Part 2

Case Study

 B. Cur et Al: At the Department of Nursing Science,

 University of Pretoria 

This case study discusses learner support strategies in the Department of Nursing Science at the University of Pretoria. The focus is on learner support strategies for the Bacalaureus Curationis Instructionis et Administrationis (BCur I et A) programme offered by the Department of Nursing Science.

 1. Overview of the programme 

This programme is followed by people who have already finished their basic training to become professional nurses. This person will then already have either a Diploma (obtained at a Nursing College) or a degree (obtained at a University). They can then take subjects that will lead to them registering as a nurse educator or a nurse manager. The people who have already completed a first degree by doing their basic training on a degree programme usually do only the first year of this programme because the first year subjects comply with the minimum requirements of the SANC to register as a nurse manager or nurse educator. The people who have, however, completed their basic training by doing a diploma course can then continue with the second and third year of the BCur I et A programme to obtain their first degree. They can choose either the education path or the management path.

This degree is a three-year programme but could also be done over four years. The reason why some people take four years to complete the degree after they have started studying is because they choose first to do all the first year subjects of nursing education to register as a lecturer and then the first year of nursing management to register as a manager (or vice versa), and then only do they continue with the second year of the programme.

The course is offered mainly through paper-based distance education, with interactive television and contact classes as the main support mechanisms. Support mechanisms to be examined in this study are divided into two, namely formal support mechanisms organised by the university and support mechanisms other than those provided by the university. The formal university support structures are:

• interactive television broadcast and DSTV
• contact sessions
• telephone
• fax
• visits to lecturers
• learning centres
• individual support
• support from work; and
• working groups.

 2. Research method and process 

The research method used was mainly qualitative and data was collected through

·     documentation supplied by the Department of Nursing Science

·     interviews conducted with staff members and learners of the Department of Nursing Science, and a project manager of the Telematic Education Department

·     observation of one contact session at the Pretoria centre

·     observation of two telematic education broadcasts (one education theory and one education management). 

2.1 Interviews 

Interviews were conducted with the following people

·     Two lecturers in the Department of Nursing Science, one responsible for Nursing Education and another responsible for Nursing Management.

·     Dr Tom Brown, Project Manager in the Telematic Education Department.

·     Fifteen Nursing Science learners doing a post basic course were interviewed. The interviews were conducted during the block session week that learners attended at the Medical school campus in the month of June. Learners participated in these interviews on a voluntary basis. The learners were divided into two groups of seven and eight members each, and were interviewed by two SAIDE researchers. The profile of learners shows that they are drawn from three different centres used by the university for distance education, spread across three provinces. Six learners were from Gauteng, five from the Northern Province and four from Mpumalanga. They were attached to various health providing centres. For example, eight learners were working at general hospitals, two at the health centres, one at a psychiatric hospital, and two at the centres for rehabilitation of the mentally retarded, drug abusers and alcoholics. The interviews focused mainly on the learners’ understanding of learner support and their views concerning the forms of support they receive and how they can be improved. 

2.2 Observation of contact session 

Two SAIDE researchers observed one of the contact sessions, which is one of the forms of support offered to learners. The session observed was for the Nursing Education Practica course, which was running in the month of June. The contact session was an interactive lecture based on delivery of some content using a question and answer method. The session observed was devoted to helping learners to prepare for their assignment, which focused on preparing two teaching modules for learner nurses. 

2.3 Observation of telematic lecture broadcast 

Arrangements were made to observe the television broadcast of lectures at the Pretoria centre. This took place on the 2^nd August 1999. Two lecture broadcasts were observed, one for Education Management and the other for Nursing Education Practica. Each broadcast lasted for one and a half hours and there was an opportunity to interact with learners to ask their opinions concerning those broadcasts.

 3. Mission and goals of the Department of Nursing Science 

The mission of the Department of Nursing Science is located within the stated mission of the University of Pretoria and the Faculty of Medicine, which is to prepare nurses for outstanding health care service at all levels. It further aims to establish measurable enriching nursing and health sciences through research in an intellectually stimulating and pro-active research climate and to render service to the community.[1] 

According to its documentation, the empowering of learners with scientific knowledge and skills to enable them to render or manage comprehensive healthcare in any given nursing situation is of the utmost importance to the Department of Nursing. This includes the creation of learning opportunities and provision of resources necessary for the development of a learner to become a competent member of the profession.

3.1 Background and context of distance education at the University of Pretoria 

The course is offered primarily through paper-based distance education. The use of this mode should be understood within the broader university strategy for flexible learning. In 1997, the University of Pretoria embarked on a massive expansion programme and recruitment drive to attract distance education learners. In order to achieve this goal, the university established the telematic education department, which introduced telematic education programmes. For the University of Pretoria, telematic education refers to a comprehensive system of flexible learning which emphasizes the use of technology to enhance the teaching and learning environment, mostly ‘over a distance’.[2] In this approach, modern communication and information technologies (telematics) are combined into flexible educational delivery systems. 

Telematically delivered programmes are based on the integration of contact tuition; paper-based distance education; electronic education through technology-driven learning packages that use interactive multimedia, virtual campus technology that integrates with other technologies, such as the internet, and interactive television teaching and video conferencing.[3] 

According to Dr Brown, project manager in the telematic education department, the inception of telematic education department was influenced by the following factors:

·        the influence of technology in education; and

·        the perceived needs of learners.

As he put it,

learners want to study on their own with support from the institution. They need flexibility in learning. Because the university attracts learners from all over the country and some of them are not able to study on full-time basis or are not able to come to the campus, the university had to find a way of bringing education to these learners.[4]  

The university’s approach is well captured in the marketing brochure of its Telematic Education Department, which reads, “In the past millennium you came to us to shape your future. In the next, we’ll come to you through Telematic Education.”[5] In introducing the programme in the brochure of the Telematic Education Department, the university states that:

We have systematically broadened our traditional mode of contact teaching to include telematic education. We hope to create academic capacity and achieve a more flexible learning environment for you. This development will afford you, no matter your age or scholastic background, the opportunity of pursuing an academic career at your own pace and in your own time without ever having to be near a main campus.[6] 

In its stated attempt to bring education to learners, the university uses two strategies:

(a)   It established learning centres in the areas from which it was drawing its learners. In order to avoid duplication of facilities, the university entered into partnerships with other institutions in order to utilize their facilities as learning centres for its telematic programmes. The university pays for the utilization of these facilities. Some of the institutions the University of Pretoria collaborates with in this venture are Techinkon SA, College 2000, National Private Colleges (Lyceum, Success and Mentor), Damelin and Future Kids.[7] Through this strategy, the university believes it is able to provide access to more learners without having to expand its own physical facilities.[8]   

(b)   The University devised modes of delivery that it believed would suit the needs of the learners as well as the course programme requirements. The primary mode could either be paper-based or web-based using interactive television or contact sessions as forms of support.[9] For example, the African languages courses are offered through paper-based distance education with interactive television support, a Master of Education (in Computer Assisted Education) is offered through web-based distance education with contact sessions as forms of support, whereas a Masters in Engineering Management is offered through block contact with web-based support.[10] 

The telematic education programme features prominently as both a mode of delivery and a form of learner support in the Department of Nursing Science, as will be shown later in this report. The key mode of delivery in the Nursing Science programme is paper-based with learner support offered through: contact sessions; interactive television broadcasts and DSTV; telephone; fax and individual face to face consultation. 

3.2 Purpose of programme 

The purpose of the programme is to reach out to all kinds of learners who want to further their studies either as first time entrants to the profession or those who want to improve their academic and professional qualifications. Whilst lecturer A emphasized new opportunities offered to health practitioners as the purpose of the course, lecturer B emphasized the importance of specialization in discussing the purpose of the course. She stated that the purpose of the course is to train learners to manage nursing or health services. “It enables learners to specialize in a chosen field.”[11] Thus, the course caters for those who had never had opportunities and those who had opportunities but want to improve their knowledge and qualifications. Lecturer A further highlighted a need within the health field for people who are trained in primary health care, which puts emphasis on preventative measures rather than on curing illnesses. She further emphasized that the country needs skilled people to deal with problems like trauma and pediatric problems. Through its programmes the Department of Nursing Science is trying to meet these needs. 

3.3 Curriculum for post-basic nursing programmes[12] 

Four disciplines namely general nursing, psychiatry, and community health nursing inform the curriculum providing a holistic approach to patient care inform. The curriculum is organized to cater for the specialization needs of the learners. Those who do Nursing Education with the intention of being Nursing Educators are required to do the following subjects: 

Year study	Subjects
1st year	Nursing Education Theory, Nursing Education Practica, Nursing Education Management and Nursing Dynamics
2nd Year	Nursing Education Theory and Nursing Education Management
3rd Year	Nursing Education Theory, Nursing Education Management and Applied Research

 Nursing Management Degree

Year study	Subjects
1st year	Nursing Administration, Nursing Education Theory, Industrial Psychology, and Nursing Dynamics.
2nd Year	Nursing Management and Industrial Psychology
3rd Year	Nursing Management, Industrial Psychology, Applied Research

Learners can choose to specialize in other areas such as Trauma, Intensive Care and Pediatrics. A separate curriculum exists to accommodate these specializations. 

3.4 Requirements for qualification 

The qualification requirements are in accordance with the University’s general regulations and are based on collated marks compiled out of marks earned in tests and assignments during the semester. The semester or year mark is the average of the marks obtained. A semester mark or year mark of 40% or more is required to be allowed to write an examination. If a learner obtains an average of 70% or more in the test and assignment which has been written in Nursing Management, Nursing Education Theory and Community Nursing Science in the first semester, that learner is able to continue with the second semester without writing an examination. The same applies in the event of a learner obtaining 75% or more in the test and assignment written in Nursing Dynamics. This is applicable for the first semester of the first year only. In order to pass at the end of the year, 50% of the semester mark (assignments and tests) is added to 50% of the examination mark.

3.5 Target audience  

The course is open to learners who have completed their initial training and would like to further their studies. It provides learners with opportunities for specialisation, and improvement of academic qualifications. It is also open to registered nurses with a diploma in general nursing or midwifery who are registered with the South African Nursing Council of (SANC). They should, however, have matric as well.[13]

 4. Mode of delivery 

The programme is offered mainly through paper-based distance education and uses interactive television teaching with contact sessions as key forms of support. A paper-based mode of delivery has been chosen because it was believed to be more suitable to the needs of learners as well as the course requirements. Web-based distance education was believed to be unsuitable for learners on this programme since most of them lack access to computers and the course requirements do not induce computer literacy skills. In addition, a full-time mode contact mode would have been unsuitable for the conditions of working nurses since they work shifts, both during the day and at night[14]. 

4.1 Paper-based delivery mode  

Given that the main mode of delivery is paper-based, this section of the report will critique the organisation of learning materials that is provided to learners. In offering distance education programmes, the Nursing Science department has developed materials, which are said to be outcomes-based and comply with the South Africa Qualification Authority’s regulations. Upon registration, learners are provided with workbooks, guides and a compendia for the different courses for which they are registered. An attempt has been made to integrate organisation of the workbooks and the guides. It is believed that this allows learners to be able to proceed with their studies independently, with minimal support from lecturers. In addressing the subject of providing support through documentation, Bocher (et al) argue that many demands on personal tutors can be reduced if learners have clear and complete information to place the course and its structure in context and to understand from the beginning what is required of them. They indicate that course guides need to contain and include among others: course rationale, aims, names of teaching staff with their room and phone numbers attendance requirements, assessment methods, weighting, due dates, a complete time table for the course with a week by week guide to lectures, a reading list that includes other learning resources such as videos and computer simulations.[15] 

A scrutiny of the guides and workbooks prepared for different courses suggests that most meet the above criteria. For example, the Nursing Practica 102 guide begins by providing the course presenters’ names, their office and telephone numbers, and their consultation hours. It further details the suggested books that could be used as references and sources. It stipulates the evaluation forms (assignments, tests and examination), the nature of the examination (open book) and the weighting of assessments. The guide also provides the submission dates for assignments for the whole year and the syllabus focus for each assignment. 

Since the course relies also on other forms of support, for example television broadcast and contact sessions, the workbook refers to these forms of support and gives the times and duration of their use during the year. This format is followed in the organising of guides and workbooks for Nursing Education Theory and Nursing Education Management. With respect to the use of television broadcasts as a form of support, the guides stipulate the syllabus themes which each broadcast will focus on, and the background reading which learners need to do in preparation for the televised lecture. 

In addition to the above information, each course also has a compendium, which is a compilation of additional information that learners can use to enrich themselves. This is said to be particularly important for learners who live in the rural areas where there are no library facilities. The resources include newspaper articles relevant to the course content, cartoons, lecturers’ notes, and examples of lesson plans. 

Upon registration, every learner is given an information document that contains a timetable of when the broadcasts on the satellite-based television will take place. The information includes dates, time of broadcast as well as themes, modules and unit structure to be covered. Learners are also given workbooks that contain the syllabus themes and study units that will be covered in every lecture. 

An assessment of the learning materials prepared for learning indicates a holistic approach adopted to suit the needs of learners at a distance. The materials contain all the information needed concerning contacts with lecturers, assignments, tests, examination and syllabus themes to be covered for every assignment, test, examination, television and broadcast. 

4.2 Assessment within the programme  

Learners are assessed on the basis of one written assignment and one written test each semester for semester courses and two written tests and assignments for annual courses. In addition, a three-hour examination paper is written in every subject at the end of every semester in the case of semester courses and one at the end of the year in the case of the annual courses. In Nursing Education Practica, learners write three assignments and have to go to Nursing Schools to present six theory and three practical lectures.[16] A test is written in each subject, except in Nursing Education Practica. 

Dissemination of information in relation to assessment

At the beginning of the year, learners are given a list of dates on which tests will be written as well as the content and scope for the applicable tests. They are also given the dates when marked scripts and marks will be available at the learning centres. They are also given the dates when assignments have to be submitted and when marked scripts and marks will be available at the learning centres. 

The criteria for assessment are provided up front. Marks are allocated and comments are also given to help learners understand the strengths and weaknesses of their performance. Learners interviewed indicated that comments in their marked assignments provided useful guidance for improvement.[17] The turn-around time for assignments is one month. Although there are official dates for when marked assignments should be available to learners, some learners, especially from the learning centres, complained that they sometimes receive their assignments late. Some indicated that they had to write their mid-year examinations without having received their marked assignments. This, they said, deprived them having a sense of their performance before sitting for exams. This complaint came from learners in the Northern and Mpumalanga Provinces and did not apply to those from the Pretoria centre.[18] 

Learners from the satellite centres also complained about lack of professionalism in the handling of assignments in the learning centres. They quoted incidents where assignments would be left lying on the floor for perusal by every learner collecting assignments. They complained that this compromised the secrecy and confidentiality of the work of learners. Some learners reported incidents where assignments in which they had performed well went missing. On investigation, it would be discovered that other learners, who might not have performed well, had taken them.[19] The project manager of the telematic education department acknowledged such problems and indicated a need for tightening the training of coordinators at the learning centres. It could be argued that the problem experienced by learners highlights the importance of a general tightening of procedures in a move to offering education in a decentralized form, like that now employed by the University of Pretoria. 

Provision is made for learners who cannot write a test or hand in an assignment for a valid and acceptable reason to write extra-ordinary tests. The extra-ordinary test is permitted provided that the tutor or lecturer is contacted within 48 hours after the test was written.[20] Learners highlighted this arrangement during the interviews as a form of support that they appreciated. The Department of Nursing Science also makes arrangements for learners to receive an official letter with an examination date on it to arrange study leave with their employers. Provision is also made for learners who cannot write examinations due to illness or circumstances beyond their control to write an extra-ordinary examination.[21]

 5. Learner support 

This section will discuss the perceptions of learner support of lecturers and learners, the forms of support provided as well as the actual practice of learner support provision. The following forms of support are offered by the Department of Nursing Science to learners: (a) interactive television broadcasts and DSTV (b) contact sessions, (c) telephone, (d) fax, (e) visits to lecturers, (f) learning centres, (g) individual support and (i) financial assistance from the university. Support structures other than those supplied by the university are (a) support from work, (b) working groups. 

Understanding of learner support 

Lecturer’s perception:

The lecturers who were interviewed spoke of learner support in relation to the kinds of support given to learners regarding knowledge and skills acquisition, how this support should be provided, and the time and place of support. For example, according to Lecturer A in the Department of Nursing Science, learner support is understood as assisting learners to continue with their studies. Support is provided to help them to obtain the necessary knowledge and skills. She further indicated, “It means being available to learners in a manner that is required by learners.”[22] Support is not only provided during classes but whenever there are difficulties, even outside of classes. In addition, lecturer B added that she understands learner support as being available to learners during contact session time. “It is to make structured information and extra resources available to learners”, she added. [23] Thus, learner support is understood in relation to the assistance given to learners to pursue further studies, helping them with knowledge and skills acquisition, availability of lecturers to learners and making information and resources available.  

Learners’ perception:

Learners explained learner support in relation to provision of guidelines by lectures, ability to phone lecturers, physical contact in terms of visits to lecturers and watching of videos, which they all said, are available to them. 

There were different understandings of learner support in group B. These ranged from guidance through the learning materials and assurance that you are on the right track to financial support. For example, one learner stated that

 I do not have a problem with reading textbooks for myself, and the learning materials given. What you need is guidance and assurance that you are on the right track, especially when writing assignments.[24]  

They further explained learner support in relation to the existing support they were receiving, which entailed (i) personal contact with or visits to the lecturer; (ii) provision of information or documentation that guides them through the year in terms of assignments, tests and examinations. The information document also contains useful information concerning the syllabus, content, scope for tests and examinations; (iii) ability to phone lecturers at work or at home, and lecturers are always available; (iv) availability of library facilities for learners (especially those from outside Pretoria) during the block contact session; (v) availability of telematic education broadcasts and availability of financial support for learners which is in the form of bursaries or loans. Loans are repaid by stop order as the learners learn. There seems to be a convergence of opinion on the purpose and means of learner support for this programme.

5.1 Interactive television broadcast 

Interactive television broadcasts constitute a major form of learner support available. According to lecturer B, the telematic education broadcast was introduced in 1997 as a form of support for distance education learners. When the course was introduced in 1997 lectures were broadcast one day a week. This was then changed to one day a month resulting in four broadcasts per semester.[25] The broadcast takes about one and half hours with an additional thirty minutes devoted to questions from learners and interaction between lecturers and the learners.

Although the university runs a public broadcast of telematic lectures from its university studios in Pretoria to the various centres, this broadcast can also be accessed privately via DSTV. Until 1998, learners could access the channel by purchasing a smart card from the university to access the programmes through Channel 20 (45), which is set aside for use by the University of Pretoria. According to Dr Brown, the satellite channel was opened for free access to the public early in 1999. This means that any person who owns DSTV equipment (approximately 600 000 in South Africa) could access the University’s academic broadcast for free from his or her own home.[26] He further pointed out two other means available to learners to access DSTV. The first is the support private hospitals provide to their nursing staff by installing DSTV for learners to access these programmes.[27] The second are viewpoints that are primarily available for other courses but which can also be accessed by Nursing Science learners. Viewpoints that are not fully fledged learning centres, but which are equipped with DSTV equipment, are operated in the following provinces and towns: Eastern Cape (East London), Gauteng (Benoni), Kwazulu Natal (University of Zululand, Empangeni), Mpumalanga (Siyabuswa and Kwamhlanga), Northern Province, Bosbokrand, Potgietersrus, Thohoyandou, and Tzaneen.[28]

Of the learners interviewed, only two indicated that they have DSTV and can access the broadcast from their homes. They are also able to phone the lecturer using their home lines. According to the learners concerned, “this is very convenient as we can relax, have coffee and even record the lecture for future reference.”[29] The fact that only two learners have direct access to the DSTV is an indication of difficulty of access to DSTV by the majority of learners. 

The lecture broadcast takes place at the University of Pretoria’s main campus and is transmitted via satellite to the centres. In preparation for the day of the broadcast, the lecture is pre-recorded and two tapes of subject content are sent to the learning centres. These serve as a back up in the event of technical problems encountered with the signal or lecture broadcast. If that situation arises, the affected centre(s) will play a video recording of that lecture.[30] For example, during the observation of the television broadcast for this research, it happened that the technician at the Pretoria centre arrived late to set up the lecture theatre for the broadcast. As a result, the transmission of the lecture broadcast from the studio at the main campus to the centres started before the lecture theatre at this centre was ready. By the time the broadcast was tuned into, the lecture had already proceeded for 45 minutes. The technician had to improvise by playing the video recording of that lecture so that the Pretoria learners could start with the lecture from the beginning.

Venue, Frequency and Approach

Telematic education programmes are broadcast from the University of Pretoria studio to the centres. All satellite centres have equipment to facilitate the broadcast of these lectures. Four telematic lecture broadcasts per semester per subject are being offered. 

These televised lectures are based on an assumption that learners have done the background readings before the lecture. Thus, lecturers only provide an overview of the work that learners should have already covered on their own.[31] Learners are advised to finish specific themes and units related to the broadcast before going to class. About four syllabus themes or study units are covered in one hour. Every broadcast is two hours long. One and a half hours are spent presenting a broadcast of content of a specific syllabus theme. The remaining half-hour is spent on interactive conversation with learners. A lecturer is always available in the studio where broadcast is taking place. As noted previously, before broadcasts, two tapes of the subject content are sent to different venues. If a signal is not working, the video is shown. [32] 

Observation of Telematic Lectures

Arrangements were made with the Department of Nursing Science to observe a broadcast of a telematic lecture on the 2^nd August 1999. On that day there were broadcasts for Nursing Education Management (8:00 – 10:00) and Nursing Education Practica (10:00- 12:00.). While the broadcast took place from the studio at the main campus, the Pretoria-based learners were to view the broadcast from the medical school campus.

The broadcasts on this day did not run smoothly. First, the lecture theatre where learners were supposed to watch the lecture was not ready at 8:00 due to the late arrival of the technician. That meant learners in this centre missed the first part of the broadcast as the technician had the lecture theatre ready only at 8:45. Because all the other centres were already ahead with the viewing, a backup videocassette was played for the Pretoria centre learners. Thus the Pretoria learners were 45 minutes behind with viewing in comparison with the other centres.  

Because of this, the broadcast finished 45 minutes before the Pretoria learners could finish watching the video play. Consequently, the video play was interrupted so that the Pretoria learners could join learners in the other centres for question and answer time at the end of the broadcast. This meant that they tuned into that session without the benefit of having a full presentation of the lecture. As is standard practice, the next 30 minutes were to be devoted to learner questions. The lecturer who was responsible for the lecture invited questions from learners. However, learners from the centres asked no questions. After a minute and a half of questions being invited, the lecturer then invited learners to telephone her on her office number for questions that might arise out of that lecture. She was then switched off-air. As a result, the lecture ended up not being particularly interactive. Reasons for the lack of questions are not known. 

After the live broadcast ended, the technician continued playing the videocassette to allow the Pretoria learners to complete the lecture after which learners had to leave the lecture theatre to make way for the broadcast of the next lecture. On leaving the lecture theatre, we were met by learners who had come for the next lecture broadcast. However, it was discovered that the lecture they had come for was broadcast at 8:00 and so they had missed it. According to one source, this change in time of the broadcast was never communicated to the learners. Those who came for the 8:00 lesson were also surprised that there was a broadcast of the lecture that was expected at 10:00. However, the learners who had come for the 10:00 o’clock lecture that was broadcast at 8:00 were given the chance to view a video of the lecture they had missed after the broadcast of the second lecture (Nursing Education Practica). On discussing the confusion about the change of lectures, lecturers in the Department of Nursing Science were adamant that there was no switch in the broadcast times of the lectures. They argued that Educational Practica has always been broadcast at 10:00 and it is also reflected like that in the information workbook provided to learners at the beginning of the year. The argument of the lecturers is confirmed by the timetable of broadcast dates supplied to learners at the beginning of the year, which shows that there was no mistake in the broadcast scheduling on that day.[33] This error on the part of the learners indicates that some learners do not read carefully the information they are supplied with.  

At the time of the broadcast, the Nursing Education Practica lecturer responsible for the course concerned was on sick leave so she could not attend the presentation of the lecture. Because of her absence, no questions were entertained at the end of the broadcast but a telephone number was displayed on screen for learners to phone concerning their queries. Thus the two lectures offered on that day, missed a component of support that goes with this mode of provision, namely meaningful interaction with the lecturer. In discussion learners indicated that learners normally ask questions.

The above account represents what happened in one centre on a single day and the stated problems encountered are not necessarily generalizable. This account does, however, highlight problems and challenges that characterize the use of technology in education. The provision of pre-recorded videos to all the centres helped to save the situation in this case. It covered the Pretoria leaning centre because of the late arrival of the technician and also learners who had misread the timetable for the broadcast. Those who missed the lecture they had come for were able to access the video recording and have it played for them. 

The problems related to the television broadcast on that day should not detract from the positive aspects and benefits that go with this form of support. In the first place, the broadcast of these lectures reached learners in eight different centres in one day without them having to travel a long distance to one venue. Video recordings of these lectures are available in all the centres for replay by learners in their own time. Learners interviewed after the lecture broadcast indicated that they normally do ask questions after the broadcast. The efficacy of that session remains under question. There is no doubt however, that this form of provision reaches many learners at a distance in a quick way.  

Learners’ perception of the venues and times for the interactive television lecture broadcast.

All the learners interviewed had attended interactive telematic lecture broadcasts. There was a general feeling that the venues and times for the broadcasts were suitable, though one learner from Nelspruit, who has to travel to Witbank to attend, complained that she sometimes arrived late for the lectures because of the distance and public transport problems.[34] Furthermore, some group learners from Johannesburg who have to travel to Pretoria for lectures indicated that they would like to have a centre in Johannesburg.[35] 

Learners’ perception of problems with the telematic broadcast

From the comments made by learners, the telematic broadcast is not without problems. Some learners complained that there was a day when there was a blackout of the broadcast as the centres could not receive the signal. They also found it inconvenient to wait to the end of the broadcast to ask questions. The interaction session is also found to be less interactive than it could be. Learners reported that they are not allowed to stay long on the telephone to ask questions as they are told that it is expensive to have a live broadcast of the question session.[36]

Learners also indicated that whilst they are able to take notes during the broadcast they have to be fast to keep up with the speed of the lecturer. [37] In response to the latter concern, lecturers in the Nursing Science Department indicated that the telematic broadcasts are a form of support and not the main mode of delivery. 

Learners are expected to come to the lecture broadcast having done the background readings and to be enriched, and not to be spoon-fed like younger learners.[38] Thus they found the concern of the learners in being unable to take notes not well placed.

Learners’ perception of the advantages of the broadcast

Learners pointed out some positive aspects of the telematic interactive lectures. These include, amongst others, their questions being adequately answered.[39] It is seen as a useful form of support, and one learner indicated that she was able to pass her first year of study by attending telematic broadcasts only (that is, without having to attend contact sessions.)[40] She felt there was no need for her to attend contact sessions. Both lecturers interviewed mentioned that they use the telematic broadcasts to address questions or issues that arise out of tests or assignments. These could include how certain questions should have been approached or answered.[41] However, in the two lecture broadcasts observed neither of the lecturers made any comments related to assignments. Furthermore, even though the lecturers said that questions asked during the telematic lectures are usually not content-related, learners said they ask content related questions. Learners further indicated that the most positive aspect of the telematic lectures is that they help them to be able to cope with examinations.[42] Attendance of the telematic education broadcasts is said to be generally good. 

5.2   Contact sessions 

Contact sessions are cited as one major form of support provided to learners.

 Frequency and duration

Contact sessions are independently organized for each subject. For example Nursing Management and Dynamics each have three days per year allocated for learner support, Education Theory and Nursing Education have one day, and Education Practica has three weeks. 

Attendance:

Both lecturers interviewed indicated that attendance at these sessions is not compulsory.[43] However, learners expressed different opinions on this matter. Some argued that attendance was compulsory, whilst others indicated that not all block sessions are compulsory. They indicated that the university stipulates attendance of some sessions where practical work is done, for example sessions dealing with the practice of the use of an overhead projector are compulsory.[44] No formal register is kept but attendance is said to be good.

The lecturers indicated that these sessions are not compulsory and that there is no need to keep a register since they regard learners as responsible adults. If they do not attend these sessions, they are accountable to no one but themselves. The contact session observed by SAIDE researchers had an attendance of around 300 learners. 

Venue

Contact sessions for Education Practica take place in Pretoria, but those of Nursing Management are offered in different centres. For example, some are offered at Hammanskraal and last for two days, and some are offered at Witbank. The Witbank sessions combine learners from Nelspruit and Springs.[45] Attendance at these sessions is said to be very good and Lecturer B reported that during the June contact sessions of the roughly 600 of the learners who are registered for this course, only 20 did not attend the contact session. According to her this was an indication of support for contact sessions.[46] Learners pay for their own transport and accommodation for attendance of contact sessions. Lecturers perceive the venue as suitable since they have not received any complaints concerning it.  

Learners expressed different views concerning arrangements for these sessions. Whilst group A learners expressed satisfaction with arranging their own transport and accommodation during contact sessions, some learners in group B expressed problems in relation to accommodation and travelling. Accommodation was said to be expensive, some paying as high as R50 per night, excluding food. Furthermore, learners from outside Pretoria struggle with transport to come into the city and to find their way around the city. Some indicated that directions to the Medical School campus, which is situated far from the main campus, should be provided for all out of town learners. 

Purpose of Contact Session: Learners’ perceptions

During interviews, learners elaborated on the purpose of contact sessions. They indicated that the purpose of the contact session is to provide learners with exposure to the practical part of nursing related to their studies. Since the majority of them are to be tutors, block sessions are used for purposes of microteaching. Learners are given a chance to present microteaching lessons for about ten minutes. The lecturer and fellow learners provide feedback that assists learners to improve and prepare for compulsory practical lectures they have to plan and present at the nursing colleges. 

Furthermore, contact sessions provide learners with an opportunity to meet lecturers and to deal with difficult assignments. Learners also have an opportunity to do some library research. The sessions are organised so that, in the morning there is formal contact with the lecturer in the lecture hall, while the afternoon is devoted to personal contact with the lecturer, library searches, and group discussions. Learners expressed the view that this arrangement is suitable. 

Relationship between contact and materials

When asked about the relationship between contact sessions and learning materials, learners indicated that there was a clear relationship. 

They said that there is actually integration between the way in which learning materials have been organised and the approach adopted during contact sessions. One learner commented, “Sometimes the content of the modules is repeated in the contact session so it helps us to learn. Knowledge is reinforced in the contact sessions”.[47] Most learners felt that they could cope with the demands of the course by using study guides and video materials only. They indicated that the objectives in the learning guides are clear and that learners are provided with list of books to read on each topic. The language is accessible and they can pass the courses by using the material and not attending contact sessions. 

Skills developed during the contact session

Learners indicated that they pick up important skills, such as presentation skills, during contact sessions. Of importance, as they put it, is the confidence they build up during and after presenting a lesson. They say that this boosts their self-esteem. Some of the skills identified by learners were communication; socialisation; critical and analytical thinking; good inter-personal relationships; self-confidence; use of audio-visual aids for teaching; curriculum development, and skills for presenting lectures.[48] 

Observation of contact session

The contact session observed by SAIDE researchers did not provide sufficient opportunity to see how all the skills mentioned above are developed, although learners were required to demonstrate their knowledge of the subject matter in answering questions. The contact session was an interactive lecture based on questions and answers. The lecturer spent the morning preparing learners for their assignment on writing two teaching modules for learner nurses. The input of the lecturer was based on questions and answers. The formal contact time with the lecturer ended at around 12h00, after four hours of interaction that included a 30-minute break. Thereafter, the lecturer was available in her office for learner consultation on an individual basis. Learners spent the afternoon working on their assignments in groups or on an individual basis. The time is also used by learners from the learning centres outside Pretoria to do the library search for information that they are not able to access from home. This entails an opportunity to view video recordings of the broadcast lectures. The daily programme of the contact sessions is organised in such a way that it allows for this form of activity to take place 

Learners’ recommendations for improvement of contact sessions

Learners made the following recommendations in relation to improvement of contact sessions:[49]

·     Organisers of the sessions should provide learners with directions to the venue as some learners find it difficult to locate the venue and are inconvenienced in the process.

·     There was a feeling that the content covered each day is too scanty and that if more could be covered, then it would reduce the number of days learners should spend at these sessions.

·     This was, however, refuted by some learners, who thought the spread of the content as well as keeping the afternoon free were convenient as they allow for interaction, library search, and consultation with lecturers.

·     There was a proposal for decentralisation of contact sessions to the centres. For example, the Northern Province centres (Potgietersrus, Tzaneen, and Pietersburg) could have their sessions at the Pietersburg centre, the Bushbuckridge, Nelspruit and Witbank learners could meet either in Nelspruit or Witbank.

·     There was a suggestion for dissemination of dates of when topics will be covered to be provided well in advance of the contact sessions so that learners could do the readings in preparation for the contact session lectures. This suggestion is inappropriate since this information is supplied in the workbooks learners receive at the beginning of the year. 

Despite these recommendations for improvement, there was a general feeling that contact sessions were useful. 

5.3 Telephone 

There are two uses of a telephone as a source of support. First, it can be used for contacting lecturers during office consultation hours and sometimes at home. Second, it is used during the telematic lecture for asking questions. For the purpose of contacting lecturers telephonically, each lecturer is allocated time to be available for learners to telephone. Learners are given lecturers’ work contact numbers and the time at which they can call[50] They can also telephone outside the allocated time as some lecturers have provided home telephone numbers. According to lecturer A, phone calls “are usually frequent nearer exams when learners want to iron out problems”[51]. 

The information document of the Department of Nursing Science offers guidelines on the purposes for which the telephone support can be used. For example, it states that a telephone is available in every classroom where learners will be watching the satellite television lectures, which they can use to talk to the lecturer and ask the questions concerning the work they had to do in the workbook.[52] It could further be used after the broadcast of lecturers to ask lecturers some questions. During the observation of the lecture broadcast, there were no questions asked and the lecturer asked learners to call her on her office telephone number if they had any questions. 

Learners are also welcome to raise the problems they encounter with the Head of the Department. Learners can also phone lecturers if they have problems with assignments, tests and other academic related matters. Evidence of use of the telephone as a source of support was confirmed during the interview with lecturer B whereby during the one hour spent in an interview with a SAIDE researcher, she responded to four telephone inquiries from her learners.

5.4 Fax 

This is used mostly for administrative purposes. For example, if learners need letters for their employer the university faxes this. Some learners fax in sick leave notes, forms or assignments if they are under pressure. Fax can also be used for any inquiries concerning administrative and financial matters.[53] 

5.5 E-mail 

The University provides this facility but learners do not have the e-mail facilities to use it. This is because most nursing learners are not computer literate or have limited or no access to the internet and computers.[54]. The fact that most Nursing Science learners arte not computer literate nor have access to computers further explains the reason why web-based support was never considered as an option in this programme. 

5.6 Personal visits 

An open door system is adopted whereby learners can visit lecturers to discuss problems concerning subject content, assignments, or tests. No recorded statistics are available for numbers of visits made to lecturers. Personal visits to lecturers are mainly made during weeks when learners attend contact sessions. During these sessions, formal face to face lectures take place between 8 and 12 a.m. and lecturers are available for visits from 12:30 to 4:00 p.m.[55] Learners who are based in Pretoria confirmed during the interviews that they are able to visit lecturers and that lecturers are available for personal visits. Learners from the centres pointed out that distance is a barrier for them to visit lecturers. 

5.7 Financial support – University’s financial aid office  

The university has a financial aid office that provides loans and bursaries to learners. Learners argued that individual help becomes immediately available when sought. They further pointed out that this form of help is sought frequently. The form of financial aid received by learners is in the form of loans, and a debit order arrangement is made to repay the loan. 

5.8 Provision of learning centres 

5.8.1 Inter-institutional collaboration

The University of Pretoria has a cooperative arrangement with Technikon South Africa (TSA), which offers it support in the form of venues that are used as learning centres. TSA also provides a staff member in the centres who help with coordination. Coordination entails receiving learning materials, tests and examination question papers, marked test and assignments. Dr Brown pointed out that the university is still facing challenges of strengthening these centres to offer effective services to learners.  

The web-site of the telematic department shows that the university has collaboration agreements with other institutions such as the University of the North and the Rustenburg College of Education whose facilities it uses as learning centres in the North West and Northern Provinces respectively. It also collaborates with the following institutions which it uses as viewing points for the DSTV broadcast: MSC Private College in the Eastern Cape (East London), the University of Zululand in Kwazulu Natal (Empangeni) and Technikon Pretoria in Mpumalanga (Kwamhlanga). 

5.8.2 The use of learning centres

Learning centres serve the following purposes:

•    They serve as registration points for distance education learners.

•    They serve as venues for writing of tests and examination.

•    Learners also receive their test and examination results from these venues.

•    They serve as distribution points for distance education materials,

•    They serve as venues for attendance of telematic education broadcasts.

•    They are used to provide an information and problem-solving service to learners through the  facilitators.

•    They offer information services. 

There are challenges experienced in the use of these centres. Some of the challenges include

·     Stepping up security in the centres to prevent loss of equipment.

·     Encouraging learners to use learning centres rather than the main Pretoria campus for support. This is mainly regarding administrative support. Learners also need to be conscientised to use the support services available in the centres. As Dr Brown illustrated, the university has a good courier support services between the centres and the main campus, which learners can use for sending assignments.[56] However, most learners still use postal services rather than the courier for sending their assignments.

·     It is necessary to adequately train coordinators to know whom to contact on the main campus regarding learner queries. [57]

·     There is also a need for a paradigm shift amongst learners not to think that the learning centres should have answers for all their problems. Instead, they should use centres to assist them with linking them to the relevant person to contact at the main campus concerning their problems.

·     There is a further need to train coordinators adequately to know how to respond to learners’ queries, in particular to know how to makes referrals to the main campus.[58] 

Learning centres are used as a form of support for learners. Apart from being used as venues to attend telematic lecture broadcasts, they are used by learners to watch videos. Learners also visit them for purposes of writing assignments. Some learners indicated that centres have files with extra information for learners to use.[59] However, not all centres were found to be useful for learners other than for the telematic education broadcasts. Some learners indicated that they find it difficult to use the centres to view video replays of the lectures as other learners for the telematic broadcasts use the centre.[60] They further indicated a problem of not being allowed to take videos home. Furthermore, learners complained about the problem of a high staff turnover of coordinators in the centres. This, they argued, is inconvenient, as most facilitators are not able to deal with their queries. This was acknowledged by Dr Brown who highlighted it as one of the challenges of running the telematic education programmes.  

5.9 Individual support 

This is a form of support that learners initiate themselves. The kinds of support that learners normally access for individual help are tutors, departmental administrators, learner peers, and fellow workers. When asked about the kinds of problems they will contact people for, learners responded as follows: for administrative support they contact Mrs Ecksteen, the Departmental secretary; for academic support they contact lecturers and colleagues; and for personal problems they contact lecturers and colleagues.[61] Dr Brown indicated that coordinators appointed at the centres are also meant to provide support to learners in terms of information pertaining to registration, courses, administrative support related to tests and assignments, and referrals to relevant contact persons at the main campus regarding their problems.[62] 

5.10 Language support 

Some learners indicated that they were receiving language support from the Department of Nursing Science. For example, even though the medium of instruction is English, learners from the Pretoria centre indicated that they could receive lectures from lecturers through the medium of Afrikaans. They appreciated the flexibility of their Department and also found this as a useful source of support.  

5.11  Support received other than from the university 

This is support which learner access other than that which is formally organised by the university.

 5.11.1 Support from work

All learners indicated that their employers knew about their having registered for this programme. Their response to the question of the kind of support they received ranged from lack of support to full support and co-operation from employers. However, responses varied from the two groups that were interviewed. The general response in group A was that they did not feel supported or encouraged to study from their work place. Only one learner from Giyani felt that she was encouraged and supported from her work place. Generally employers are not willing to grant leave for block sessions.[63] Learners use their vacation leave or their days off to attend contact sessions. They are however given study leave to write examinations if they produce a timetable. There is no financial help from employers – learners pay from their own pockets.[64] All learners indicated that their workplaces provide no facilities for studying. However, Dr Brown stated that there are some private hospitals that have installed DSTV in order to support their nursing staff studying with the University of Pretoria.[65] 

The majority of group B learners felt that they received some support form their work place. The forms of support received include permission granted for them to attend contact sessions. As one learner putit

“the fact that we are here to attend the block session means that there is support from our employers. They had to arrange ward and duty allocations to cater for our absence”.[66]  

Learners also get time off to write examinations, they make use of health facilities at work, which includes access to medical and clinical files or patient files, and participate in workshops that are relevant to their field of study.[67]. 

Not all group B learners received support from the workplace. Some learners complained about lack of support from their superiors. They gave examples of times when they are refused with leave to attend block sessions. These learners have to take their annual leave days to be able to attend contact sessions[68]. Another learner quoted an example of lack of co-operation from the supervisors where they refused her the use of official records that could help her in writing her assignments. All of them noted that there were no library facilities that could help them in their studies.[69]

5.11.2 Working in groups

The University does not formally set up working groups, but learners find themselves forming groups and working together, which they find very useful. Group A learners indicated that they prefer to form their own informal groups instead of the University setting up formal groups for them.[70]

 7. Benefit of support 

No formal systems are in place to assess if learners benefit from support but through informal conversations learners say that they find the support useful. Learners are also provided with the opportunity to write letters of complaint to the Head of Department – so far none has been received.

 8. Monitoring programme's success 

There has been no formal evaluation to assess the success of the programme. However, some lecturers ask graduates of this course their impressions about the course. Lecturer A conducted a small research project in 1998 as part of her honours degree in Advanced Nursing Education on the experience of the learners of distance education. The analysis showed that learners were in favour of the programme but also asked for more contact sessions. 

Lecturer B also attempted to evaluate the Nursing Management, Community Nursing, Nursing Dynamics and Nursing Education after one year of offering these courses through telematic broadcast. Structured questionnaires were distributed to learners. The questionnaire focused on evaluation of the lecture and visual aids in terms of the content, presentation, clarity, and relevance to learning objectives as well as how visual aids complemented what had been taught[71]71]. The evaluation was not a success as there was a poor return of the questionnaire.[72]72] One of the reasons for embarking on these research exercises is to solicit learners’ input in the running of the programme in order to strive for good practice.

 9. Challenges and problems identified by distance education learners 

Learners were given the opportunity to reflect on the challenges of being distance education learners. The following challenges were noted:

·          All group learners are mothers and wives, and they found coping with family life, work pressures, and studies quite difficult.

·          Learners who come from rural centres had problems accessing resources such as libraries and video materials to help them in their studies. These resources were said to be available for learners based around Pretoria.

·          Learners based in centres outside Pretoria reported that they did not have the privileges of Pretoria-based learners. An incident was quoted where during examinations learners were able to identify a question that was not relevant for that paper and those learners in Pretoria were advised not to answer that question. Learners in other centres did not receive that information and in some cases the information reached the centres towards the end of that examination session. These learners could not go back to rewrite the examination.[73] Some centres are still undeveloped and do not offer the full course from first year to third year. For example, a learner from the Nelspruit centre indicated that only the first year of this programme is offered at the Nelspruit centre. For her second and third year courses she has to travel to Witbank (which is about 200 km away). Thus, she has to travel to Witbank for tests, assignments, examination writing and telematic broadcasts. This, she argued, not only prohibits access but is also an inconvenience for learners who rely on public transport. There have been cases where learners had to travel 200 km between the two towns to attend telematic broadcasts only to find that they had been cancelled. Whilst the representative of the university acknowledged this problem of the Nelspruit learner, he also highlighted that it was a problem of dissemination of information at recruitment and registration stages. Dr Brown argues that because the majority of learners only register for 1^st year of the post basic course, with the result that enrolments drop from 600 in the first year to 30-50 in the second year, telematic lectures are not offered in all the centres beyond first year. In the case of Nelspruit, because few learners register for the second year course, they are expected to use Witbank as their learning centre.[74]

·          Some learners from outside Pretoria complained about the duration of the block session in June. They argued that two weeks is too long and the curriculum could be covered in one week to allow them to go back to their families. The present arrangement forces some learners to drive back home for the weekend and come back the following week, an arrangement they find expensive. [75] 

Some of the general comments for improvement made by learners were that they would like the opportunity to give lecturers feedback about contact and support. They would also like guidelines for assignments before writing them and not afterwards as is the case most of the time.

 10. Summary 

Learner support in the Department of Nursing Science at the University of Pretoria should be understood within its philosophy of Telematic Education, which combines different flexible modes of provision of education for learners at a distance. It should further be understood within the approach that seeks to respond to the needs of learners in higher education. A key viewpoint upheld within the university is that learners want to have the option of choosing if they would like to study on their own with support from the institution, or study on campus the traditional residential way. They need flexibility in learning and therefore a flexible delivery system needs to be provided by academic institutions, hence the university’s innovation with telematic education.  

The introduction of telematic education has brought with it innovation in terms of the development of flexible delivery modes for distance education. For example, there are paper-based or web-based distance education programmes which use decentralized contact sessions, interactive television and video conferencing as a form of support. As shown above, in the case of the Nursing Science Department the university uses a paper-based mode of provision with contact sessions and interactive television broadcast, satellite centres as forms of support.

The strengths and weaknesses of learner support strategies should also be viewed within the context of the providing department, the types of learners in the programme, and the length of time the programme has been offered. For example, the Department of Nursing Science is offering courses and learner support programmes to working nurses who may be required to work shifts at any time of the day or night and on any day. Therefore there are limitations to the kind of support strategies that can be employed. For example, whilst it would be easy to organize tutorial sessions for learners in a teacher education programme during the week-end, it would be difficult to organize this for learners in the nursing profession as some would be at work during the week-end.  

It is said, “Practice makes perfect”. As such the longer the programme is run, the more lessons that can be drawn for improvement. In the case of Distance Education and leaner support at the University of Pretoria, these have been running since 1997. The university and its respective departments are in a process of implementing and improving on their practices based on experience gathered from running these programmes. For example, in the case of Nursing Science, the telematic broadcasts were initially the main mode of provision with contact sessions and written materials as forms of support. The telematic lectures were broadcast once a week. The change to fewer television broadcasts was influenced by two factors: first, this delivery strategy was found to be expensive; secondly, the weekly programmes were found to be more like a classroom face to face session and this approach was felt not to be ideal for adult learners at a distance. The department sought a strategy that would allow learners to be more responsible and active in their own learning. The delivery strategy then changed to employ paper-based provision as the main mode of delivery and telematic lectures as forms of support. The telematic broadcasts took place once a month. With the monthly broadcast the learners have to do preparation regarding the content that is going to be discussed during the broadcast and the lecturer will then enhance their knowledge by adding examples and having an interactive discussion on the air.

There are several positive learner support practices in the Nursing Science Department that have been identified by learners. Learners appreciate the interactive television broadcasts that the university provides. As was pointed out earlier, some learners indicated that they are able to pass their courses by relying only on written materials and attendance of television broadcast. Even though few learners can afford to purchase DSTV, those who can find it a useful source of support. They are able to record the broadcasts of some lectures and to replay them for revision purposes.  

Learners have also spoken positively about their ability to reach lecturers by telephone whenever they need some help.  

The project manager of the telematic education acknowledged the limitations of their present learner support services and identified this as one of challenges the university is facing. In particular, the quality of learner support provision was regarded as one of the priorities in the next few years of expansion of telematic education. This account of learner support practices in the Department of Nursing Science offers a number of lessons of experience to other institutions interested in the possibilities and potential of distance education practices.  

 Footnotes 

[1] Document on Faculty of Medicine, Department of Nursing Science, outlining the mission and philosophy of the Department of Nursing.

[2] Notes from Dr Tom’s Brown’s (Project Manager in the Telematic Education Department) presentation at the Telematics for Africa Development meeting, CSIR, May 1999.

[3] Information obtained from the website: http://www.up.ac.za>http

[4] Interview with Dr Brown, project manager, Telematic Education Department, 12/07/1999.

[5] Du Plessis , G,I (1999), op.cit. p.1.

[6] Ibid. p. 1

[7] Interview with Dr Brown, project manager, Telematic Education Department, 1207/1999.

[8] Interview with Dr Brown, project manager, Telematic Education Department, 12/07/1999.

[9] Interview with Dr Brown, project manager, Telematic Education Department, 12/07/1999.

[10] See, University of Pretoria Brochure, (1999) Courses offered through telematic education 1999/2000, updated 01/03/199.

[11] Interview with Lecturer B, Nursing Management lecturer in the Department of Nursing Science, 22/06/1999.

[12] The information in this section has been compiled from the “Information Document” of the Department of Nursing Science, and interviews from two lecturers in the Department of Nursing Science.

[13] Interview with Lecturer A and B of the Department of Nursing Science, June 1999.

[14] Ibid. June 1999.

[15] Bocher D. et. al. (1995) Teaching More Learners, Supporting More Learnesr, The Oxford Centre for Staff Development, Oxford, Oxonian Rewley Press Ltd, pp. 27-28.

[16] Information Document supplied to learners at registration, Department of Nursing Science.

[17] Interview with Group A and B learners, June 1999.

[18] Interview with learners, 22/06/1999.

[19] Interview with Group B learners, June 1999.

[20] Information Document supplied to learners at registration, Department of Nursing Science.

[21] Information Document supplied to learners at registration, Department of Nursing Science.

[22] Interview with Nursing Education lecturer in the Department of Nursing Science. June 1999.

[23] Interview with Nursing Management lecturer in the Department of Nursing Science. June 1999.

[24] Interview with Learners, Department of Nursing Science, 22 June 1999.

[25] Interview with Lecturer B of the Department of Nursing, June 1999.

[26] Interview with Dr Brown, Project Manager, Telematic Education,  12/07/1999.

[27] Interview with Dr Brown, Project Manager, Telematic Education,  12/07/1999.

[28] For a full list of viewing points of the university see the website: http://www.up.ac.za/telematic/hone/te/learncen/viewp.htm

[29] Interview with Group learners, June 1999.

[30] Interview with Lecturer A and B of the Department of Nursing Science, June 1999.

[31] Interview with lecturer A and B, Nursing Education Science Department, June 1999.

[32] Interview with lecturer A and B, Nursing Education Science Department, June 1999.

[33] See Information Document, Department of Nursing Science, University of Pretoria, p.1.

[34] Interview with Group B learners, June 1999.

[35] Interview with Group learners, June 1999.

[36] Interview with Group B learners, June 1999.

[37] Interview with Group B learners, June 1999.

[38] Discussion with Nursing Science Lecturers, September 1999.

[39] Interview with Group B learners, June 1999

[40] Interview with Group learners, June 1999.

[41] Interview with lecturer A and B, June 1999.

[42] Interview with learners, June 1999.

[43] Interview with lecturers in the Nursing Science Department, 22/06/1999. Medical Campus, University of  Pretoria.

[44] Interview with Learners of the Department of Nursing Science, 22/06/1999, Medical Campus, University of Pretoria.

[45] Interview with Lecturer B, Department of Nursing Science, June 1999.

[46] ibid, June 1999.

[47] Interview with Group A learners, 22 June 1999.

[48] Interview with Group A learners, 22 June 1999.

[49] Interview with Group B learners, June 1999.

[50] Information Document of the Department of Nursing Science, supplied to learners at registration.

[51] Interview with lecturer A, June 1999.

[52] Information Document of the Department of Nursing Science, supplied to learners at registration.

[53] Interview with lecturer A, June 1999.

[54] Interview with Dr Tom Brown, Project Manager, Telematic Department, 12/07/1999.

[55] This was confirmed during a visit to observe contact sessions in June 1999.

[56] Interview with Dr Brown, Project Manager in the Telematic Education Department, 12/07/1999.

[57] Interview with Dr Brown, Project Manager in the Telematic Education Department, 12/07/1999.

[58] Interview with Dr Brown, Project Manager, Telematic Education, June 1999.

[59] Interview with Group learners, June 1999.

[60] Interview with Group B learners, June 1999.

[61] Interview with Group B learners, June 1999

[62] Interview with Dr Brown, Project Manager, Telematic Education, 12/07/1999.

[63] Interview with Group A learners, June 1999.

[64] Interview with Group A and B learners, June 1999.

[65] Interview with Dr Brown, Project Manager, Telematic Education, June 1999.

[66] Interview with Group B learners, June 1999.

[67] Interview with Group B learners, June 1999.

[68] Interview with Group B learners, June 1999

[69] Interview with Group A and B learners, June 1999.

[70] Interview with Group A learners, June 1999.

[71] This information has been drawn from the questionnaire that distributed to learners.

[72] Interview with lecturer B, Department of Nursing Science.

[73] Interview with Group B learners, June 1999.

[74] Interview with Dr Brown, Project manager, Telematic Education, 12/07/1999.

[75] Interview with Group B learners, June 1999.