Abstract:

At the Durban University of Technology (DUT), the fall-out from the recommendation by the Rapid Response Task Team to transition from the blended mode of teaching to pure online due to the lockdown caused by COVID-19 in 2020 is now being felt. The realisation is dawning that not all courses are created equally and, more damning, that some assessment practices are not as good as others. To remedy this deficit, DUT is currently running an “Assuring the Integrity of Assessment Practices Project”, under the ambit of the Centre for Quality Promotion and Assurance (CQPA – affectionately known by DUT staff as the “Thought Police”). The focus is on evaluating selected online courses. As a possible option for evaluation, this paper proposes a systemic model for evaluating online courses, whether delivered in mixed mode or completely online. The research approach used to develop the model is critical realist, based mainly on Roy Bhaskar’s philosophy, but also includes Margaret Archer’s morphogenic theory, which shows how principles developed in previous temporal epochs are not always in phase with elements of present-day contexts. This is particularly relevant in the post-pandemic era, where it has been observed that student grades which were skewed upward during the COVID-19 period are now plateauing in line with the period before COVID-19. While it is obvious that certain key course elements are now no longer available to both staff and students, a systemic model of course design is needed which distinguishes between the given and the variables, so that the most urgent course deficits are identified and remedied or replaced. It will be argued that the systemic model of course design discussed in this paper provides insight into the nature of hypermedia communication. It might assist educators to distinguish between Internet communication and written (i.e., hard print) communication by showing how the functions thought essential for learning to take place effectively are carried out in different ways and with different effects in the different media. The model in fact provides a course design principle outlining ‘felicity conditions’ for effective course delivery. However, while it suggests the prerequisites for effective course design, the ultimate assessment of effectiveness is left up to the participants – teacher and students - to decide. As the design principle used is descriptive rather than value-laden, and can thus be adapted to suit the specific local values operating in any given learning context, it is well-suited for use in multicultural educational contexts. However, it must be noted that the model is work-in-progress, and may still be refined further in both research and use.

Keywords:

Student engagement, assessment practices, learning space design, online course assessment, critical realism, systemic modeling.