Australian Journal of Teacher Education - Issue 9 - Implications of the University of South Africa's shift to Open Distance e-Learning on Teacher Education

Oct 15, 2026

This conceptual and exploratory article examines the implications of the University of South Africa’s shift from open distance learning (ODL) to open distance e-learning (ODeL) for teacher education. The article treats the shift as a policy imperative and highlights how Unisa’s mandate to include previously disadvantaged African students intersects with this transition. It argues that assuming widespread access to modern electronic technologies can perpetuate socio-economic inequalities.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Clarification of Concepts

Australian Journal of Teacher Education | Volume 42 | Issue 9 | Article 7 | | --- | --- | 2017 Implications of the University of South Africa's (UNISA) shift to Open Distance e-Learning on Teacher Education SindileA. Ngubane-Mokiwa University of South Africa, mokiwsa@unisa.ac.za Recommended Citation Ngubane-Mokiwa, S. A. (2017). Implications of the University of South Africa's (UNISA) shift to Open Distance e-Learning on Teacher Education. Australian Journal of Teacher Education, 42 (9). [http://dx.doi.org/10.14221/ajte.2017v42n9.7](http://dx.doi.org/10.14221/ajte.2017v42n9.7) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol42/iss9/7](http://ro.ecu.edu.au/ajte/vol42/iss9/7) Australian Journal of Teacher Education Implications of the University of South Africa’s shift to Open Distance e-Learning on Teacher Education S.A. Ngubane-Mokiwa Institute of Open Distance Learning College of Graduate Studies University of South Africa, South Africa Abstract: This conceptual and exploratory article seeks to explore the implications of the University of South Africa’s (Unisa) shift from open distance learning (ODL) to open distance e-learning (ODeL) on Teacher Education. In addition, the article problematizes the shift as a policy imperative. Unisa’s mandate to provide teacher education opportunities to previously disadvantaged African students who were excluded from higher education opportunities by apartheid policies and legislation is considered. With this in mind, the blind spot is that the intended shift from ODL to ODeL presumes existence of a culture of use, and reliance on modern electronic technologies. Put simply, the shift has unintended consequences ofperpetuating socio-economic inequalities. In this paper, Ishall argue that the promise of global e learning can only be realized if Unisa was to strive for a better understanding of teaching and learning in the context of previously disadvantaged space(s). Introduction In South Africa, open distance learning (ODL) plays a critical role in teacher educational development. Most teachers were previously excluded from opportunities to higher education by the apartheid policies and legislation. Different ODL institutions in South Africa and on the African continent use a wide variety of modern and/or affordable technologies to facilitate the sharing of learning content with, and among their geographically distant students. ODL is characterized by use of new Web 2.0 tools (Mbatha, 2014) . The latter allow for more interaction between the lecturer and the students, the students and the learning environment, the student and fellow students, and the students and the institutions with which they are affiliated. This is different from the previous First, Second and Third Correspondence models where the lecturer was the only constant link between the student and the learning environment (Anderson & Dron, 2011; Taylor, 1995, 2001; Fozdar & Kumar, 2007) . The paper, which is both conceptual and exploratory, considers the University of South Africa (Unisa)’s imminent transition from ODL to open distance e-learning (ODeL) . I ask and attempt to answer pertinent questions with respect to the envisaged transition. For instance, in the context of South Africa in particular, what is the implication of the shift to ODeL for teacher educational development? How plausible is it for an institution that has marketed itself as open, flexible, and affordable to the poor masses of previously disadvantaged African people to Vol 42, 9, September 2017 111 Australian Journal of Teacher Education suddenly embrace e-learning? Is not this shift likely to exclude the previously marginalized groups that the university purports to include? The paper is divided into five sections. I start with a clarification of the key concepts that are used in the paper, and how I understand them. In the second section, I prov

FAQs

What is the article’s primary focus regarding Unisa’s transition?

The article explores the implications of Unisa shifting from open distance learning (ODL) to open distance e-learning (ODeL) for teacher education.

Why does the article problematize the shift as a policy imperative?

It frames the transition as a policy-driven requirement while questioning assumptions about the culture of use and reliance on modern electronic technologies.

What unintended consequences does the article emphasize?

The article argues the shift can unintentionally perpetuate socio-economic inequalities by excluding or disadvantaging those lacking the presumed electronic access and usage.

Oct 15, 2026

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