On-Line Discussion Forums:

New Platforms to supplement Professional Development at Walter

Sisulu University

BYZ.G.Baleni

RPL Manager04/20/23 1

Topics to cover

• Introduction• Staff Development• Online discussion• Methodology• Results• Conclusion• Recommendations

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Introduction• Staff development is primarily an

institutional responsibility and operationalised within an institutional context,

• However, it is increasingly influenced by national policies and global trends.

• Institutions respond to these demands and take up national policies in different ways

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• depending on their :– missions,– contexts, – institutional culture,– resources etc.

The WSU context is that the Centre for Learning and Teaching Development (CLTD) has been mandated with academic staff development

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CLTD mission is to “promote excellence in learning and teaching by providing integrated and specialized professional expertise and services for all faculties towards the improvement of the institutional learning and teaching culture”.

• Goal 4 of WSU Learning and Teaching Strategy

• WSU 2017 strategy

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• WSU being a multi-campus institution poses a challenge to face-to-face academic staff development

The question is:

• How to balance academic staff development with the core business of academics being in class always?

• How can CPDU achieve its goal of professionalising academics with least disruption of the academic programme?

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• With the introduction of Blackboard(BB) as WSU virtual learning environment(VLE), an option was seen as possible.

The question, • is it practical? What will be the

lecturers’ attitude?• This case study is trying to respond to

these challenges

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Staff Development

• An umbrella term for developing the capacity of higher education staff to fulfil their professional roles effectively; this includes training, educating, capacity-building and individual consultation

(HEQC, Learning & Teaching Resource pack, 2005)

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• Staff development be integral part of an institution’s human resource development strategy and practice rather than an isolated, optional activity.

• be at the centre of any attempt to respond to the challenges currently facing professionals in higher education.

• provide opportunities for training or capacity building in teaching practice as well as information technology upgrading

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• Gibbons’(1998) description of the shift from module 1 to module 2 knowledge production has implications for learning and teaching e.g.– A shift from content & teacher-centred approach to

student and concept-centred learning

• Technology has revolutionised learning & teaching

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• Provision of staff development for teaching is now critical if lecturers are to become knowledgeable about new educational theories and methods.

• They require skills, knowledge in curriculum design, multi method delivery, teamwork, learning theories, assessment to mention a few.

• The idea that they require no preparation as educators is fast becoming an anachronism

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Online Discussion Forum

• Online discussions provide a perfect forum for an academic discourse which promotes:– increased student engagement, – critical analysis and reflection, and – the social construction of knowledge.”

Warschauer(1997)

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• Levine(2007:68) the discussion board plays a key role in enhancing the educational experience.

• Promotes “constructivist learning” (Levine 2007:68), promoting active learning where learners construct knowledge instead of acquiring it passively.

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• They are an example of a method that could satisfy these needs in a cost-effective manner.

• Specifically, they provide– freedom from time constraints (participants

can participate when and if they choose); – time for reflection (participants decide

when and if they choose to participate)

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– opportunities to research and back up assertions; and

– support for cost effective global communication

• Finally, learning activities that introduce participants to potentially useful learning and communications technologies provide a valuable training and exposure function.

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Methodology

• Workshop on “quality issues in e assessment” conducted for 3 days

• Presentations & extra material uploaded on BB

• 30 lecturers used• All lecturers registered on BB as

students• Discussion forum created

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• All free to post questions & comments on workshop presentations

• Lecturers expected to share classroom practice on use of learnt/work shopped strategies

• Observed over a period of five weeks after workshop

• Questionnaire sent by email to check on level of participation and perception of effectiveness.

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Discussion• 1st week observation - only 5

lecturers logged in• Of the 5, two had questions , 3 had

comments • 2nd week after I posted a few

questions & email , activity increased to 25 lecturers logging on

• 3rd week 10 lecturers shared their classroom experience

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• 4th week – much activity took place, 25 lecturers

• Last week most lecturers were consistent in logging in and sharing classroom activity

• Only 5 lecturers never participated

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• Questionnaire – use Likert scale• Access to internet at home?

– Only 16% have access at home 84% only access at work

– Computer literacy level? 70% comfortable in use of internet & computer, 25% average and 5% still have challenges in some computer applications.

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• Attitude towards discussion forum– 80% enjoyed interaction with colleagues– 15% not sure of its role– 5% not interested

• Learn anything – 75% agree– 20% not sure– 5% disagree

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• Would use in class– 85% strongly agree – 10% agree – 5% disagree

• Discussion forum as replacement to face to face workshops– 55% strongly agree– 40% not sure– 5% strongly disagree

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• Discussion forums to supplement face-to-face workshops– 86% strongly agree– 10% agree– 4% disagree

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• General comments – BB user friendly– Discussion forums an opportunity to

engage colleagues more– Less time away from class– Theory easily integrated into Classroom

practice • Challenges - Internet access - No computers - Too much Workload

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Conclusion• The perceived attributes are that the

perception by potential adopters that the innovation has relative advantage, is not overly complex, is compatible with existing values and customs, can be tried on a limited basis, and has observable results.

• The findings of this study suggest that BB has a potential to become a widespread medium for continuing professional staff development.

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Recommendations• The online forum was found to be

observable, trialable and relatively easy to use compared to face-to-face workshops but it was perceived as less satisfying.

• It is a recommended method to supplement face-to-face staff development workshops.

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• With the PGDHET and SLPs on the pipeline, surely this method will be very handy

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