<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Literature frequently describes how ineffective implementation of instructional policy frameworks can make distance learning a lonely and unrewarding academic pursuit, characterized by high student drop-out rates, high failure rates and academic exclusion. In trying to mitigate this catastrophe, academic departments in distance learning institutions utilize learning management systems (LMSs) to stimulate students’ learning experiences. In keeping with techno-progressivism, the researchers (and authors of this paper) turned to extant documentary policy and literature to review – qualitatively – how the University of South Africa’s (Unisa’s) Open Distance Learning Policy (ODLP) promotes academic inclusion and learning agency as cornerstones of student success and social justice, especially in an unequal society like South Africa. The findings revealed the following: 1) Unisa’s ODLP position has the impetus to influence the deployment of the LMS to promote academic inclusion; 2) Practical means of promoting inclusion were mirrored in the provision of manual or electronic learning material, computer laboratories and free internet connectivity in regional centres across all nine provinces of South Africa, as well as in the provision of laptops for National Student Financial Aid Scheme (NSFAS)-funded students, 30 gigabytes of free monthly mobile data to all students, and assistive technologies for students with disabilities; 3) Practical utilization of an LMS to foster self-regulated learning occurred through problem-based individual activities supplemented by asynchronous demonstrative learning material (e.g. audio, video), while collaborative learning agency was enabled through e-tutoring, which afforded students the opportunity to interact with e-tutors and their peers about the learning content; 4) Drawbacks in the use of the LMS stemmed from the insufficiency of assistive learning technologies that are required for students with disabilities to participate fully in online learning, and a corpus of students’ irregular attendance at and participation in e-tutoring discussions and their projection of a negative attitude towards the e-tutors.</p>
</abstract>

Literature frequently describes how ineffective implementation of instructional policy frameworks can make distance learning a lonely and unrewarding academic pursuit, characterized by high student drop-out rates, high failure rates and academic exclusion. In trying to mitigate this catastrophe, academic departments in distance learning institutions utilize learning management systems (LMSs) to stimulate students’ learning experiences. In keeping with techno-progressivism, the researchers (and authors of this paper) turned to extant documentary policy and literature to review – qualitatively – how the University of South Africa’s (Unisa’s) Open Distance Learning Policy (ODLP) promotes academic inclusion and learning agency as cornerstones of student success and social justice, especially in an unequal society like South Africa. The findings revealed the following: 1) Unisa’s ODLP position has the impetus to influence the deployment of the LMS to promote academic inclusion; 2) Practical means of promoting inclusion were mirrored in the provision of manual or electronic learning material, computer laboratories and free internet connectivity in regional centres across all nine provinces of South Africa, as well as in the provision of laptops for National Student Financial Aid Scheme (NSFAS)-funded students, 30 gigabytes of free monthly mobile data to all students, and assistive technologies for students with disabilities; 3) Practical utilization of an LMS to foster self-regulated learning occurred through problem-based individual activities supplemented by asynchronous demonstrative learning material (e.g. audio, video), while collaborative learning agency was enabled through e-tutoring, which afforded students the opportunity to interact with e-tutors and their peers about the learning content; 4) Drawbacks in the use of the LMS stemmed from the insufficiency of assistive learning technologies that are required for students with disabilities to participate fully in online learning, and a corpus of students’ irregular attendance at and participation in e-tutoring discussions and their projection of a negative attitude towards the e-tutors.

Learning Management System (LMS) for Academic Inclusion and Learning Agency: An Interpretive Review of Technoprogressivism in ODL Instructional Technology Policy

Professor and Head of Department at the Institute for Open Distance Learning

Lecturer in the Department of Information Science

Journal of Education, Society & Multiculturalism

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Literature frequently describes how ineffective implementation of instructional policy frameworks can make distance learning a lonely and unrewarding academic...

Learning Management System (LMS) for Academic Inclusion and Learning Agency: An Interpretive Review of Technoprogressivism in ODL Instructional Technology Policy

Pubblicato online: 06 dic 2023

Pagine: 48 - 84

DOI: https://doi.org/10.2478/jesm-2023-0018

Parole chiave
knowledge management, learning agency, knowledge systems, knowledge era, open distance e-learning, fourth industrial revolution, academic support

© 2023 Bongani Nkambule et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Learning Management System (LMS) for Academic Inclusion and Learning Agency: An Interpretive Review of Technoprogressivism in ODL Instructional Technology Policy

Pubblicato online: 06 dic 2023

Pagine: 48 - 84

DOI: https://doi.org/10.2478/jesm-2023-0018

Parole chiaveknowledge management, learning agency, knowledge systems, knowledge era, open distance e-learning, fourth industrial revolution, academic support

© 2023 Bongani Nkambule et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Parole chiave
knowledge management, learning agency, knowledge systems, knowledge era, open distance e-learning, fourth industrial revolution, academic support