Reflections on Factors That Led to the Establishment of the Scholarship of Teaching and Learning SoTL in an Open Distance and E-Learning University

Meahabo Dinah Magano
University of South Africa

Abstract

Abstract The paper reports on the reflections of how the scholarship of teaching and learning (SoTL) was initiated in the College of Education at an open distance and e-learning (ODeL) institution. The study is embedded in a transformative paradigm and a qualitative research method was employed. The lens that guided the study was transactional distance theory, the Ubuntu philosophy and wellness theory. The transactional distance theory was used owing to the digital platforms that the university uses in bridging the gap between the lecturers and the students. Furthermore, the Ubuntu philosophy has been chosen as a lens since the researcher applied humane element in teaching and learning. In addition, the wellness theory served as a lens for the study mainly because the researcher focused on the intellectual, emotional and career wellness of the students while engaging with teaching and learning matters. The design was participatory action research since the researcher was actively involved throughout the study. Data were collected through document analysis, activities over a period of three years through students’ assignments, engagement with students on digital platforms such as WhatsApp, discussion forum, podcasts, videos, seminars, workshops, students’ queries, and responses and experience of the researcher and the context during fieldwork. Analysis was qualitative thematic content data analysis, which was done manually. Categories from codes led to the following findings that the focus on teaching and learning is on operational submissions like question papers and tutorial letters, training was of continuous professional development (CPD), and engagement with tutors. Student engagement on digital platforms with the lecturers revealed keen interest in learning. Regarding seminars and workshops, approximately 50 academics attended though few engaged in robust discourses and the jargon of teaching and learning was not used extensively. Findings on published work revealed that very few academics publish on what they teach. As far as observations made by the researcher are concerned, most young academics struggled to balance between teaching workload and their studies (doctoral studies), balancing of key performance areas (KPAs). Some were not aware that one could research on what they teach and publish. The researcher observed that senior scholars who were publishing on teaching and learning influenced their mentees to do likewise; hence, one can say communities of practice (COP) work better in a university. In addressing the challenges of teaching and learning, an intervention was in an initiative of the SoTL. The study led to a scholarly approach to teaching and learning at a meso level that is college or faculty level.


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