Reflection-on-action is necessary to derive meaning from one’s experiences. This paper revisits research data from an elongated study on the impact of a distance education programme on the professional practice of graduates. The study focused on 300 graduates and 128 principals, selected through multi-stage and purposive sampling. The researcher used a mixed-methods research design with specific focus on Kirkpatrick’s, and Baldwin and Ford’s training evaluation models. The researcher’s curiosity was triggered by the need to understand possible reasons for the participants’ views, as these are contrary to the norm. This account indicates a clear institutional policy on quality assurance, practices guided by the policy, an ongoing monitoring of the distance education students’ profiles, improved programme design, student support structures, programme design and research focused on programmes as possible reasons. The author argues that higher education practitioners, irrespective of delivery mode, could benefit from the valuable lessons learnt from the exercise. Keywords: Distance education, evaluation, impact, professional development, quality, reflection, reflection-on-action

1. From evaluation to reflection-on-action:
Lessons learnt from the impact of a distance
education programme
NADEOSA Conference (24 – 25 June 2014)
Ruth Aluko

2. Introduction
• Quality assurance at various levels in HE, but
a gap
 evaluation dimension (Mizikaci, 2010)
• Evaluation in HE (Hall & Hall, 2004)
 focus – aims of a program & to what extent
 tool for decision-making & assessing quality
• Purpose
 to maintain / improve quality of products &
processes
• Tool
 reflection
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3. Background
• ACE (EM) - Continuing professional
qualification
• Paper-based DE program
• Elongated impact study (2007 – 2012)
Mixed-methods enquiry (surveys &
interviews)
Surveys:
300 graduates (2004-2006 cohorts)
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4. Background
 128 principals
 Interviews (2 individual & 10 focus group)
 30 teachers
 20 principals
Kirkpatrick’s & Baldwin & Ford’s Training
Evaluation Models
Evidence of value added to individual lives &
workplace
Suggestions were proffered
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5. Reflection & Reflective Practice
By three methods we may learn wisdom:
first, by reflection, which is noblest; second,
by imitation, which is easiest; and third, by
experience, which is the bitterest.
(Confucius)
• Experience, meaning, learning &
application
• Reflection-in & on-action
• Trigger for reflection
5

6. Cyclic Process of Reflection
Content
Return
Feelings &
Emotion
Re-
evaluation
Possible
explanations
Outcome
Intelligent
action
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7. Reflection Questions
• What valuable lessons can be learnt from the
impact of the discontinued ACE: (EM)
programme on the professional development of
graduates and why?
• How could these lessons apply to other distance
education programmes at the University of
Pretoria?
• What possible value could these lessons add to
the practices of other distance education
providers?
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8. 6 Major Lessons
1. Clear institutional policy on quality
assurance
persistent negative perceptions of DE
programmes (within & outside)
Quality – a priority & an iterative process
Awareness among stakeholders
Possible relationship between student
attrition rates & quality
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9. Table 1: Non-completion rates of distance education
students at UP (All programmes)
Year Students who discontinued
their studies
Percentage of total
enrolment
2006 419 4%
2007 650 4%
2008 584 3%
2009 762 4%
2010 430 2%
2011 650 3%
2012 689 4%
2013 336 2%
Source: University of Pretoria (UDE) (2006–2013)
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10. 2.Practices guided by a policy on
distance education
Traditional Education policy does not
necessarily apply to DE
Importance of policy document
3. On-going monitoring of the DE
students’ profile
Necessity for quality data to make data-driven
decisions regarding programme improvement
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11. Examples of data: age, technology, work &
geographical profiles, and graduation &
retention rates.
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Table 2: Technology profile of students who enrolled for the first
time between 2004 and 2013
Year 2004 2006 2007 2008 2009 2010 2012 2013
Number of students 3 187 5 087 5 643 8 011 6 102 5 675 3 354 2 599
Cell phone use 98% 99% 99% 99% 99% 99% 100% 100%
Internet use 0% 2% 1% 3% 8% 13% 25% 29%
Source: University of Pretoria (between 2004 & 2013)

12. 4. Student support structures
all activities beyond the production and delivery
of course materials
Most students from TE background
Examples: contact sessions, tutorial letters,
assignments, SMS & an academic enquiry
service
5. Programme design
Continual review
In spite of IT, most countries in Africa are still
trapped in the first-generation mode of delivery
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13. 6. Research focused on DE
Dedicated research unit
Operational & academic research
Purpose is to inform practice
understanding trends and issues in terms
of topics & methods
E.g. mixed-methods
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14. Concluding Thoughts
• Quality and quality management are
organisational obligations that lie vested in
management’s commitment towards an
understanding of quality (Aluko, Fraser, and
Hendrikz 2008)
• improved performance of distance education
students attested to by scholars if quality
improves
• The necessity for continual evaluation of DE
programs & reflection-on-action
14

15. Bibliography
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practice of graduates. The International Review of Research in Open and Distance Learning , IRRODL, 10
(4) www.irrodl.org
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programmes in a postmodern context. South African Journal of Higher Education, 22(3): 484–497.
• Aluko, FR, WJ Fraser and J Hendrikz. 2011. Transactional Distance Theory and Total Quality Management
in contact and distance learning. Africa Education Review, 8(1): 115–132.
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education. Educause Quarterly, 1, 20-26.
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Germany: LAP Lambert Academic Publishing, 2010.
• Pulsipher S. 2009. Preparing quality teachers: Tracking a cohort of students from pre-admission to
graduation. Available at:
http://education.byu.edu/cites/documents/Student%20ProfileSusan%20Pulsipher.pdf (accessed 7
January 2013).
• Rubin, F. 1995. A basic guide to evaluation for development workers. Oxford: Oxfam Publications.
• Wilson-Strydom, M. 2004. Programme evaluation and its role in quality assurance. Vancouver:
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16. Thank You!
ruth.aluko@up.ac.za