Contextualised open educational practices: Towards student agency and self-directed learning PDF
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NWU Self-Directed Learning Series Volume 10 Contextualised open educational practices Towards student agency and self-directed learning Edited by Jako Olivier, Charlene du Toit-Brits, Byron J.Bunt & Amit Dhakulkar NWU Self-Directed Learning Series Volume 10 Contextualised open educational practices Towards student agency and self-directed learning Published by AOSIS Books, an imprint of AOSIS Publishing. AOSIS Publishing 15 Oxford Street, Durbanville, 7550, Cape Town, South Africa Postnet Suite 110, Private Bag X19, Durbanville, 7551, Cape Town, South Africa Tel: +27 21 975 2602 Website: https://www.aosis.co.za Copyright © Jako Olivier, Charlene du Toit-Brits, Byron J. Bunt and Amit Dhakulkar (eds.). Licensee: AOSIS (Pty) Ltd The moral right of the authors has been asserted. Cover image: Original design. All rights reserved. No unauthorised duplication allowed. Published in 2022 Impression: 1 ISBN: 978-1-77995-263-9 (print) ISBN: 978-1-77995-264-6 (epub) ISBN: 978-1-77995-265-3 (pdf) DOI: https://doi.org/10.4102/aosis.2022.BK345 How to cite this work: Olivier, J, Du Toit-Brits, C, Bunt, BJ & Dhakulkar, A 2022, Contextualised open educational practices: Towards student agency and self-directed learning, in NWU Self-Directed Learning Series, vol. 10, AOSIS Books, Cape Town. NWU Self-Directed Learning Series ISSN: 2707-1537 Series Editor: Elsa Mentz Printed and bound in South Africa. Listed in OAPEN (http://www.oapen.org), DOAB (http://www.doabooks.org/) and indexed by Google Scholar. Some rights reserved. This is an open-access publication. Except where otherwise noted, this work is distributed under the terms of a Creative Commons Attribution 4.0 International License (CC-BY 4.0). A copy of which is available at https:// creativecommons.org/licenses/by/4.0/. Enquiries outside the terms of the Creative Commons license should be sent to the AOSIS Rights Department at the above address or to [email protected]. The publisher accepts no responsibility for any statement made or opinion expressed in this publication. Consequently, the publishers and copyright holder will not be liable for any loss or damage sustained by any reader as a result of their action upon any statement or opinion in this work. Links by third-party websites are provided by AOSIS in good faith and for information only. AOSIS disclaims any responsibility for the materials contained in any third-party website referenced in this work. Every effort has been made to protect the interest of copyright holders. Should any infringement have occurred inadvertently, the publisher apologises and undertakes to amend the omission in the event of a reprint. NWU Self-Directed Learning Series Volume 10 Contextualised open educational practices Towards student agency and self-directed learning Editors Jako Olivier Charlene du Toit-Brits Byron J. Bunt Amit Dhakulkar Social Sciences, Humanities, Education and Business Management domain editorial board at AOSIS Commissioning Editor: Scholarly Books Andries G. van Aarde, MA, DD, PhD, D Litt, South Africa Board members Anthony Turton, Professor in the Centre for Environmental Management and Director TouchStone Resources (Pty) Ltd, University of the Free State, South Africa Charles O’Neill, Associate Professor in the Department of Business Administration, The British University in Egypt, El Sherouk, Cairo Governorate, Egypt Cheryl A. Potgieter, Professor and Head of the Research and Doctoral Leadership Academy (RADLA) and Head of the GenderJustice, Health and Human Development research niche, Durban University of Technology, South Africa Christi van der Westhuizen, Associate Professor and Head of the Centre for the Advancement of Non-Racialism and Democracy (CANRAD) research programme, Nelson Mandela University, South Africa Emmanuel O. Adu, Professor of Teacher Education and Curriculum Studies, Faculty of Education, University of Fort Hare, South Africa Elphinah N. Cishe, Professor of Nedbank Research Chair, Department of Continuing Professional Teacher Development, Faculty of Educational Sciences, Walter Sisulu University, South Africa Jayaluxmi Naidoo, Associate Professor of Mathematics and Computer Science Education, College of Humanities, University of KwaZulu-Natal, South Africa Johann Tempelhoff, Professor and Lead of the Cultural Dynamics of Water (CuDyWat) research niche and Head of the South African Water History Archival Repository, School of Basic Sciences, North-West University, South Africa Llewellyn Leonard, Professor of Environmental Management and Chair of the Centre for Excellence (Apatation and Resilience), School of Ecological and Human Sustainability, University of South Africa, South Africa Piet Naudé, Professor of Ethics related to Politics, Lead of the MBA programme in Business in Society and Leadership Development and Director of the University of Stellenbosch Business School, University of Stellenbosch Business School, South Africa Reina-Marie Loader, Programme Lead of the MA programme in Producing Film and Television and Lecturer in Film Production, Faculty of Media and Communication, Bournemouth University, United Kingdom Siphamandla Zondi, Professor of Politics and International Relations, Faculty of Humanities, University of Johannesburg, South Africa Stanley Murairwa, Professor and Head of the Department of Business Sciences, College of Business, Peace, Leadership and Governance, Africa University, Zimbabwe Tembi Tichaawa, Associate Professor and Head of the Department of Tourism, School of Tourism and Hospitality, University of Johannesburg, South Africa Vusiwana C. Babane, Department of Educational Psychology, Faculty of Education, University of the Western Cape, South Africa Zilungile Sosibo, Professor of Education, Faculty of Education, Cape Peninsula University of Technology, South Africa Peer-review declaration The publisher (AOSIS) endorses the South African ‘National Scholarly Book Publishers Forum Best Practice for Peer-Review of Scholarly Books’. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer-review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers’ inputs with the manuscript’s editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published. iv Research justification This book covers original research on the implementation of open educational practices (OEPs) through the use of open educational resources (OERs) at university level. The emphasis on open education in this book is on contextualising resources, supporting student agency and fostering self-directed learning (SDL), specifically within the South African milieu. The chapters covered conceptual and review research as well as empirical work focusing on OEPs and the use of renewable assessments. The work starts off with an overview of an institutional-wide open education project that prompted the research, followed by research on open education in terms of various modules in health science, music education, law, philosophy, dietetics, French language learning and journalism. The target audience of the book includes academics and researchers in the field of OERs, OEPs and SDL, specifically in higher education. The editors screened all the chapters for inclusion through submitted abstracts and then they reviewed all the chapters for the sake of consistency and quality before this was submitted for an independent and rigorous peer review process that was administered by AOSIS. The editors are confident that the chapters in this book will contribute to academic scholarship in the wider fields of OERs, OEPs and SDL. Furthermore, in accordance with the requirements of the Department of Higher Education and Training (DHET), this book contains original research substantiated by means of scholarly scientific referencing and the book’s content has not been published before and no part of the book has been plagiarised. Jako Olivier, Research Unit Self-Directed Learning, Faculty of Education, North- West University, Mahikeng, South Africa. Charlene du Toit-Brits, Research Unit Self-Directed Learning, Faculty of Education, North-West University, Potchefstroom, South Africa. Byron J. Bunt, Research Unit Self-Directed Learning, Faculty of Education, North- West University, Vanderbijlpark, South Africa. Amit Dhakulkar, Research Unit Self-Directed Learning, Faculty of Education, North-West University, Potchefstroom, South Africa. v Contents Abbreviations and acronyms, figures and tables appearing in the text and notes xv List of abbreviations and acronyms xv List of figures xviii List of tables xix Notes on contributors xxi Foreword xxxiii Preface xxxv Chapter 1: Open educational practices for self-directed learning: A staff fellowship as a case study 1 Jako Olivier, Byron J. Bunt & Amit Dhakulkar Abstract 1 Introduction 2 Conceptual framework 3 Open educational resources and open educational practices 4 Self-directed learning and learner agency 5 Methodology 7 Research design and orientation 7 Population and sampling 7 Data collection and data analysis 8 Overview of the North-West University open educational resource fellowship 9 Results and discussion 9 Theme 1: Self-directedness in terms of open educational resources and open educational practices 10 Setting goals 10 Independent resource finding, identification and use 10 Peer interaction 11 Theme 2: Strategies employed towards self-direction with open educational resources and open educational practices 11 Value of workshops and seminars 11 Theme 3: The fellowship as the prompt for open educational resources for open educational practices 11 The fellowship acted as motivation to embrace open educational resources 11 vii Contents Theme 4: Open educational practices creating opportunities for student agency 12 From student participation to student agency 12 Student involvement challenging the status quo 12 Theme 5: Affordances of open education 13 Possibilities around open educational resource localisation of content 13 Possibilities around open educational resource localisation of language 13 Lower costs as a social justice consideration 13 Lecturer agency 14 Theme 6: Continuance of using open educational resources for open educational practices 14 Discussion and findings 15 Recommendations and limitations 16 Conclusion 16 Appendix 1 17 Chapter 2: Digital multilingualism for social justice through localised self-directed open education 19 Jako Olivier & Louise Olivier Abstract 19 Introduction 20 Contextualisation and concept clarification 21 Social justice and multilingual education in a digital context 23 Social justice and language 23 Multilingual higher education context in South Africa 24 Literacies as and for social justice 26 Open educational resources and localised self-directed open educational practices 27 Open educational resources and self-directed open educational practices 27 Open educational practices and social justice 28 Localisation as part of self-directed open educational practices 29 Open translanguaging through localisation 30 Alternative ways of knowing 30 Translanguaging as a self-directed open process 30 Harmonisation as a pragmatic localisation approach 31 Recommendations 32 Conclusion 34 viii Contents Chapter 3: Open educational resources’ likely contributions to education and implications for self-directed learning 37 Cornelie Nienaber-Rousseau & Charlene du Toit-Brits Abstract 37 Introduction 38 Methodology 39 Defining open educational resources and self-directed learning 39 Benefits of open educational resources 40 Benefits to students and those that support them financially, the education sector and society at large 40 Expanded accessibility 40 Lowered cost of education 42 Lowered environmental impact of education 44 Benefits for students 45 Improved student learning 45 Improved study materials: Quality, context and language preferences 47 Exposure to technologies aligned with the Fourth Industrial Revolution 50 Students as co-creators of learning materials 51 Benefits for educators or instructors and for researchers 51 Challenges for open educational resources and potential solutions 53 Conclusion 56 Chapter 4: Multilingual philosophy glossaries: Steps towards socially just pedagogical praxis 59 Yolandi M. Coetser, Chantelle Gray, Aïda C. Terblanché-Greeff & Nolwandle Lembethe Abstract 60 Introduction 60 The legacy of colonised curricula 61 Language as epistemic barrier and carrier of epistemic injustice 65 A practical suggestion: Multilingual glossaries 66 Some translation considerations 70 Conclusion 72 Chapter 5: Designing an open educational resource to support the development of oral interactional competence at beginner level 73 Carina Grobler & Juan Steyn Abstract 73 Introduction 74 ix
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