Browsing by Author "Thurab-Nkhosi, Dianne"

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    Open Access
    Implementing a Blended/Online Learning Policy on a Face-to-Face Campus: Perspectives of Administrators and Implications for Change
    (2018-07) Thurab-Nkhosi, Dianne; Gaskell, Anne
    Many universities are currently exploring the factors that impact implementation of blended learning policies and institutions. In the Caribbean this is particularly important as financial support by governments in the region has dwindled in the context of a global recession, and universities are seeking ways to reduce costs and increase access. The vision for blended learning on one campus of a multi-campus, higher education institution in the Caribbean, was to enhance teaching and learning by offering students and staff greater flexibility, more opportunities for engagement and wider choices consistent with varying teaching and learning styles and needs. As this multi-campus university moves toward a re-engineered online policy and greater collaboration among the campuses, some administrators have expressed the view that they have been left out of the implementation strategies and are not clear on the status of the blended learning policy on their campus, nor their roles and responsibilities. This is a qualitative case study, focusing on the stage of blended learning implementation and the perceptions of deans and administrative officers at a specific higher education institution. The methods used were review of the use of the Learning Management System, and interviews conducted with deans and administrative officers. Thick descriptions of perceptions of administrators are provided. The implications of their perceptions for implementation are discussed and recommendations to close gaps where they exist are made. Findings confirm that change management strategies are required, such as establishing a sense of urgency, forming a powerful guiding coalition and creating a vision. Administrators need to provide clear direction on who should lead the initiative and senior management has a role in ensuring there is additional team support to increase programme development. Findings also indicate that while blended learning has the potential to reduce costs to higher education institutions, initial investments in software, hardware, appropriate staff and training require additional financial investments. Administrators have a role to play in sourcing funds for the implementation of blended learning and also in performing audits, which can help in providing information on the existing technical skills, hardware and software available on the campus and how they are being used.
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    Incorporating Web-Based Learning into a Mixed – Mode Distance Education Delivery Format: Challenges and Possibilities
    (2002-07) Kuboni, Olabisi; Thurab-Nkhosi, Dianne; Chen, Tommy
    PCF2 // The new information and communication technologies (ICTs) are being hailed by many as holding the key to increasing the supply of education proportionate to the demand. The potential of a combination of existing and new technologies to reduce costs, increase access, expand range and quality of education and training options and make real the promises of life long education has been recognized by international organizations such as the World Bank, and academic institutions. // The University of the West Indies Distance Education Center (UWIDEC), notwithstanding its relative short history, must position itself to take full advantage of the possible advantages of the application of ICTs in the education process. In doing so however, the institution must ensure that the process of change involved in applying ICTs to the delivery of the programme is a smooth one, which enhances the existing structure and delivery. The UWIDEC has therefore embarked on a long-term research and development project, designed to monitor and evaluate the expanded use of the ICTs in programme delivery and to identify and analyse the key factors required to facilitate its sustained growth in the university’s distance education programme. // This paper, which represents the second stage of this research and development study, examines the challenges faced in incorporating web-based learning in a mixed-mode distance delivery format. It analyses the key factors which mitigate against the smooth incorporation of an additional mode of delivery and the possibilities for the future. //
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    The Challenges of Blended Learning at UWIDEC: A Case of ICT Innovations in the Developing Country Context
    (2006-10) Thurab-Nkhosi, Dianne
    PCF4 // In 1992, in an ongoing effort to promote regional development through higher education, the University of the West Indies (UWI) took a decision to widen access to UWI programmes and courses by incorporating distance education as an integral part of its operations. Based on this decision, the UWI was transformed from a single-mode to a dual-mode institution, with the University of the West Indies Distance Education Centre (UWIDEC) being created in 1996 to facilitate distance delivery. The UWIDECs operations involved a mixed mode of delivery featuring audio-conferencing, printed materials and face-to-face tutorials. The UWIDEC, like many other distance education institutions has recognized the potential of Information and Communication Technologies (ICTs) to enhance distance education course delivery. To this end the UWIDEC has been incorporating the use of ICTs in the delivery of its programmes and courses, taking a blended approach. This paper explores the possibilities of technology-mediated learning for development by examining some of the changes that have been made by the UWIDEC to facilitate the move to blended learning, the challenges posed to quality assurance and the implications of these challenges for the continued growth and development of higher education. // Paper ID 139