Abstract
This chapter provides a reflection on the alignment between the ideal of campus greening and realities while moving towards greater sustainability in open and distance learning (ODL) in a developing world (Global South) context. The case study presented involves the University of South Africa (Unisa), a leading ODL provider and the largest university on the African continent. The focus is on the junior postgraduate (honours level/fourth year) offerings of the School of Environmental Sciences (SES), with greening implications and challenges associated with the shift from correspondence to online provisioning. Until recently, Unisa was a “traditional” distance education institution with heavy reliance on print-based material. The transformation from print-based to online offerings had a slow start because of issues related to access within the developing world context. These issues have to be addressed because of the direct greening implications of going online in the higher education sector. This reflection on the move from correspondence to online provisioning will be conducted against the backdrop of the transformation Unisa went through over the last decade, and which was triggered by the merger of the three former distance education institutions in South Africa into one mega institution. Developments such as a huge increase in student numbers, implementation of ODL as business model and becoming a signatory to the United Nations Global Compact (UNGC), had various impacts on Unisa. Within the latter context, a reflexive account is provided of the greening implications, challenges and solutions associated with the facilitation of online learning experiences and specifically online learning design, assessment and student support. Successful implementation and positive spinoffs for campus greening, however, will depend on buy-in from students, staff and college faculty. In order to achieve success, the attitudes and perceptions of these stakeholders need to be considered. By way of conclusion, some preliminary findings in this regard for the SES (Unisa) are made, thus contributing to the limited body of knowledge about the infusion of information and communication technologies in ODL provisioning in developing world (Global South) contexts.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bennett S, Lockyer L (2004) Becoming an online teacher: adapting to a changed environment for teaching and learning in higher education. Educ Media Int 41(3):231–244
Brinkhurst M, Rose P, Maurice G, Ackerman JD (2011) Achieving campus sustainability: top-down, bottom-up, or neither? Int J Sustain High Educ 12(4):338–354
Coetzee R, Potgieter CE (2012) Adoption of technology: attitude of academic staff regarding online learning at Unisa, School of Environmental Sciences. Paper read at the first Unisa International ODL conference, Unisa, Pretoria, 5–7 Sept 2012. Available at http://www.unisa.ac.za/contents/conferences/odl2012/docs/submissions/ODL-061-2012Final_CoetzeeRPotgieterA.pdf. Accessed 8 Feb 2013
Commonwealth of Learning (2007) Institutional trial quality audit of the University of South Africa. Available from http://www.col.org/SiteCollectionDocuments/UnisaTrialAudit_web.pdf. Accessed 4 Feb 2013
Conservatree (2012) How much paper can be made from a tree? Available from http://conservatree.org/learn/EnviroIssues/TreeStats.shtml. Accessed 4 Feb 2013
Dahle M, Neumayer E (2001) Overcoming barriers to campus greening: a survey among higher educational institutions in London, UK. Int J Sustain High Educ 2(2):139–160
De Jager AE (2004) Geography of tourism: a selection of research articles. Reader for HGETORJ. Unisa, Pretoria
Fillar Williams B (2011) Embedding your green messages through asynchronous learning. Electron Green J 32(1). Available at http://escholarship.org/uc/item/4vt250k7. Accessed 8 Feb 2013
Friedman TL (2005) The world is flat: a brief history of the twenty first century. Picador, New York
Haigh M (2005) Greening the university curriculum appraising an international movement. J Geogr High Educ 29(1):31–48
Immelman J, Vlok AC (2011) Going green in formative assessment. Unpublished paper presented to the College of Agriculture and Environmental Sciences, Unisa, Florida, 7 June 2011
James M, Card K (2012) Factors contributing to institutions achieving environmental sustainability. Int J Sustain High Educ 13(2):166–176
Levy BLM, Marans RW (2012) Towards a campus culture of environmental sustainability: recommendations for a large university. Int J Sustain High Educ 13(4):365–377
Mentis M (2008) Navigating the e-learning terrain: aligning technology, pedagogy and context. Electron J E-learning 6(3):217–226
Mishra S, Panda S (2007) Development and factor analysis of an instrument to measure faculty attitude towards e-learning. Asian J Distance Educ 5(1):27–33
Möller J, Myburgh F (2010) Onscreen marking: saving time, saving a tree being productive. In Escudeiro P (ed) Proceedings of the 9th European conference on e-learning, vol 1, Porto, Portugal, 4–5 Nov 2010. pp 377–386, Academic Publishing, Reading
Moore J, Pagani F, Quayle M, Robinson J, Sawada B, Spiegelman G, Van Wynsberghe R (2005) Recreating the university from within: collaborative reflections on the University of British Columbia’s engagement with sustainability. Int J Sustain High Educ 6(1):65–80
Oyedemi TD (2012) Digital inequalities and implications for social inequalities: a study of internet penetration amongst university students in South Africa. Telematics Inform 29:302–313
Panda S, Mishra S (2007) E-learning in a mega open university: faculty attitude, barriers and motivators. Educ Media Int 44(4):323–338
Pretorius RW (2002) Climate change: modeling, linkage and uncertainties. Reader for HGECEN-W. Unisa, Pretoria
Prinsloo P (2011) ODL Communiqué 47. ODL coordinator, office of the vice-principal: Academic and Research, Unisa, Pretoria, 9 Feb 2011
Rogers EM (1995) Diffusion of innovations, 4th edn. Free Press, New York
Roy R, Potter S, Yarrow K (2008) Designing low carbon higher education systems: environmental impacts of campus and distance learning systems. Int J Sustain High Educ 9(2):116–130
Roy R, Potter S, Yarrow K, Smith M (2005) Towards sustainable higher education: environmental impacts of campus-based and distance higher education systems. The Design Innovation Group, Milton Keynes
Ryan P (2009) Between the idea/and the reality/between the motion/and the act/falls the shadow: using the University of South Africa as a case study to face up to the reality of open and distance education in South Africa in a digital age. In Gaskell A, Mills R (eds) The Cambridge international conference on open and distance learning 2009: supporting learning in the digital age: rethinking inclusion, pedagogy and quality, 22–25 Sept 2009. Available at http://www.middle-east-studies.net/wp-content/uploads/2010/09/CambridgeConferenceMainPaper2009.pdf. p 394. Accessed 7 Feb 2013
Siemens G (2011) At the threshold: higher education, complexity and change. Keynote address, teaching and learning symposium of the University of South Africa teaching and learning festival, 1–2 Sept 2011
Tustin DH, Visser HJ, Goetz M (2011) Unisa student satisfaction survey: 2011. Bureau of market research and department of institutional statistics and analysis. Unisa, Pretoria
Tustin DH, Visser HJ, Goetz M (2012) Unisa student satisfaction survey: wave 1 of 2012. (Powerpoint presentation). Bureau of market research and department of institutional statistics and analysis. Unisa, Pretoria
Unisa (2005) 2015 Strategic plan: an agenda for transformation. Unisa, Pretoria. Synopsis available at http://www.unisa.ac.za/default.asp?Cmd=ViewContent&ContentID=17871%26Preview=True%26P_XSLFile=unisa/accessibility.xsl. Accessed 8 December 2014
Unisa (2007) Unisa service charter. Available at http://www.unisa.ac.za/happening/docs/Unisa_Service_Charter.pdf. Accessed 8 December 2014
Unisa (2010a) Curriculum policy. Available at http://www.unisa.ac.za/contents/unisaopen/docs/CurriculumPolicy%20(November%202010).pdf. Accessed 3 Feb 2013
Unisa (2010b) Crossing borders through videoconferencing. Focus: staff newsletter. Aug 2010, p 18
Unisa (2011a) United Nations Global Compact, University of South Africa: communication on progress. Available at http://www.unisa.ac.za/ungc/docs/UNGC_Report_20032012.pdf. Accessed 8 December 2014
Unisa (2011b) University of South Africa: charter on transformation. Available at http://www.unisa.ac.za/contents/about/principle/docs/PROF_MAKHANYA_CharterLaunchAddress.pdf. Accessed 8 December 2014
Unisa (2011c) Unisa ICT-enhanced teaching and learning strategy 2011–2015. Available at http://www.unisa.ac.za/contents/unisaopen/docs/ICT-enhanced%20teaching%20and%20learning%20strategy%202011-2015.pdf. Accessed 4 Feb 2013
Unisa Facts and Figures (2010) Available at http://heda.unisa.ac.za/filearchive/Facts%20%26%20Figures/2010%20UNISA%20Static%20Summary%20Facts%20and%20Figures.pdf. Accessed 8 December 2014
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Pretorius, R.W. et al. (2015). From Correspondence to Online Provisioning in Open and Distance Learning: Greening Implications versus Practical and Organisational Imperatives. In: Leal Filho, W., Muthu, N., Edwin, G., Sima, M. (eds) Implementing Campus Greening Initiatives. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-319-11961-8_22
Download citation
DOI: https://doi.org/10.1007/978-3-319-11961-8_22
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-11960-1
Online ISBN: 978-3-319-11961-8
eBook Packages: Earth and Environmental ScienceEarth and Environmental Science (R0)