From evaluation to reflection-on-action: Lessons learnt from the impact of a distance

education programme

NADEOSA Conference (24 – 25 June 2014) Ruth Aluko

Introduction• Quality assurance at various levels in HE, but

a gap evaluation dimension (Mizikaci, 2010)• Evaluation in HE (Hall & Hall, 2004) focus – aims of a program & to what extent tool for decision-making & assessing quality• Purpose to maintain / improve quality of products &

processes• Tool reflection

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Background

• ACE (EM) - Continuing professional qualification

• Paper-based DE program • Elongated impact study (2007 – 2012)Mixed-methods enquiry (surveys &

interviews)Surveys: 300 graduates (2004-2006 cohorts)

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Background

128 principals Interviews (2 individual & 10 focus group)30 teachers20 principals Kirkpatrick’s & Baldwin & Ford’s Training

Evaluation ModelsEvidence of value added to individual lives &

workplaceSuggestions were proffered

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Reflection & Reflective PracticeBy three methods we may learn wisdom: first, by reflection, which is noblest; second, by imitation, which is easiest; and

third, by experience, which is the bitterest. (Confucius)

• Definition: “active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends” (Dewey, 1933)

• Reflection-in & on-action (Schön 2011; Hall & Hall, 2004)

• Trigger for reflection (Pammer, et al., 2012)

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Cyclic Process of Reflection

Content

Return

Feelings & Emotion

Re-evaluation

Possible explanations

Outcome

Intelligent action

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Reflection Questions

• What valuable lessons can be learnt from the impact of the discontinued ACE: (EM) programme on the professional development of graduates and why?

• How could these lessons apply to other distance education programmes at the University of Pretoria, and elsewhere?

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6 Major Lessons

1. Clear institutional policy on quality assurance

persistent negative perceptions of DE programmes (within & outside)

Quality – a priority & an iterative processAwareness among stakeholdersPossible relationship between student

attrition rates & quality

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Table 1: Non-completion rates of distance education students at UP (All programmes)

Year Students who discontinued

their studies

Percentage of total enrolment

2006 419 4%2007 650 4%2008 584 3%2009 762 4%2010 430 2%2011 650 3%2012 689 4%2013 336 2%Source: University of Pretoria (UDE) (2006–2013)

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2.Practices guided by a policy on distance educationTraditional Education policy does not necessarily

apply to DEImportance of policy document

3. On-going monitoring of the DE students’ profileNecessity for quality data to make data-driven

decisions regarding programme improvement

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Examples of data: age, technology, work & geographical profiles, and graduation & retention rates.

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Table 2: Technology profile of students who enrolled for the first time between 2004 and 2013

Year 2004 2006 2007 2008 2009 2010 2012 2013

Number of students 3 187 5 087 5 643 8 011 6 102 5 675 3 354 2 599

Cell phone use 98% 99% 99% 99% 99% 99% 100% 100%

Internet use 0% 2% 1% 3% 8% 13% 25% 29%

Source: University of Pretoria (between 2004 & 2013)

4. Student support structuresall activities beyond the production and delivery

of course materialsMost students from TE backgroundExamples: contact sessions, tutorial letters,

assignments, SMS & an academic enquiry service

5. Programme designContinual reviewIn spite of IT, most countries in Africa are still

trapped in the first-generation mode of delivery

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6. Research focused on DEDedicated research unitOperational & academic researchPurpose is to inform practiceunderstanding trends and issues in terms

of topics & methodsE.g. mixed-methods

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Concluding Thoughts

• Quality and quality management are organisational obligations that lie vested in management’s commitment towards an understanding of quality (Aluko, Fraser, & Hendrikz 2008)

• improved performance of distance education students attested to by scholars if quality improves

• The necessity for continual evaluation of DE programs & reflection-on-action

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Bibliography• Aluko, R. 2009. The impact of an Advanced Certificate in Education (ACE) programme on the

professional practice of graduates. The International Review of Research in Open and Distance Learning , IRRODL, 10 (4) www.irrodl.org

• Aluko, FR, WJ Fraser and J Hendrikz. 2008. Some interfaces in conventional and distance education programmes in a postmodern context. South African Journal of Higher Education, 22(3): 484–497.

• Dewey, J. 1933. How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath.

• Hall I. and D. Hall. 2004. Evaluation and social research: introducing small-scale practice. United Kingdom: Palgrave Macmillan.

• Lee, Y, MP Driscoll and DW Nelson. 2004. The past, present, and future of research in distance education: Results of a content analysis. American Journal of Distance Education, 18(4): 225–241.

• Mizikaci, F. 2010. Total quality management in higher education: An evaluation model for practitioners. Germany: LAP Lambert Academic Publishing.

• Pammer V., K. Knipfer, B. Krogstie, D. Wessel, M. Prilla and S. Lindstaedt. Reflective learning at work – a position and discussion paper. 2012. Available from http://ceur-ws.org/Vol-790/paper4.pdf .

• Rubin, F. 1995. A basic guide to evaluation for development workers. Oxford: Oxfam Publications.

• Schön, D.A. 2011. The reflective practitioner: how professionals think in action. England: Ashgate Publishing Limited.

• Wilson-Strydom, M. 2004. Programme evaluation and its role in quality assurance. Vancouver: Commonwealth of Learning. Available at: http://dspace.col.org/handle/123456789/351

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Thank You!ruth.aluko@up.ac.za