Postgraduate Diploma in Distance Higher Education

Purpose

The purpose of the qualification is to enable educators in distance higher education to undertake advanced reflection and professional development by means of a systematic survey of current thought, research and practice in distance and online higher education. This qualification will engage learners in a high level of theoretical reflection and practical application with regard to core aspects pertaining to distance higher education. Qualifying learners will be enabled to relate theoretical and practical knowledge to a range of distance education contexts in order for them to undertake professional and highly skilled work in the field of distance higher education.

Qualifying learners will be able to

• Independently, demonstrate the ability to apply theoretical and practical principles of distance higher education in diverse distance education contexts.
• Demonstrate an understanding of the theories, pedagogies, methodologies, technologies and practices relevant to the field of distance higher education.
• Apply knowledge in a particular distance education context.

Rationale

The changes in teaching and learning strategy towards the establishment of advanced asynchronous teaching technologies which range from web-based interfaces (which are accessible from various smart devices) including document and application sharing, online whiteboards combined with audio/video and forum facilities, interactive assessments, simulations and virtual reality necessitated the creation of this qualification. Technology makes it possible for employees, learners and other stakeholders to interact at any time and from anywhere in the world. The higher education practitioners should acquaint themselves with the difficulty of studying at a distance via online media.

Learners need digital tools and media-rich resources that will enable them to explore, discover and understand the modern world. Educators need to appreciate the consequences of the inequitable distribution of access to Information and Communication Technologies (ICT's) for learning in the African Countries. This qualification will provide quality teaching and learning in some African countries, learners of this qualification will be aware of the need for innovation in the application of ICT in education, and the development of ICT skills.

The development of this qualification accords with a broad move towards online and distance learning at both public and private tertiary institutions in South Africa. Distance education institutions need to acquaint themselves with the most recent developments in the field of distance education theory and practice. Furthermore, there is a broad tendency at residential institutions to supplement their face-to-face qualification offerings with a range of distance and online teaching technologies. Therefore, public and private tertiary institutions need to develop critical, reflective teaching practitioners and specialists in the higher education sector especially in distance and online teaching. Such lecturers will be able to contribute to the academic delivery of distance higher education in an innovative way. Against this background, it is evident that there is a need in the entire higher education sector in South African for the development of a postgraduate qualification in the field of higher education studies with a specific focus on distance education theory and practice.

Recognition of Prior Learning (RPL)

Admission to the qualification provides for RPL, as stipulated and managed by the institutional Recognition of Prior Learning Policy. The institution accepts the principle underlying outcome-based, resource-based and life-long learning, in which consideration of articulation and mobility plays a significant role. The institution also endorses the viewpoint that Recognition of Prior Learning whether obtained through formal teaching or acquired informally through experience in tertiary contexts, is an indispensable element in the decision concerning admission to a qualification.

Recognition of Prior Learning is awarded based on the applied skills and competencies the applicant demonstrates in the application in the light of the outcomes that must be achieved with regard to the constituent modules of the qualification.

RPL will provide advanced standing to learners based on the applicant's experience and/ or learning acquired prior to applying for RPL. This application of RPL entails exemption from certain units of modules in the qualification.

The assessment processes involved with the application of RPL at this institution are the same as those followed for awarding credits in the formal qualification.

An RPL applicant seeking credits for previously acquired skills and knowledge must still comply with all the requirements as stated in the learning modules of the qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• A relevant Bachelor's Degree.

Or

• A relevant Advanced Diploma.

This qualification consists of compulsory and elective modules at National Qualifications Framework (NQF) Level 8 totalling 120 Credits.

Compulsory Modules, Level 8 (80 Credits)

• Introduction and field: Distance Higher Education, 20 Credits.
• Online Teaching and Learning (Pedagogy), 20 Credits.
• Online Teaching and Learning (Technology), 20 Credits.
• Assessment in Higher Education, 20 Credits.

Elective Modules, Level 8, 40 Credits (select two modules)

• Curriculum/ Programme design, 20 Credits.
• Module/Learning Unit Design, 20 Credits.
• Higher Education Leadership and Management, 20 Credits.
• Higher Education Policy and Regulatory Framework, 20 Credits.
• Research in Higher Education - Educational Research, 20 Credits.
• Higher Education Service Learning (Community engagement; community based learning), 20 Credits.
• Quality enhancement in Higher Education, 20 Credits.

1. Demonstrate knowledge of and engagement in the field of distance education theory and practice. Understand the theories, research methodologies, methods, technologies and techniques relevant to the pedagogy and practice of distance and online teaching and learning. Apply this knowledge in a variety of distance education and online teaching contexts in order to improve and maintain quality distance higher education.
2. Interrogate multiple theories and practices of distance and online teaching and learning and will demonstrate the ability to assess processes of knowledge production in the field of online teaching and learning. Understand the complexities and uncertainties of selecting and applying appropriate methods and techniques in distance higher education and online teaching.
3. Have knowledge of and engagement in higher education assessment theory and practice and will be able to use the knowledge in the context of distance higher education.
4. Understanding of the selection and application of standard procedures, processes and approaches in higher education programme/curriculum design and/or module/learning unit design with specific reference to application in the distance education context.
5. Ability to identify, analyse and address complex problems and challenges in distance higher education by drawing systematically and critically on the body of knowledge pertaining to the fields of higher education leadership and management and higher education policy and regulatory frameworks.
6. Demonstrate the ability to evaluate and reflect on current thinking, practices and research in distance higher education and education in general. Critically review gathered information, synthesise data, evaluate quality enhancement and service learning processes in higher education contexts in order to develop creative responses to problems and issues and therefore improve quality in distance higher education.

Associated Assessment Criteria for Exit Level Outcome 1

• Display extensive and systematic knowledge of the history, field, and development of distance higher education.
• Integrate advanced knowledge and understanding of the pedagogy of distance education and online learning with relevant online teaching and learning technologies.
• Select an appropriate online teaching pedagogy and apply it in a variety of distance higher education contexts.
• Analyse and appraise tendencies, methodologies and technologies in distance higher education theory and practice based on appropriate educational theories, concepts, principles and methods.

Associated Assessment Criteria for Exit Level Outcome 2

• Display in-depth knowledge of: the theory, practice and related teaching technologies pertaining to distance higher education and online teaching; relevant learning resources, online/digital teaching technologies, principles and theories with regard to online teaching; the distinction between online teaching and contact tuition/teaching.
• Explain various approaches to online teaching, the difference between synchronous and asynchronous learning, and the distinction between the following related concepts: distance learning, open learning, online learning, situated learning, mobile learning, virtual learning, digital learning and e-Learning.
• Outline transactional and collaborative theories of learning mediated by information and communication technology and explain the notion of connectivity and interactive pedagogy in an online teaching environment.

Associated Assessment Criteria for Exit Level Outcome 3

• Display extensive and systematic knowledge of the character, theory and practice of assessment in higher education.
• Demonstrate an extensive understanding of the constructive.
• Align intended learning outcomes, online teaching interactions and assessment criteria and tasks.
• Develop an assessment plan for an online teaching environment with specific reference to various types of assessment and assessment for the promotion of online learning.
• Develop and make use of an assessment approach and model that will safeguard the authenticity and reliability of assessment in online teaching.

Associated Assessment Criteria for Exit Level Outcome 4

• Display extensive and systematic knowledge of the design of higher education curricula/qualification pertaining to online teaching and learning.
• Display extensive and systematic knowledge of the design of modules/learning units pertaining to distance higher education curricula and qualifications.
• Develop distance-learning qualifications in alignment with the South African higher education regulatory framework.
• Outline an online pedagogy as an intrinsic part of curriculum and learning unit design in distance higher education.

Associated Assessment Criteria for Exit Level Outcome 5

• Display extensive and systematic knowledge of the principles, approaches and contexts regarding higher education management and leadership.
• Display extensive and systematic knowledge of the South African higher education policy and regulatory frameworks.

Associated Assessment Criteria for Exit Level Outcome 6

• Interpret and explain current thinking, practices and research in distance higher education and education in general.
• Display extensive and systematic knowledge of the current thinking and practice with regard to quality enhancement in distance higher education.
• Display extensive and systematic knowledge of the current thinking and practice with regard to service learning and community engagement in higher education.

Integrated Assessment

Assessment mechanisms are designed as to ensure maximum transfer and application of knowledge with a view to address the needs and learning needs of adult learners.

Description of the number and types of tests/assignments/projects/case studies

• 15 written reports (includes plans and portfolios of evidence).
• 1 Video of practice.
• 1 conference abstract.
• 1 conference poster.

Formative and Summative Assessment

Formative Assessment

• 12 written reports (includes plans and portfolios of evidence).
• 1 video.
• 1 conference abstract.
• 1 conference poster.

Summative Assessment

• Portfolios.
• 1 report.
• 1 comprehensive innovative research project.
• Internal and external moderation/examination:

Internal moderation-reports, plans, video, abstract and poster.

External moderation-innovative research report/article.