RESEARCH CONCLUSIONS

This study focused on the experiences of videoconference tutors in instructional methodologies application. The objectives of the study were discussed in Chapter 1 (see paragraph 1.2). The study was conducted at four of UNISA’s regional learning centres in South Africa and used eight tutors that offer tutorials via VC as its target population.

Individual semi-structured interviews, tutorial observations and focus group interviews used as data collection methods were outlined in Chapter 3 (see section 3.3.2.1).

I analysed data qualitatively, using themes and categories to describe rich data and this was supported by Community of Inquiry (CoI) theory (see Chapter 4).

From the data collected, it was found that tutors lack skills in applying various methods during VC tutorial sessions. It was further found that tutors were unable to integrate VC technology effectively with relevant teaching methodologies. Evidence from the findings also indicates that there is reluctance among students to engage socially with one another and with their tutors during VC sessions. In addition, the results revealed the lack of a monitoring system in place for effective content-based comprehension.

Furthermore, data collected revealed that tutors and students experienced VC technical problems and the absence of a monitoring system during VC discussions. As a researcher, I see it as important for UNISA to train tutors on how to exploit the VC technology and on how to integrate this technology with various suitable teaching methodologies such as brainstorming, and small-group collaboration, as discussed in Chapter 2 (see section 2.2.1).

5.4. RECOMMENDATIONS

Based on the research findings and suggestions for further research, the following recommendations were formulated to address challenges experienced by tutors in facilitating teaching and learning by videoconference (VC) technology in an open and distance learning (ODL) environment. Given the problem of the study as discussed in Chapter 1 paragraph 1.2 and the findings of the study as discussed in Chapter 4, the following recommendations are made based on the research questions as indicated in Chapter 1 section 1.2.

5.4.1. RECOMMENDATION 1: Instructional methodologies pertinent to videoconferencing

It is recommended that UNISA develops continuous professional development programmes in which tutors can learn new facilitation techniques that are pertinent to the videoconferencing system. Training tutors on facilitation methods pertinent to videoconferencing could be integrated in the annual Tutor Development Workshops, which takes place at the regional learning centres.

5.4.2. RECOMMENDATION 2: Factors affecting tutors’ ability to keep students engaged and participate in a productive dialogue during VC tutorials

The university should consider upgrading some of the VC facilities, which appear to be outdated, and should increase bandwidth capacity at all regional learning centres in order to accelerate transmission during tutorial sessions. This would minimise frequent technical problems where the VC switches off in the middle of tutorial sessions.

It is also recommended that regional learning centres should have electrical generators with enough voltage, which will substitute electrical power in times of outages. This would minimise disruptions of sessions when the electricity supply is interrupted due to power failure or load shedding.

It is further recommended that tutors should sharpen their technical skills in using VC technology through practice. This should be done in order to keep students engaged in a productive dialogue during VC tutorial sessions.

5.4.3. RECOMMENDATION 3: Social interaction between tutors and students, and between students and students

It is recommended that the university should provide good quality VC facilities that would not compromise quality tutorial services while students engage each other from different sites. Tutors need to motivate students to cooperate and collaborate when tackling issues during tutorial sessions. This will help in the encouragement of interactivity for meaningful learning.

Students should develop different active learning styles such as problem-based learning to ensure that social interaction takes place for student-student and student- tutor engagements. This would help them to understand the content as they cooperate and collaborate in their activities.

In the regional learning centres, tutors should be encouraged to establish tutor- network support groups, especially on the use of technology in teaching and learning. In these support groups, tutors will have an opportunity for informal supervision, support, and an opportunity to share good practice and ideas on how they could integrate technology with various teaching methodologies. Students

should evaluate tutors through a summative evaluation exercise in order for them to improve on their practice.

Moreover, the university, through continuous professional development programmes, should capacitate tutors through short training on customer service, which may ensure that they have a sense of humour when facilitating learning. Their acquisition of these personal attributes (sense of humour) will enable them to develop a sense of affection that will in turn make students feel accommodated in teaching and learning and thereby enhance social interaction.

5.4.4. RECOMMENDATION 4: Challenges experienced by tutors when monitoring content-based activities through VC

I recommend that assistant tutors who will be based in the various remote sites should be appointed to assist the main tutors in monitoring activities.

The university should consider purchasing more up-to-date VC facilities with integrated monitoring devices, which will assist tutors to monitor content-based activities on all other sites.