Phenomenological Analysis of the Lived Experiences of Academics who Participated in the Professional Development Programme at an Open Distance Learning (ODL) University in South Africa
Since online delivery of education has become a major approach to teaching in Open Distance Learning (ODL) institutions, it becomes critical to understand how academics learn to teach online. This study was designed to explore the lived experiences of academics who had participated in a professional...
| Authors: | ; |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Rhodes University
[2018]
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| In: |
The Indo-Pacific journal of phenomenology
Year: 2018, Volume: 18, Issue: 1, Pages: 1-11 |
| Standardized Subjects / Keyword chains: | B
Africa
/ Academic
/ Professional continuing education
/ Correspondence course
/ Experience
|
| IxTheo Classification: | KBN Sub-Saharan Africa ZF Education |
| Online Access: |
Volltext (kostenfrei) |
| Summary: | Since online delivery of education has become a major approach to teaching in Open Distance Learning (ODL) institutions, it becomes critical to understand how academics learn to teach online. This study was designed to explore the lived experiences of academics who had participated in a professional development programme aimed at moving them from traditional distance teaching to online facilitation of learning. Giorgi's phenomenological psychological method was used to analyse and retrospectively examine the learning experiences of the participant academics in order to establish how they lived, behaved and experienced the training programme. The participants described their experiences in relation to distinct lived worlds that included the world in relation to self, others, time, and their environment. The academics' experiences and concerns provide insight into their skills development needs and the adequacy of the programme provided in addressing these and equipping academics for online teaching. The perspectives identified could serve to guide the development and promotion of professional development programmes for online teaching and learning. |
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| ISSN: | 1445-7377 |
| Contains: | Enthalten in: The Indo-Pacific journal of phenomenology
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| Persistent identifiers: | DOI: 10.1080/20797222.2018.1450764 |