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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-issue-9-implications-of-the-university-of-south-africas-shift-to-open-distance-e-learning-on-teacher-education/593768/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-issue-9-implications-of-the-university-of-south-africas-shift-to-open-distance-e-learning-on-teacher-education/593768.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the article’s primary focus regarding Unisa’s transition?","Question",{"text":112,"@type":113},"The article explores the implications of Unisa shifting from open distance learning (ODL) to open distance e-learning (ODeL) for teacher education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the article problematize the shift as a policy imperative?",{"text":117,"@type":113},"It frames the transition as a policy-driven requirement while questioning assumptions about the culture of use and reliance on modern electronic technologies.",{"name":119,"@type":110,"acceptedAnswer":120},"What unintended consequences does the article emphasize?",{"text":121,"@type":113},"The article argues the shift can unintentionally perpetuate socio-economic inequalities by excluding or disadvantaging those lacking the presumed electronic access and usage.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593768,1792211188,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 9 | Article 7 |\n| --- | --- |\n\n2017  \nImplications of the University of South Africa's (UNISA) shift to Open Distance e-Learning on Teacher Education  \nSindileA. Ngubane-Mokiwa  \nUniversity of South Africa, mokiwsa@unisa.ac.za  \nRecommended Citation  \nNgubane-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).  \n[http://dx.doi.org/10.14221/ajte.2017v42n9.7](http://dx.doi.org/10.14221/ajte.2017v42n9.7)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss9/7](http://ro.ecu.edu.au/ajte/vol42/iss9/7)  \nAustralian Journal of Teacher Education  \nImplications of the University of South Africa’s shift to Open Distance  \ne-Learning on Teacher Education  \nS.A. Ngubane-Mokiwa  \nInstitute of Open Distance Learning  \nCollege of Graduate Studies  \nUniversity of South Africa, South Africa  \nAbstract: This conceptual and exploratory article seeks to explore the  \nimplications of the University of South Africa’s (Unisa) shift from  \nopen distance learning (ODL) to open distance e-learning (ODeL) on  \nTeacher Education. In addition, the article problematizes the shift as  \na policy imperative. Unisa’s mandate to provide teacher education  \nopportunities to previously disadvantaged African students who were  \nexcluded from higher education opportunities by apartheid policies  \nand legislation is considered. With this in mind, the blind spot is that  \nthe intended shift from ODL to ODeL presumes existence of a culture  \nof use, and reliance on modern electronic technologies. Put simply,  \nthe shift has unintended consequences ofperpetuating socio-economic  \ninequalities. In this paper, Ishall argue that the promise of global e  \nlearning can only be realized if Unisa was to strive for a better  \nunderstanding of teaching and learning in the context of previously  \ndisadvantaged space(s).  \nIntroduction  \nIn 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) .  \nThe 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  \nVol 42, 9, September 2017 111  \nAustralian Journal of Teacher Education  \nsuddenly 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","cbCaiksIOogQwqZM","https://ap.wps.com/l/cbCaiksIOogQwqZM","pdf",438891,15,"English","# Introduction\n# Clarification of Concepts","[{\"question\":\"What is the article’s primary focus regarding Unisa’s transition?\",\"answer\":\"The article explores the implications of Unisa shifting from open distance learning (ODL) to open distance e-learning (ODeL) for teacher education.\"},{\"question\":\"Why does the article problematize the shift as a policy imperative?\",\"answer\":\"It frames the transition as a policy-driven requirement while questioning assumptions about the culture of use and reliance on modern electronic technologies.\"},{\"question\":\"What unintended consequences does the article emphasize?\",\"answer\":\"The article argues the shift can unintentionally perpetuate socio-economic inequalities by excluding or disadvantaging those lacking the presumed electronic access and usage.\"}]","Australian Journal of Teacher Education - Issue 9 - Implications of the University of South Africa's shift to Open Distance e-Learning on Teacher Education | PDF",1792077878,38]