Thirteenth International Conference on e-Learning & Innovative Pedagogies

Abstract

Student support strategies play an integral part in teaching for success in an open distance learning context. Scholars have concluded that support structures for e-pedagogical strategies must be implemented to achieve lifelong learning. This exploratory research investigated and documented student teachers’ views pertaining to supportive e-pedagogical strategies the Teaching Methodology of Economics course at a distance education university. This article employed a pragmatic approach, using an exploratory mixed methods design to conduct the research process. Convenient and purposive sampling of postgraduate students (n=179) was used, to select the sample. Students voluntarily completed the online survey, the e-pedagogical strategies supportive value questionnaire (ePSSVQ), and used e-pedagogical support tools. To ensure success for every student, the researcher employed various student support strategies including myUnisa, the myLife e-mail account, e-tutors, telephone calls, as well as an online library and teacher centers. The current study found that student teachers agree that continuous support in the course is vital for their success. Introducing e-pedagogical support in completing the ePortfolio required by the course, called on the lecturer to support and guide students to assume greater responsibility for their own learning.