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Books by Jessica Pool

Blended modes of delivery are becoming considerably more prevalent in higher education. A blended... more Blended modes of delivery are becoming considerably more prevalent in higher education. A blended course requires a combination of face-to-face and online interaction for the attainment of course outcomes. Particularly the online interaction and learning taking place outside the classroom necessitates a degree of self-direction from students to support successful attainment of outcomes. Existing course curricula need to be adapted and strategies need to be developed to enhance and support students’ learning in a blended approach to teaching and learning. This case study explored students’ expectations regarding the self-directed learning required by a blended mode of delivery for a pre-service teachers’ undergraduate course. Data were collected from pre-service teacher students at a South African university by means of questionnaires with open-ended questions (given to students before and after their first exposure to a blended learning course). Focus group sessions, individual interviews and field notes were also used to collect data. The qualitative data analyses and interpretation provided insight into students’ expectations and experiences regarding self-directed learning and related aspects in this blended learning course. The findings indicated that students expected and experienced self-directed learning as a positive gain in the blended course. Most of the students’ expectations regarding self-directed learning in a blended learning module were met in their first exposure to this mode of delivery. Recommendations are made regarding the scaffolding of blended courses to foster self-directed learning based on students’ experiences.

Papers by Jessica Pool

NWU self-directed learning series, 2022

This book covers original research on the implementation of open educational practices through th... more This book covers original research on the implementation of open educational practices through the use of open educational resources at the university level. The emphasis on open education in this book is on contextualising resources, supporting student agency and fostering self-directed learning specifically within a South African milieu. The envisaged chapters cover conceptual and review research and empirical work focussing on open educational practices and the use of renewable assessments. The work starts off with an overview of an institutional-wide open education project that prompted the research followed by research on open education in terms of various modules in the health science, music education, law, philosophy, dietetics, anthropology, French language learning, journalism and political science. There is a clear gap in the literature on open education in terms of open educational practices, specifically in terms of contextualising resources, supporting student agency and fostering self-directed learning in a South African context. Despite the existence of some general works on open education in terms of policy, social justice and open textbooks, this book will be unique in exploring the intersections of openness, specifically with contextualisation, student agency and self-directedness.

Despite expanding engagement in Scholarship of Teaching and Learning (SoTL), clear guidelines for... more Despite expanding engagement in Scholarship of Teaching and Learning (SoTL), clear guidelines for ethical criteria for SoTL, and the implementation thereof remain limited. In this paper we critically reflect on how the ethics criteria and processes impact on lecturer engagement in SoTL, and we provide suggestions for lecturers, academic developers, and members of scientific and ethics committees on how to support research in teaching and learning, without losing the scholarliness of such research or hindering innovation in teaching. This paper provides a critical reflection on SoTL and ethics. Practical recommendations such as: the adaptation of ethical requirements, consultation between SoTL researchers and ethics committees and acknowledging that SoTL is not purely discipline- specific research, are provided. Taking these recommendations into account may support a better alignment between the ethical application process and the scientific approach of SoTL research.

Online learning, Sep 1, 2017

This paper presents a study grounded in the Community of Inquiry (CoI) framework using qualitativ... more This paper presents a study grounded in the Community of Inquiry (CoI) framework using qualitative content analysis and focus group interviews in an effort to identify aspects of learning presence in a blended learning course. Research has suggested that the CoI framework may need additional emphasis based on the roles of strategic learners in online environments. Consequently, this qualitative study investigated the extent to which learning presence, the fourth presence of the CoI framework, manifested itself in a blended mode of delivery. The specific focus was on learning presence and how it precipitated in a blended-learning environment. Findings from the study indicated that a lack of self-regulation skills, such as time-management, coordination, and management of tasks, influenced the learning presence and required a stronger teaching presence. We concluded that self-regulation skills are supportive of effective learning in a blended learning environment.

An n i in nv ve es st ti ig ga at ti io on n o of f C Co om mm mu un ni it ti ie es s o of f I In... more An n i in nv ve es st ti ig ga at ti io on n o of f C Co om mm mu un ni it ti ie es s o of f I In nq qu ui ir ry y w wi it th hi in n a a b bl le en nd de ed d m mo od de e o of f d de el li iv ve er ry y f fo or r T Te ec ch hn no ol lo og gy y E Ed du uc ca at ti io on n J Pool 10808345

NWU self-directed learning series, 2022

PhD (Curriculum Development Innovation and Evaluation), North-West University, Potchefstroom Camp... more PhD (Curriculum Development Innovation and Evaluation), North-West University, Potchefstroom Campus, 2014

Technology-Supported Teaching and Research Methods for Educators, 2019

Despite the overwhelming interest in the community of inquiry (CoI) framework, there is a lack of... more Despite the overwhelming interest in the community of inquiry (CoI) framework, there is a lack of research regarding the role of students' self-directed learning (SDL) skills in a blended learning environment. This student self-regulation, therefore, serves as a basis for a new form of presence within the community of inquiry framework, described as “learning presence.” Although reports have been made on guidelines for the establishment of the initial presences in the community of inquiry framework, there is still a gap in the literature regarding the establishment of a learning presence. The purpose of this chapter is to report on what a learning presence is, and the authors propose a model as a guide to establish a learning presence. The findings of this qualitative study confirm that students can work self-directedly, and therefore, the combined blended learning design model can be used as a design tool to establish a learning presence.

This book will benefit specialists in the field of education sciences and represents significant ... more This book will benefit specialists in the field of education sciences and represents significant progress in knowledge production. The content focuses on the theory behind self-directed learning and explores strategies such as cooperative learning, problem-based learning, case-based teaching and large-group teaching that enhance self-directed learning and the use of blended learning in a self-directed learning environment. The book demonstrates how self-directed learning can be enhanced in mathematics, computer-science and life-science education and through the use of student tutors for geography. Digital technology could, for example, also be used in innovative ways for education in isiZulu folk poetry. In an environment of rapidly changing knowledge production, this book responds to the challenge of how to equip learners with the necessary skills to take responsibility for their own learning. The book presents innovative teaching and learning strategies for meeting the changing de...

ABSTRACT: Blended learning as a mode of delivery is widespread in universities. It has gained eve... more ABSTRACT: Blended learning as a mode of delivery is widespread in universities. It has gained even more prominence during the Covid-19 pandemic. Most educational programs in many countries had to be adapted abruptly to remote teaching or an online mode, sometimes halfway through the course. This resulted in parts of the courses that have been presented face-to-face being offered online. This situation underscores the importance of research into developing and refining blended learning courses and gaining insight into students' expectations of blended modes of learning. In the course reported on in this paper, self-directed learning was a key learning goal. Students, therefore, had to be at the core of the learning process. Although considerable research has been conducted on the development and structuring of blended learning courses, research about students' preconceived and informed expectations of blended learning is limited. The current study compared students' expec...

This article reports on one section of a larger study about the implementation of a blended mode ... more This article reports on one section of a larger study about the implementation of a blended mode of delivery into a Technology teacher preparation module. The article gives details regarding the development and implementation of an electronic study guide (e-guide) for a blended learning module as part of the larger study. The authors describe the need for innovative learning through the intensified implementation and use of electronic media, new technologies and social media in order to enhance teaching and learning in higher education. A design-based approach was followed to develop and implement an e-guide to facilitate a blended mode of delivery, through enhancing online interaction and learning. The article reports on the stages followed in the process and obstacles encountered along the way. The article concludes with recommendations for further research into designing and developing e-guides for blended learning.

Southern African Linguistics and Applied Language Studies, 2020

With the rise of digital recording devices and web-based learning platforms, audio feedback has g... more With the rise of digital recording devices and web-based learning platforms, audio feedback has grown in popularity owing to easier distribution of recordings. Audio feedback is touted as having multiple advantages over written feedback. Although there are many studies reporting on the use of audio feedback and its effectiveness and efficiency, none of these have reported on the needs and requirements of lecturers to effectively provide audio feedback. Therefore, the aim of this article is to establish lecturers’ needs pertaining to audio feedback. For this purpose, lecturers interested in utilising audio feedback were invited to discuss their common frustrations and needs during a focus group interview regarding the provision of feedback. The findings of the focus group were in line with common frustrations regarding feedback in general as found in the literature. These findings were then interpreted to create a wish list for implementation in a lecturer-centred audio feedback system.

Online Learning, 2017

Self-directed learning research: An imperative for transforming the educational landscape, 2016

Educational Media International, 2016

Abstract This article reports on a design-based methodology of a thesis in which a fully face-to-... more Abstract This article reports on a design-based methodology of a thesis in which a fully face-to-face contact module was converted into a blended learning course. The purpose of the article is to report on how design-based phases, in the form of micro-, meso- and macro-cycles were applied to improve practice and to generate design principles. Design-based research traditionally is associated with multiple iterations of design, development and revision over a long period of time. This challenges the idea of design-based research being an appropriate methodology for a short-term thesis or dissertation. We argue that graduate students who are limited by time constraints can also conduct educational design-based research as long as the relevant phases are followed, which can produce significant, appropriate and effective design principles. This article suggests that the scope of design-based research should not be limited to long-term projects only, which restricts the value of implementing this methodology to improve practice.

Compared to other subjects, Learning Area Technology teaching is a relatively new knowledge area ... more Compared to other subjects, Learning Area Technology teaching is a relatively new knowledge area worldwide , especially in the South African school curriculum, and it consequently presents new challenges. One of these challenges is the fact that no previous 2.1 2.

Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities, 2021

Blended learning provides possibilities for redesigning courses to be more inclusive and to accom... more Blended learning provides possibilities for redesigning courses to be more inclusive and to accommodate diverse student learning needs. Various factors, including socio-economic inequalities and the digital divide, hinder students in higher education from experiencing the full potential benefits of blended learning. Events around the COVID-19 outbreak required that educational programs be offered online or in a blended mode, ensuring the continuation of educational programs. The community of inquiry (CoI) framework is a valid instrument to measure quality of online learning focusing on four important presences that contribute to quality learning. It can therefore be used by lecturers to (re)design and evaluate effective blended learning environments. The study focused on developing practical guidelines with applicable examples for establishing and sustaining CoI in blended learning to include more students with diverse access to resources. In addition, overarching recommendations fo...

Blended modes of delivery are becoming considerably more prevalent in higher education. A blended... more Blended modes of delivery are becoming considerably more prevalent in higher education. A blended course requires a combination of face-to-face and online interaction for the attainment of course outcomes. Particularly the online interaction and learning taking place outside of the classroom necessitates a degree of self-direction from students to support the successful attainment of outcomes. Existing course curricula need to be adapted and strategies need to be developed to enhance and support students’ learning in a blended approach to teaching and learning. This case study explored students’ expectations regarding the self-directed learning required by a blended mode of delivery for a pre-service undergraduate course for teachers. Data were collected from pre-service teacher students at a South African university by means of questionnaires with open-ended questions (given to students before and after their first exposure to a blended-learning course). Focus-group sessions, individual interviews and field notes were also used to collect data. The qualitative data analyses and interpretation provided insight into students’ expectations and experiences regarding self-directed learning and related aspects in this blended-learning course. The findings indicated that students expected and experienced self-directed learning as a positive gain in the blended course. Most of the students’ expectations regarding self-directed learning in a blended-learning module were met in their first exposure to this mode of delivery. Recommendations are made regarding the scaffolding of blended courses to foster self-directed learning based on students’ experiences.

This paper reports on one section of a larger study about the implementation of a blended mode of... more This paper reports on one section of a larger study about the implementation of a blended mode of delivery into a Technology teacher preparation module. The paper gives details regarding the development and implementation of an e-guide for a blended learning module as part of the larger study. The authors describe the need for innovative learning through the intensified implementation and the use of electronic media, new technologies and social media in order to enhance teaching and learning in higher education. A design-based approach was followed to develop and implement an electronic study guide (e-guide) to facilitate a blended mode of delivery, through enhancing on-line interaction and learning. The paper reports on the stages followed and obstacles encountered along the process. The paper concludes with recommendations for further research into designing and development e-guides for blended learning.

NWU self-directed learning series, 2022

Online learning, Sep 1, 2017

NWU self-directed learning series, 2022

Technology-Supported Teaching and Research Methods for Educators, 2019

Southern African Linguistics and Applied Language Studies, 2020

Online Learning, 2017

Self-directed learning research: An imperative for transforming the educational landscape, 2016

Educational Media International, 2016

Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities, 2021

Blended modes of delivery are becoming considerably more prevalent in higher education. A blended... more Blended modes of delivery are becoming considerably more prevalent in higher education. A blended course requires a combination of face-to-face and online interaction for the attainment of course outcomes. Particularly the online interaction and learning taking place outside of the classroom necessitates a degree of self-direction from students to support the successful attainment of outcomes. Existing course curricula need to be adapted and strategies need to be developed to enhance and support students’ learning in a blended approach to teaching and learning. This case study explored students’ expectations regarding the self-directed learning required by a blended mode of delivery for a pre-service undergraduate course for teachers. Data were collected from pre-service teacher students at a South African university by means of questionnaires with open-ended questions (given to students before and after their first exposure to a blended-learning course). Focus-group sessions, individual interviews and field notes were also used to collect data. The qualitative data analyses and interpretation provided insight into students’ expectations and experiences regarding self-directed learning and related aspects in this blended-learning course. The findings indicated that students expected and experienced self-directed learning as a positive gain in the blended course. Most of the students’ expectations regarding self-directed learning in a blended-learning module were met in their first exposure to this mode of delivery. Recommendations are made regarding the scaffolding of blended courses to foster self-directed learning based on students’ experiences.

International Journal of Technology and Design Education, 2013

Abstract Compared to other subjects Technology Education (TE) is regarded as a new subject both n... more Abstract Compared to other subjects Technology Education (TE) is regarded as a new subject both nationally and internationally. In the absence of an established subject philosophy Technology educators had little alternative than to base their professional ...