OPEN DISTANCE LEARNING POLICY

1.

2.

3.

PREAMBLE
1.1

The 2015 Strategic Plan of the University of South Africa (UNISA) dedicates itself to
becoming the African university in service of humanity.

1.2

UNISA commits itself to advancing social justice with an emphasis on redress, equity and
empowerment of the previously disadvantaged groups in South Africa such as blacks,
women, people with disabilities, the rural and urban poor and adults who have missed
out on opportunities to access higher education.

1.3

UNISA is South Africas only comprehensive dedicated distance education university.

The conceptualization of distance education and open learning is central to achieving its
vision.

PURPOSE
2.1

To position UNISA as a leading provider of higher education opportunities through open

distance learning (ODL) nationally, on the African continent and internationally.

2.2

To commit UNISA to the guidelines for cross-border provision developed by the national
Department of Education.

2.3

To commit UNISA to an ongoing, responsive interaction with current and emerging

national and international imperatives and developments with relevance to quality ODL
provision.

DEFINITIONS
Blended learning

is accomplished by using multiple teaching and learning

strategies, a range of technologies in combination with faceto-face interaction and the deployment of both physical and
virtual resources;

Distance education

is a set of methods or processes for teaching a diverse range

1
of students located at different places and physically
separated from the learning institution, their tutors/teachers
as well as other students;

Learning

is an active process of construction of knowledge, attitudes

and values as well as developing skills using a variety of
resources including people, printed material, electronic
media, experiential and work-integrated learning, practical
training, reflection, research, etc. Learning is also associated

Note: While the international literature on ODL favours the use of the term learner, feedback from UNISA learners indicates
that they prefer to be known as students
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with personal change and empowerment as an aspiration to

improve oneself in order to help others;
Open distance learning 2

is a multi-dimensional concept aimed at bridging the time,

geographical,
economic,
social,
educational
and
communication distance between student and institution,
student and academics, student and courseware and student
and peers. Open distance learning focuses on removing
barriers to access learning, flexibility of learning provision,
student-centredness, supporting students and constructing
learning programmes with the expectation that students can
succeed;

Open learning

is an approach to learning that gives students flexibility and

choice over what, when, where, at what pace and how they
learn. Open learning is all encompassing and includes
distance education, resource-based learning, correspondence
learning, flexi-study and self-paced study;

Responsible open
admission

Student centeredness

is aimed at identifying potential and appropriate support for

students. It constitutes competency evaluation and
recognises students educational background. It promotes
equity of access and the provision of appropriate student
support interventions aimed at bridging the gaps in students
academic and social readiness for higher education;
requires that students are seen as the main foci of the
educational process and they are supported to take
progressive responsibility for their learning and research.
However, the pedagogy employed should:
enable successful learning through rich environments for
active learning,
establish links between students current meanings and
contexts and new knowledge to be constructed, and
encourage independent and critical thinking;

Student support

is a generic term that is applied to a range of services that is

developed by UNISA to assist students to meet their learning
objectives and to gain the knowledge and skills to be
successful in their studies. Student support includes:

tuition support in the form of detailed, individualised and

timely feedback to formative assessment; regional
tutorials in a medium (face-to-face, online, telematic etc.)
that is accessible to students; remedial interventions
such as responsible open admission programmes to
help underprepared students achieve success in order to
decrease the distance between student and teacher;

peer support in the form of institutionally arranged and

supported peer self-help groups;

in-text support in the form of well-designed wellintegrated courseware creating rich environments for
active learning with a sensitivity for context, different

UNISAs definition of ODL.. UNISA chooses to combine the characteristics of distance education (a method of education
provision) and the approach of open learning into open distance learning
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voices, etc. and promoting dialogue between teacher

and student in order to decrease the distance between
student and study materials;

4.

administrative support in the form of timely, accurate and

accessible information from institution to students about
all aspects of the learning process, from registration to
graduation;

Tutoring in ODL

encompasses a broad range of teaching, coaching, mentoring

and monitoring activities that guide students through their
courses, mediating the packaged learning materials and
facilitating the learning process;

Widening participation

denotes activities that are aimed at bringing in and supporting

groups of people who are identified as underrepresented for
higher education. In doing so, it takes into account the diverse
needs of people in different sectors of the economy, as well
as different racial, gender and age cohorts who participate in
higher education.

PRINCIPLES
4.1

4.2

UNISA is a comprehensive open distance learning institution that will:

4.1.1

increase the participation of students and access to post-registration student

support services,

4.1.2

diversify the body of students for the purpose of providing opportunities for social
advancement for historically and socially disadvantaged social groups such as
students in rural areas, small towns or those who do not have convenient access
to higher education institutions,

4.1.3

provide quality education in an affordable and cost-effective way,

4.1.4

encourage and support temporarily inactive students, monitor retention and

throughput and implement the necessary interventions for improvement,

4.1.5

develop its capacity in distance education delivery through reflective practice,

including staff development processes,

4.1.6

engage in research and development of open distance practices and contribute

extensively to national debate in this area,

4.1.7

start the teaching process with the development of curriculum long before the
students register. This will enable better pre-registration decision-making for
students as well as the development of more coherent programmes by
academics.

4.1.8

offer the full range of qualifications listed on the new HEQF in its PQM and
provide articulation pathways to allow maximum portability and progression
between qualifications as befits a comprehensive university.

The curriculum will:

4.2.1

have academic integrity and be responsive to the vision and mission of UNISA,
national educational imperatives, and societal and employment needs,

4.2.2

be aligned with the student profiles,

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4.2.3

articulate clear exit level outcomes,

4.2.4

design teaching, learning and assessment strategies to meet these outcomes.

4.3

The curriculum development process will be conducted by a team involving academics,

curriculum and course designers, student support specialists, student counsellors,
language specialists, tutors, relevant external stakeholders and, where possible,
representatives of current and past students.

4.4

The student is placed at the centre of the entire learning process from the moment the
student intends registering through to graduation, and continuing on through to its alumni
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who play a vital role in evaluating impact and as ambassadors for the institution.

4.5

Evaluation strategies will assure the quality of the learning process and will suggest
improvements. Particular emphasis will be placed on student feedback. UNISA will ensure
that it supports the student throughout his/her study.

4.6

Effective counselling and guidance

4.7

4.8

4.6.1

A decentralised, technology supported, guidance and counselling service will be

provided to assist students in making appropriate career decisions and in
choosing study programmes that will help them realise their career goals.

4.6.2

Students will be assisted during their studies and on their exit from the University
to prepare for entry into the world of work.

4.6.3

Decentralised academic development services will be provided to assist students

in acquiring a range of academic literacies.

Responsible open admission procedures

4.7.1

4
UNISA will adhere to responsible open admission policy .

4.7.2

This process provides for the assessment of students levels of academic

preparedness and aims to design appropriate support systems for students who
need help in addressing academic skills gaps. Social preconditions for
successful study will also receive attention. These will be provided through
actions such as foundation courses, extended programmes, academic literacy
skills facilitation, as well as orientation to studying at a distance.

4.7.3

The support systems for students will balance issues of openness with statutory
accreditation requirements and governmental enrolment targets.

Teaching and learning methods

The ODL teaching and learning methods for a particular programme or course:

4.8.1

will be determined by the nature of the programme, the profile of the students,
students access to resources and the HEQF level of the programme.

4.8.2

will include independent study of learning materials, completion of various

activities, formative assessment tasks, tutorials, practical work and opportunities
to interact with others as well as research activities.

4.8.3

will include work-integrated learning as a planned component of a curriculum

when outcomes can only be achieved through work-based experience.

See diagram in Addendum 2: (UNISA Students at the centre of the learning process) portraying our students as
they enter the University until they exit from the University
UNISA Admission Policy

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4.9

Learning material
Learning materials:
4.9.1

will be systematically designed as outlined in the Tuition Policy and Framework

for a Team Approach to Curriculum and Learning Development,

4.9.2

will be accessible to target students,

4.9.3

will require the active engagement of the student,

4.9.4

will build on the students experience and knowledge enabling the student to
construct new knowledge.

UNISA will make effective use of educational and social technologies in learning
programmes in appropriate and innovative ways that improve the quality of teaching and
learning.
4.10 Delivery channels
Advanced teaching and learning models, well designed courseware, effective/efficient
administration and timeous student support using a wide range of delivery channels are
core to the success of our students. UNISA will use the best possible mix of media to
support these core functions which includes:
4.10.1

Print media
Print media remains the practical choice since it is inexpensive, reliable and
accepted as a medium for studying purposes.
Courseware should be well designed to facilitate access to information.
Courseware material should prepare the student for learning, develop the
necessary skills, attitudes and knowledge that the student needs, guide the
student through the learning process and include sufficient and appropriate
learning activities to enhance knowledge.
UNISA will invest in good quality course design and study material and will
provide effective in-text student support services.

4.10.2

Technologies with limited interaction

Other resources such as digital media (audio and video cassettes, CDs,
DVDs), satellite broadcasting, online distribution of content and information
via myUnisa and corporate websites, audio and video podcasting and
streaming, and possibly radio and television will also be used to facilitate
the process of teaching and learning.
Asynchronous technologies such as wikis, blogs, social networking facilities
and e-portfolios can be used effectively to support teaching and learning.

4.10.3

Multimedia with interactive possibilities

Diverse and current technologies that will serve UNISAs educational
mission and be sustainable will be included in the delivery of courseware.
Technologies such as telephony, multimedia CDs and DVDs, video and
audio conferencing, SMSs and MMSs via cell phones, e-mail and
discussion forums/chat facilities via myUnisa offer new possibilities for
supporting innovative learning in distance education and must be
integrated from the design phase of courseware. These various options are

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used to facilitate interaction in support of the courseware. Highly interactive

multi-party engagement can use:
(a) well equipped facilities for face-to-face contact sessions, and
(b) many of the above technologies in combination with rich media and
multi-directional, multi-user, collaborative toolsets in a distributed webbased environment.
UNISA uses advanced synchronous technologies which range from web
based document and application sharing, online whiteboards combined
with audio/video and texting facilities, interactive assessment, to
simulations and virtual reality. Most of the latter functionalities are already
available in the myUnisa. The appropriate use of technology is essential to
the survival of the institution as a global role player. Technology makes it
possible for employees, students and other stakeholders to interact with
UNISA anytime and from anywhere in the world. Therefore, it forms an
essential part of the skills base of our students who have to compete in a
knowledge-driven globalized society.
The multimedia approach with interactivity between students and
lecturer(s), students and tutors, students and students, and student and
institution is much more effective than a single medium. Criteria for the
selection of media include:
o
o
o

access and availability

pedagogical appropriateness
integration of the media into a coherent experience.

4.11 Student support

Student support:
4.11.1 takes into consideration the diverse needs of students as well as the level of
study,
4.11.2 is a critical factor for teaching, learning and research in open distance learning,
4.11.3 encompasses tuition, peer, in-text and administrative support and the orientation
to work-integrated learning. Tuition support includes detailed, formative and
timely feedback on students assignments via the decentralised distribution of
assignments as well as opportunities to engage in argument and debate with
their peers and tutors through a variety of accessible and appropriate media,
such as face-to-face, telematic and online. The regions will play a crucial role in
providing facilities for tuition and peer support as well as access to library
materials,
4.11.4 includes mechanisms designed to bridge the gap between students learning
experience from high school and the demands of higher education, or between
undergraduate and postgraduate studies,
4.11.5 enhances communication between the student and the lecturer(s), student and
peers, student and courseware, student and administrative support and student
and institution.
4.12 Tutors
4.12.1

The tutor will be central to both student support and assessment.

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4.12.2

4.12.3

The role of the tutor at undergraduate level is to:

facilitate and guide the learning of the students so that they gain
knowledge, understanding of the content and acquire the necessary skills
and competencies to cope with their studies. In at least all high-volume
first year modules, students will be assigned a tutor who will be
responsible for liaising with students, motivating them to complete.

prepare students to become self-directed learners, attending to any

difficulties they might have, conducting tutorials as prescribed in the
course design, and marking and providing feedback on assignments. This
will be done through face-to-face, telephone and online tutoring.

Tutors will be appointed by the academic departments with the support of the
Directorate: Tutorial Services, Discussion Classes and Work-Integrated
Learning (TSDL).

4.13 Assessment
Assessment is central to student learning and fundamentally influences the way students
respond to courses and behave as students.
4.13.1

The assessment strategy:

will ensure that students develop effective cognitive, reflective, selfmanagement and practical skills,

will include formative assessment which is designed to support the

teaching and learning processes or support research skills,

will include formative and summative assessment aspects that will be used
for making a judgment about the achievement of the learning outcomes,

will assist students and tutors to monitor their learning in relation to

formative assessment tasks and feedback.

4.13.2

The turnaround time for assessed work is a crucial element.

4.13.3

Integrated assessment strategies will be implemented, as outlined in the

Assessment Policy.

4.14 Regional infrastructure and decentralised services

4.14.1

The regional infrastructure will provide the platform for the provision of a range
of student support and administrative structures.

4.14.2

The decentralised regional structure bridges the gap between the University
and its students.

4.14.3

Regional networks will provide an expanding range of services to students such

as access to facilities for both independent and group-based study and
discussion, materials collection, library facilities, computer facilities,
counsellors, tutors and literacy development.

4.14.4

Regional centres will also arrange for facilities for limited contact classes and
manage decentralised tutoring.

4.14.5

UNISA will constantly review and develop these regional and decentralised
services, including access to and support in the use of emerging technologies.

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4.14.6

Regional offices will assist with the placement of students for work-integrated
learning.

4.15 Appropriate management, administration and ICT systems

4.15.1

UNISA will rely on well defined processes, procedures and robust organisational
systems supported by ICT.

4.15.2

It will review and develop its governance, management and technology

infrastructure on an ongoing basis in order to give effect to its institutional vision
and ODL mission.

4.15.3

It will implement business processes which will enable teaching, learning and
support services to be offered in an optimal way through integrated, systemic
planning processes.

4.15.4

It will implement activity-based costing and management, as well as strategic

resource allocation which will be underpinned by a realisation of the need to
find an appropriate balance between the actual costs of academic offerings and
services with the earned state subsidy and income from affordable student
fees. This requires three-year planning cycles in line with programme
development cycles, responsive annual operational planning and budgeting,
5
and quarterly reviews.

4.16 Human resource provisioning and development

4.16.1

Staff complement
The University employs sufficient academic, administrative and professional
employees to ensure that the ODL business model and systems operate
optimally and provide continuous, consistent and quality service to the
students.

4.16.2

Capacity building
The purpose of capacity development in the UNISA ODL environment has
short-term and long-term dimensions.
In the short term:
to raise awareness of what ODL is, its underpinning philosophy and how it
fits into the wider scheme of UNISA as an ODL institution.
to engage with academic and support employees on the implementation of
ODL at UNISA.
In the longer term, a programme of continuous renewal is supported to:

develop ODL capacities of academics and support employees,

promote convergence with institutional strategy, purpose and identity, and

provide courses for ongoing employee development including support for

research, scholarship and publication in ODL in order to inform teaching
and learning strategies, practices and outputs.

All the above activities are driven by UNISAs 2015 Strategy and its Integrated Quality Assurance Framework
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4.16.3

Role definitions

In the ODL system, all the relevant roles will be redefined in order to
ensure high quality ODL inputs, processes and outputs.

The role definitions aim to have a significant impact in terms of our social
mandate which is to provide access to a wide range of students with the
correct support to ensure that access becomes a meaningful opportunity
for success work that supports this endeavour will be recognized and
rewarded.

4.17 Research
UNISA is committed to scholarly teaching in ODL as well as the scholarship of
teaching and learning.
Reflexive research is an extremely important component of ODL research. 6
Research in ODL can assist in:
Describing and analysing current trends.
Revealing challenges and obstacles to ODL effectiveness in delivery.
Investigating potential contributions of ODL to socio-economic development.
Evaluating ODL programmes and building models that work in the South African
ODL context.
o Formulating ODL theoretical explanations for ODL phenomena.
o Identifying strategies to improve student throughput.
o Evaluating impact of ODL practices.

o
o
o
o

Through research UNISA will constantly reflect on teaching and support services in
order to improve practice.
4.18 Academic collaborations
UNISA collaborates with distance education institutions in South Africa, Africa and
internationally to make opportunities available for employees and students.

Collaboration is an important strategy for renewal and development in ODL.

Academic collaborations are a common strategy for capacity building in the following
areas:
o
o
o
o
o
o
o
o
o

Student support strategies in ODL

Academic strategies in ODL
Other aspects of ODL such as the development of courseware and the use of
multimedia
The integration of technology to support teaching, learning and assessment at a
distance
The integration of technology to support communication at a distance
The training and development of university employees
Joint development of formal or non-formal courses or instructional material or the
licensing of material
Sharing experience on common policy issues
The sourcing of tutors for face-to-face or e-tutoring.

As is recognized in the UNISA 2015 Strategic Plan

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4.19 Quality assurance

Policies 7 underpin excellence in ODL. Self and peer evaluation are practices for
academic, administrative and professional units within the context of ODL at programme
and institutional levels.
5.

IMPLEMENTATION STRATEGY
The implementation strategy is outlined in Annexure A.

6.

IMPLEMENTATION OF POLICY
Related policies of the former institutions that were in force prior to the commencement of this
Policy are replaced with effect from the date on which Council approves this Policy.

DDDD

Integrated Quality Assurance Framework, Tuition Policy and its procedures Framework for the Implementation of a Team
Approach to Curriculum and Learning Development
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Addendum 1: UNISAs ODL Model

Unisas ODL model

Input

Process
Institutional:
Identity
PQM/curriculum
T+L approach

Institution

Student
enquiry

Student

Facilitate
access and
prepare for
student

Student choice
and preparation
for registration

Facilitate
admin
process for
registrations

Student
registration

Support students
to enter learning
process

Output

Facilitate learning
and Formative
assessment

Facilitate
summative
assessment

Preparation
for learning

Learning

Summative
assessment
and credit
Addressing
skills/needs of
students for
success

Life long learning

Alumni

HR recruitment and provisioning

Monitor
progress of
students and
their impact

ICT platform and capacity

Infrastructure

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certification

Remedial
options for
students
failing

accum.

Budget and financial resourcing

Facilitate
recognition /

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Graduations

Addendum 2: UNISA students at the centre of

the learning process

Choices guided by self

assessment and
appropriate support
staff
Accessible JIT
registration and
admin services

Continuous support
including peer group

Institutional plans and

preparedness/to facilitate
learning

Integrated formative
and summative
assessment

Se

am

le s

a rg
f/ l
f
a
t
l s se
t r ao r b a
n
ce nt
an -m e
e
L or
ll s
tu t L s k i
OD

Flexible learning
arrangements within
fixed parameters

User friendly calendar

etc.

Key Principles

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General ICT
enabling

Access to quality
integrated
courseware

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co h

er e n

in i m
(te te g e f o
am rat r p
a p e d s re p a
p r tu
o a d y ra ti o
ch m
n
In t
a n a te o f
sy eg
d b ria
p r s te r a t
oc m ed
len l
es s a
de
se n
d
s d

al
e
t iv t i o n
fe c c s
E f nsa s se
tra ro c e
p

E
le a n a b
e n r n li n
v ir in g g
on
me
nt

User friendly
calendar and info
booklets

ANNEXURE A

IMPLEMENTATION PLAN
1.

Clear implementation procedures, monitoring, evaluation and cyclical review (internal and
external) every five years will in place.

2.

An ODL Management Committee, chaired by the Pro Vice Chancellor, will be constituted.

3.

The ODL Management Committee will monitor, evaluate and review the implementation
procedures.

4.

The ODL Management Committee will report to the Management Committee and the joint
Senate and Council Committee on ODL.

5.

The ODL approach will be implemented on a project management basis in respect of selected
courses (the so-called power courses). Essential student support interventions, such as tutormarked assignments and tutorials, will be linked to these courses.

6.

The ODL processes and procedures will be funded, in the interim, from the budget on special
projects.

7.

New processes and procedures must be introduced to operationalize ODL through the annual
portfolio budgets.

8.

An ODL training plan will indicate the short, medium and long term goals relating to the
upgrading of the competence of UNISA employees in the delivery of ODL.

9.

A communication plan will be prepared to ensure that the new approach to ODL is
communicated to the employees of the University in such a way that enables each employee to
understand the approach and his/her role.

10.

Tutorial Letter 301 will be used to communicate the new ODL approach to students.

11.

A change management plan, including an ICT strategy will be prepared to ensure that ODL is
mandated by the University.

12.

Action research practices in ODL will inform essential and continuous process to ensure
appropriate ODL provision.

13.

The implementation of this policy depends on systems and sub-systems which are
consolidated around the teaching and learning process.

DDDD

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