Abstract:
The impact of the COVID-19 pandemic has brought the attention
of distance education issues to the fore in a way not seen before.
All forms of educational provision and sectors were affected by the
pandemic. The aim of this conceptual leading article is to highlight
three pertinent issues that need to be taken into account in Open,
Distance and e-Learning (ODeL) to ensure the relevance of the
Post School Education and Training (PSET) sector in the Fourth
Industrial Revolution (4IR) and beyond. Based on a review of the
literature, the article highlights three pillars of successful use of
technology to enhance quality in PSET, especially in the wake of the
worldwide transition to remote teaching and learning. The revised
agenda comprises the questioning of previously held beliefs about
learning and teaching; the responsiveness of curricula and ensuring
the quality of ODeL offerings. It argues that unless traditional beliefs
about teaching and learning are questioned and curricula are
streamlined to align with the demands of the knowledge society,
the value of PSET may be trivialised in a context that is so rapidly
changing. It also argues that sound quality assurance mechanisms
should be put in place to ensure sufficient depth in student learning
experiences, rigour in assessment processes and confidence in
graduates by employers and society at large. Using the theory
of Connectivism as a lens, the authors provide a framework with some recommendations for sound ODeL teaching and learning
practices that are relevant for the demands of the 4IR and beyond.
The framework focuses on five pillars, which are foregrounding a
student-centred approach; embracing appropriate technologies
to support teaching and learning; strengthening the capacity to
support success; ensuring appropriate assessment processes and
regular curriculum revision and renewal.
