New Perspectives in Science Education

The Institute of Distance Education (IDE) of the University of Eswatini (UNESWA) has been offering distance education programmes since 1994. In its 25 years of existence it has proposed various programmes but never any related to science education. The major hurdle has always been the practical part of the curriculum. In 2018, the University decided to follow the blended learning approach, using a Moodle platform. Soon after that, IDE proposed to implement a series of PGCE (Post Graduate Certificate in Education) in the field of science education for which modules are currently being developed. In addition, in the 2019-2020 academic year, the Institute of Distance Education (University of Eswatini) started offering the B.Sc. in Information Technology programme. Designed to be a fully online programme, it had to be adapted to a blended learning one, seen the particular context of teaching and learning in Eswatini. In this paper, the author describes the programme, notes the issues relating to online learning in the current technology infrastructure context and explains how the programme was implemented using the blended learning approach. Some of the practical components of the study programme are tackled through simulation. However, there is additional work to be done in this regard. The overall purpose of the paper is to highlight the best practices relating to blended learning of programmes related to science education in general, and in particular those of the B.Sc. in Information Technology programme at the Institute of Distance Education.

Keywords: distance education, Bachelor of Science in Information Technology, Eswatini, blended learning.

References:
[1] Allen, I. E. & Seaman, J. (2011) Going the Distance: Online Education in the United States, 2011 [online]. Sloane Consortium website. Available at: http://sloanconsortium.org/publications/ survey/going_distance_2011
[2] Ashby, J., Sadera, W. A. & McNary, S. W. (2011) ‘Comparing student success between developmental math courses offered online, blended, and face-to-face’, Journal of Interactive Online Learning, vol. 10, no. 3, pp. 128140.
[3] Berenson, R., Boyles, G. & Weaver, A. (2008) ‘Emotional intelligence as a predictor for success in online learning’, International Review of Research in Open & Distance Learning, vol. 9, no. 2, pp. 116.
[4] Cercone, K. (2008) ‘Characteristics of adult learners with implications for online learning design’, AACE Journal, vol. 16, no. 2, pp. 137159.
[5] Dabbagh, N. (2007) ‘The online learner: characteristics and pedagogical implications’, Contemporary Issues in Technology and Teacher Education, vol. 7, no. 3, pp. 217226. Research in Learning Technology Citation: Research in Learning Technology 2015, 23: 26507 - http://dx.doi.org/10.3402/rlt.v23.26507 11 (page number not for citation purpose)
[6] Ke, F. & Xie, K. (2009) ‘Toward deep learning for adult students in online courses’, Internet and Higher Education, vol. 12, no. 3/4, pp. 136145. doi: 10.1016/j.iheduc.2009.08.001.
[7] Park, J. (2007) ‘Factors related to learner dropout in online learning’, in Proceedings of the 2007 Academy of Human Resource Development Annual Conference, eds. F. M. Nafukho, T. H. Chermack & C. M. Graham, AHRD, Indianapolis, IN, pp. 25-125-8.
[8] Park, J. & Choi, H. J. (2009) ‘Factors influencing adult learners’ decision to drop out or persist in online learning’, Journal of Educational Technology & Society, vol. 12, no. 4, pp. 207217.