Activity Theory Practice in Open and Distance Learning: Implications for Learning Virtually

Abstract

Since the advent of modern technology, going viral on virtual learning (VL) in open and distance learning (ODL) is becoming more and more popular among the many institutions of higher learning. This article focuses on the shift from learning virtually (LV) to viral VL which might result in unintended consequences such as the exclusion of prospective postgraduate students and staff. Going viral in this context refers to the introduction and spread of online learning until the institution goes wholly online. Data for this article was collected from 12 Advanced Certificate in Education (ACE) (Leadership and Management) postgraduate Unisa students who received their mediation experiences through LV modalities augmented by the use of short message services (SMSs). The qualitative exploratory case study investigated, analysed and described the views of public school principals in rural Mpumalanga Province. The results showed that the majority of students prefer the modular LV methodology albeit augmented by the use of SMS to facilitate a quicker channel of communication. In this article, we proffer that the university’s tuition model for postgraduate programmes should not completely be virtual learning as the process might unintentionally exclude a large number of students who experience burdensome costs and connectivity challenges particularly in rural Africa. But the recommendation is that in order for virtual learning to work, it should be blended with paper-based (hard copy) printed materials as is envisaged by ODL practices.

DOI: 10.5901/mjss.2013.v4n14p735