiency: Once the interface is learned, it should help the user achieve their goals in the desired manner and as quickly as possible. This means that the user should be able to lay out or design the desired product in their own way, without always having to follow the layout style of the designers.
Memorability: When designing the interface, it should be easy to learn so that the user can remember how to use it even after a while without using it. The user should be able to achieve what they want to their satisfaction without having to look for other interfaces to provide it for them.
Conclusion
Nielsen (2003) mentions that in order to achieve usability the following must be observed. Quick Fix Errors Help Files: In case users make errors, they should be able to use the tools provided within the interface to recover from such errors. Solving this problem shouldn't take long, as users want to get their work done without having to go through a lot of complicated steps.
Chapter Four: Investigation of Current South African Practices
Introduction
Analysis of existing online learning courses
- Participating Educational experts in this study
- Reviewer responses
- Discussion of Educational Expert responses
Here, three of the education experts 'disagreed' and one 'strongly disagreed' that there was an element of interaction in the business e-courses they evaluated. Two educational experts "strongly disagreed" and one "disagreeed" that the e-learning course was based on social constructivist pedagogy. Three education experts "agreed" that the e-learning course was logical, addressed a specific theme and complied with SAQA and SETA requirements.
All education experts gave a positive score for the appropriateness of the color in the e-learning course; two "agree" and two "strongly agree". Two education experts 'agreed' and one 'strongly agreed' that e-learning course screens were not cluttered.
Instructional Designers’ responses
- Procedures followed
- Legislative needs
- Cultural needs
- Accessibility for differently-abled learners
- Educational theory
- Implementation and evaluation of the learning environment
- Suggestions from Instructional designers
- Conclusion of data from Instructional Designers
ID3 had a different point of view saying that “the courses are designed with the learner's level in mind. During initial implementation ID1 declares that it it mainly depends on the type of course. If it is a collaborative course, there is usually a fair amount of communication with the participants regarding the use of the environment.
Particular note is taken of ID3's advice to include a subject matter expert from the start of the course. In addition, emphasis should be placed on the continuous evaluation of the learning environment by the students themselves.
Subject Matter Experts responses
- Perceived difference between e-learning and face-to-face courses In order to understand more fully how Subject Matter Experts viewed e-learning, they
- Legislative needs
- Cultural needs
- Accessibility for differently-abled learners
- Educational theory
- Implementation and evaluation of the learning environment
- Evaluation /Assessment of learning
- Transfer of acquired knowledge and skills
- Suggestions from the Subject Matter Experts
- Conclusion of data from Subject Experts
Face-to-face allows the facilitator to develop the student's knowledge to a greater extent than e-learning. In terms of the instructional design model, it may be useful to indicate how these needs can be addressed and tested when developing an e-learning course. Subject matter experts are typically selected based on their understanding and knowledge of the subject and there is usually no requirement that they have any formal training.
Some formal post-training assessments for internal training could be formalized in the instructional design process and assigned tasks to specific members of the data collection team. These goals can only be achieved if learning is designed to facilitate the acquisition of relevant knowledge and skills that are used for student development.
Chapter Five: Development of a Model as a Solution
- Introduction
- Qualifications of practitioners
- Constructivism versus instructivism
- Learning through activities to support theoretical knowledge
- Need for a traceable recordkeeping system
- Testing and re-testing of the learning environment
- Incorporation of special needs in the learning design
- Access to ICT
- Level of ICT competence
- Learner motivation
- Prior experiences of learning
- Prior knowledge
- Cultural backgrounds and language skills
- Roles and responsibilities of the design team
- Developing the proposed e-learning design model
- Feedback on the model and the research questions
- Concerns raised by reviewers
- Limitations of the study
- Recommendations
- Conclusion
Advice on how to take these needs into account is included in the model, as well as recommendations for including people with disabilities in the testing team. As indicated in the model, the designer of e-learning in business will have to take into account the accessibility of computers with internet. This research is about e-learning in business, which means that courses will be delivered online.
Willingham (2006), Ogle (1997) and Laurillard (1993) encourage skills developers in the business sector to refrain from 'training' workers but to incorporate 'training' and 'academic learning' into their skills development strategy. The model aims to highlight the academic best practices of e-learning and the possibility of their integration in e-learning design in S.A.
Available online at http://itsinfo.tamu.edu/workshops/handouts/pdf_handouts/addie.pdf (accessed 24 August 2007). Cyrs (Ed.), Distance teaching and learning: What it takes to design, deliver, and evaluate effective programs (pp. 15-18). Cyrs (Ed.), Distance teaching and learning: What it takes to design, deliver, and evaluate effective programs (pp. 67-74).
Available online at http://scil.ch/seufert/docs/elearning-business-models.pdf (accessed 23 July, January/February) Case studies: What is an online conference. Available online at http://www.integritysystems.com/news_events/articles/White_Paper_Train_v s_Educ.pdf (accessed 28 April 2007).
Appendices
PROGRAM FUNCTIONALITY REVIEW 13. The Coursename Online Learning System operates
- Initial brief
- Identification of the development team and assignment of roles and responsibilities
- Learner profile
- Learning goals
- Identify record keeping requirements
- Development of learning materials
- Pilot test of learning environment
- Make revisions to the course
If students have had good experiences, feedback from students on positive elements can be incorporated into course development. If the course will be conducted online, assess the computer knowledge levels of the students. It is representative of the team of cultural groups and groups with special needs in the target audience.
Include the new learning material in a site that reflects the structure and flow of the course. This checklist for developing an instructional design model for corporate e-learning is based on the responses of the instructional designers who were part of the evaluation study of several companies in South Africa.
