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Accessibility Challenges of Using Podcasts and Vodcasts in a South African Distance Learning University Mohale, Ntshimane Elphas
Research in Social Sciences and Technology Vol 9 No 3 (2024): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2024.49

Academic writing presents a range of challenges for students, particularly those enrolled in distance university institutions. These challenges encompass various facets such as understanding citation and referencing, developing a distinctive writer’s voice, mastering academic discourse, paraphrasing, summarising, and adhering to academic conventions. Notably, deficiencies in academic writing skills often trace back to inadequate preparation during high school education, potentially leading to qualification deferment and high dropout rates. To tackle these challenges, podcasts and vodcasts emerged as essential tools to bridge academic gaps, catering to diverse learning styles and offering flexibility beyond traditional teaching methods. However, the efficacy of supplemental multimedia tools warrants exploration, considering uncertainties regarding student acceptance. Thus, this study aimed to identify accessibility challenges, to reduce existing barriers and enhance accessibility in open distant institutions. Utilising qualitative research methodologies, including focus group discussions and literature analysis, data collection was conducted. The study drew upon Moore’s theory of transactional distance and Garrison et al.’s community of inquiry framework to create collaborative online interactions and meaningful lecturer-student engagement, culminating in the construction of new knowledge. Findings revealed that students did not encounter accessibility challenges and expressed preference for shorter podcasts and vodcasts. These multimedia formats alleviated boredom, clarified complex concepts, prevented monotony, enhanced attention and comprehension, stimulated interest, facilitated active learning, and accommodated various learning styles. Podcasts and vodcasts reduced transactional distance and created a sense of community. Contrary to prevailing literature, students did not encounter accessibility challenges, shifting the focus towards shorter, high-quality multimedia content rather than accessibility concerns.

Artificial intelligence or augmented intelligence? Experiences of lecturers and students in an ODeL university Mohale, Ntshimane Elphas; Suliman, Zuleika; Maphoto, Kgabo; Sevnarayan, Kershnee; Mokoena, Douglas; Nstopi, Tumelo Jaquiline
Acitya: Journal of Teaching and Education Vol. 6 No. 2 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i2.3974

This study investigates the integration of artificial intelligence (AI) and augmented intelligence (AuI) in an open distance e-learning university, focusing on lecturers’ and students’ experiences. Using qualitative methods: focus group discussions and e-mail interviews, it examines the adoption and exploration of these technologies, particularly in academic writing skills development. The research applies diffusion of innovations theory and technology acceptance model to understand the dissemination and acceptance of AI and AuI, emphasising perceived ease of use and usefulness. It contrasts perspectives between lecturers and students, revealing varied views on AI utilisation in academic writing. Despite differences, both groups express positive experiences and benefits from AI. The findings contribute to a deeper understanding of the transformative impact of AI and AuI on teaching and learning in a distance learning university. AI has far-reaching effects on lecturers, students, and policymakers as they navigate the integration of intelligent systems in distance learning contexts.

Podcasts or Vodcasts? Exploring First-Year Students’ Preferences for Enhancing Academic Writing Skills Mohale, Ntshimane Elphas
Research in Social Sciences and Technology Vol 10 No 1 (2025): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2025.6

First-year students in a distance learning institution face academic writing challenges arising from inadequate writing skills developed in high school, the need to adapt to new writing standards, and limited language proficiency. These challenges could potentially lead to higher dropout’ rates, increased failures, and delayed qualification completion. Specific writing challenges include producing suitable academic content, adhering to academic writing conventions, using one’s own voice, citation and referencing, and style. To aid these students, podcasts and vodcasts were introduced for a student body of approximately 30,000. Transactional Distance Theory and Community of Inquiry framework underpinned the study. In addition, the study collected data using online open-ended evaluation questions and focus group discussions. Vodcasts gained preference due to their visual-auditory approach, aligning with tech-savvy students’ preferences. Vodcasts effectively improve academic writing by demonstrating concepts visually. Vodcasts reduced transactional distance between students and lecturers, encouraging collaborative learning and reducing the isolation factor. While podcasts were less preferred, they enhanced listening skills and sparked interest in the subject matter. Based on the findings, the study proposed guidelines for impactful vodcast creation, showing vodcasts’ effectiveness in addressing distance learning writing issues, enhancing engagement, collaboration, and understanding.

Artificial intelligence or augmented intelligence? Experiences of lecturers and students in an ODeL university Mohale, Ntshimane Elphas; Suliman, Zuleika; Maphoto, Kgabo; Sevnarayan, Kershnee; Mokoena, Douglas; Nstopi, Tumelo Jaquiline
Acitya: Journal of Teaching and Education Vol. 6 No. 2 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i2.3974

This study investigates the integration of artificial intelligence (AI) and augmented intelligence (AuI) in an open distance e-learning university, focusing on lecturers’ and students’ experiences. Using qualitative methods: focus group discussions and e-mail interviews, it examines the adoption and exploration of these technologies, particularly in academic writing skills development. The research applies diffusion of innovations theory and technology acceptance model to understand the dissemination and acceptance of AI and AuI, emphasising perceived ease of use and usefulness. It contrasts perspectives between lecturers and students, revealing varied views on AI utilisation in academic writing. Despite differences, both groups express positive experiences and benefits from AI. The findings contribute to a deeper understanding of the transformative impact of AI and AuI on teaching and learning in a distance learning university. AI has far-reaching effects on lecturers, students, and policymakers as they navigate the integration of intelligent systems in distance learning contexts.

Students’ perceptions of the quality of podcasts and vodcasts in teaching academic writing skills at a distance education institution Mohale, Ntshimane Elphas
Acitya: Journal of Teaching and Education Vol. 7 No. 1 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i1.4079

First-year students in an open distance e-learning institution face academic writing challenges. These challenges can lead to higher dropout rates, increased failures, and delayed completion of qualifications. Key challenges include poor adherence to academic writing conventions, generating suitable content, citation and referencing issues, and writing style deficiencies. To address these academic writing challenges, podcasts and vodcasts were introduced as supplemental support tools. Podcasts and vodcasts aimed to reduce transactional distance and increase collaborative teaching and learning interactions. The student body, consisting of 30,000 individuals from diverse socio-economic and cultural backgrounds, participated in the study. A qualitative research approach was employed, collecting data through online evaluation questions and focus group discussions. The findings revealed that students faced numerous issues: poor sound quality due to weak voice projection, lecturers speaking too quickly and using complex language, excessively lengthy multimedia files, and information overload, which hindered comprehension. Based on students’ responses, guidelines were developed to assist and inform current and future lecturers about creating high-quality podcasts and vodcasts. These guidelines aim to enhance the academic writing skills of first-year students and create a community of practice among lecturers. Recommendations include maintaining a calm, audible, and neutral tone of voice, limiting podcasts and vodcasts to 15 minutes, communicating in straightforward plain English, simplifying module content, and providing transcriptions. These measures are intended to make multimedia resources more effective and accessible, thereby improving students’ academic performance and retention.

Effective and ineffective academic writing support for ESL students: A higher education perspective Mohale, Ntshimane Elphas
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23331

Academic writing presents significant challenges for students who use English as a second language, often affecting students’ academic performance and progress. Given its critical role in academic success, various institutions have introduced various support approaches to enhance students’ writing skills. However, ongoing challenges suggest that these approaches vary in effectiveness. This study explored the effective and ineffective academic writing support approaches. Employing a literature review analysis, questionnaire, and interview, the study collected data within the framework of transactional distance theory. Findings indicate that scaffolded writing support is a highly effective pedagogical approach, as it systematically deconstructs the writing process into manageable steps. Other effective approaches include explicit and timely feedback, tailored writing instruction, simplified academic language, structured peer-review sessions, and enhanced accessibility to writing resources. In contrast, ineffective approaches involved the use of complex academic language, text-heavy materials, information overload, limited engagement time, and a lack of practical exercises, all of which hinder students’ ability to internalize key writing concepts. Additional challenges include language barriers, vague feedback, and unstructured peer-review sessions. The study contributes to the refinement of curriculum design, academic writing support approaches, and English as a Second Language support structures by promoting feedback-driven and student-centered interventions that align with students’ needs, ultimately improving writing outcomes, enhancing retention rates, and reducing failure rates. Overcoming academic writing challenges and reducing transactional distance is at the core of effective student support approaches.

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