Mpho-Entle Puleng Modise

The shift to distance learning is the reality of many higher education institutions. The COVID-19 pandemic emphasised to higher education institutions (HEIs) the value of combining several teaching and learning modalities to provide high-quality education to the general public. Numerous studies have been conducted worldwide on blended education; however, the focus has been mainly on alternating online and face-to-face sessions and rarely on concurrently using these two modes of teaching and learning, especially HEIs in the Global South and Asia. This study focuses on the HyFlex learning model, which entails a multimodal delivery solution and approach, providing students with a combination of face-to-face and distance teaching and learning through a mix of contact, online synchronous, and asynchronous classes. Unlike the blended learning model, HyFlex offers students the greatest flexibility to decide and choose their educational experiences, including how, where and when they would like to learn, which may support consistent learning outcomes across different modalities. This review aims to explore the implementation and impact of HyFlex learning in higher education in the Global South and Asia. Through a systematic review, this research examined peer-reviewed papers on HyFlex, published between 2010 and 2024, and sourced from Scopus, Web of Science and ProQuest. The findings highlight the contextual nature of HyFlex and identify research gaps, including the longer-term impact of HyFlex learning approaches. The study advances knowledge on how HyFlex can be successfully implemented in higher education settings in developing countries, thereby meeting the needs of diverse students and providing them with the necessary support.

Rapid development of information communication technologies (ICTs) has enabled online technology to support flexible teaching and learning approaches in various contexts, including high schools. As a result, e-portfolios used in online and blended learning environments can be effectively implemented in high schools. This study emphasizes the central role of high school managers in integrating educational technology in schools to promote e-portfolios. Using a qualitative research approach and the Technology Adoption Model (TAM), data were collected through an online questionnaire. Thematic analysis was employed to analyze the open-ended questions, while descriptive statistics were used for the closed-ended questions. The findings indicate that members of school management can act as catalysts for teachers and learners to integrate technology in the classroom, thereby facilitating and supporting the implementation of this approach in schools. However, the study also found that members of school management are often neglected during training offered during technology implementation. This neglect results in the central role players lacking the necessary understanding and appreciation for the application of educational technology in the classroom. Based on these findings, it is recommended to prioritize awareness, training, and preparation for ICT integration for high school management teams.

External markers play a crucial role in university assessment processes, particularly by providing students with constructive feedback to enhance their learning experience. In this paper, we argue that markers are invaluable sources of information and input on improving the quality of module content in higher education institutions (HEIs), particularly in the ODeL environment. We also highlight the paucity of research on the critical key role players in assessment within HEIs.This study investigated how these external markers could be leveraged as resources for continuous module improvement at an open distance e-learning (ODeL) higher education institution (HEI) in South Africa. External markers and academic staff from the university's College of Education were selected using purposive sampling. Data was gathered through a convergent-parallel methodology, employing an online questionnaire with Likert-type scales and closed-ended and open-ended questions. The findings suggest that external markers, beyond their marking duties, can significantly contribute to evaluating and enhancing higher education modules and content. However, our research confirms that markers are often underutilised as valuable sources of information and feedback for improving module quality. These insights could ignite meaningful discussions among academics and practitioners in HEIs about optimising markers to enhance educational offerings.

As we navigate an increasingly complex educational landscape, the intersection of research, policy, and practice emerges as a crucial space for innovation and transformation. This special issue of the International Journal of Educational Development in Africa (IJEDA) is dedicated to exploring progressive ideas, strategies, and interventions aimed at shaping the future of education across diverse contexts. The collected articles reflect a dynamic range of scholarly inquiry and practical insight, offering timely responses to enduring challenges and new opportunities within the African educational environment and beyond.

E-learning has undoubtedly become one of the major solutions to address the many challenges that higher education institutions face. Some of these challenges have led to the demand for distance education and the development of e-learning as a complementary and alternative teaching and learning system. This study explored the ways in which the e-learning policy in two African open distance e-learning (ODeL) higher education institutions drives academic professional development. Qualitative semi-structured interviews were conducted with 20 participants, and the policy documents from the selected institutions were thematically analysed. The unified theory of acceptance and use of technology guided this study. The study’s findings revealed that comprehensive and robust e-learning policies may contribute to improving the adoption of online teaching in higher education. The findings also indicate that the e-learning policy should contribute to the capacity-building activities of the lecturers to prepare them for the new online systems. The study consequently recommends that ODeL higher education institutions in developing countries develop and continuously update an e-learning policy.

This study aimed to investigate academics’ readiness for online teaching in higher education (HE) in developing countries, with a major focus on open distance and e-learning (ODeL) higher education institutions (HEIs) in Africa. A qualitative data collection and synthesis approach was employed through an exploratory configurative systematic review. Four electronic academic databases (Scopus, Web of Science, EBSCOhost, and Sabinet African Journals) were searched using an iterative and systematic process to find relevant studies published between 2010 and March 2021. A total of 457 peer-reviewed papers were retrieved, and 17 studies were selected for inclusion after the screening procedure. Data were imported into the EPPI-Reviewer software program for coding, and coding reports were created and exported to Excel for thematic analysis. The Technological Pedagogical Content Knowledge (TPACK) theory supported and guided this study. Consistent with previous research, this review found that one of the biggest obstacles is that many higher education academics lack the digital skills to facilitate learning and offer student support in online spaces. The shift to online teaching due to the Covid-19 pandemic also revealed significant digital skills gaps in e-learning for higher education educators.

EPortfolios are increasingly being used for teaching, assessing, and supporting students’ learning in higher education. With COVID-19 having forced many higher education institutions to move their education services and teaching to online spaces, ePortfolios have become more relevant in the assessment process as they are web-based. This self-study examines how ePortfolios are being used to support assessment practices in a South African and a Canadian teacher education program. Data comprised critical dialogue, notes, reflections, and conversations with students enrolled in both teacher education programs. Findings suggest that students use ePortfolios to integrate self, peer, and teacher/ expert feedback, which results in a 360-degree approach to assessment.

This study was inspired by the increasing reports on failures of e-learning initiatives in higher education institutions (HEIs) in developing countries. The aim was to investigate academics’ readiness for online teaching in higher education (HE) in developing countries, with a major focus on Africa. The qualitative data collection and synthesis approach was used through the exploratory configurative systematic review. Four electronic academic databases —Scopus, Web of Science, EBSCOhost, and Sabinet African Journals were searched using an iterative and systematic process to find relevant studies. Four hundred fifty-seven peer-reviewed papers were retrieved, and seventeen studies were selected for inclusion after the screening procedure. Data were imported to the EPPI-Reviewer software program for coding. Then, coding reports were created and exported in Excel for thematic analysis. Thematic analysis was used to analyse and present the data. The technological pedagogical content knowledge theory (TPACK) supported and guided this study. Consistent with previous research, this review found that one of the biggest obstacles is that many higher education academics lack the digital skills to facilitate learning and offer student support in online spaces. The move to online teaching due to the COVID-19 pandemic also revealed the significant digital skills gaps in e-learning for higher education educators.

This book is a collection of research essays written by presenters at the virtual ODeL conference which was held at the time of the pandemic lockdown. It provides a range of topical discussion centred around the academic field of distance learning, particularly as it accelerated into an online format, with short notice to prepare for this change in the mode of teaching. Research forms the cornerstone of an academic discipline and informs practice, and vice versa. The academic field of distance education has been acknowledged as a niche area for research on the African continent. This collection of essays takes the reader from an analysis of research levels and trends in South Africa and conceptualisation of Open distance and e-learning, to practioners’ reflections and the advancement of technology for teaching and learning. The diverse group of authors reflect the demographic of today’s researchers and spans a range of education focus areas, African countries and both experienced and emerging researchers. Each of these essays portrays a key aspect of open distance and e-learning education and offers challenges and opportunities for critical thinking and reflection. It is a snapshot of the research talent that is emerging from within Africa in the field of open distance and e-learning.

In the dynamic landscape of higher education (HE), assessment is crucial for evaluating learning objectives and ensuring quality education. In distance education, where student intakes are high, students are geographically dispersed, and primarily interacting through digital platforms, the role of external markers is critical. Despite the fundamental importance of external markers in the assessment process, a notable gap exists in a comprehensive understanding of the qualifications and expertise of external markers in higher education. This gap raises concerns about assessment validity and reliability, impacting institutional credibility. This study explored the impact of external markers’ qualifications on higher education assessments in a South African open distance e-learning (ODeL) institution. External markers, an extension of higher education lecturers, are pivotal for formative and summative assessments. In this qualitative research study, external markers and lecturers in an ODeL institution participated via an online questionnaire with open-ended questions. The TPACK framework was used to guide this study. Findings indicate that markers should hold qualifications at least one level higher than the modules or assessments they evaluate. Additionally, having well-qualified external markers enhances stakeholders’ confidence in the institution’s assessment processes. Research involving multiple HEIs within South Africa is recommended to investigate external markers’ recruitment criteria and establish best practices to enhance higher education assessment quality.