https://ir.unisa.ac.za/handle/10500/176 2026-05-06T16:53:27Z https://ir.unisa.ac.za/handle/10500/31094 The geopolotics of knowledge production in applied English language studies : transknowledging and a two-eyed critical southern decoloniality Chaka, Chaka 2022-08-10T00:00:00Z https://ir.unisa.ac.za/handle/10500/30448 ChatGPT: An ever-increasing encroachment of artificial intelligence in online assessment in distance education Naidu, Katharine; Sevnarayan, Kershnee The use of artificial intelligence (AI) in education is becoming increasingly prevalent, and its encroachment and impact on online education and assessment is a topic of interest to researchers and lecturers. ChatGPT is one such AI model that has been trained on a large corpus of text data to generate human-like responses to questions and prompts. Using the theory of disruptive innovation as a foundation for our argument, this conceptual article explores the potential and possible disruption of ChatGPT in online assessment. This article also considers the ethical and pedagogical implications of using ChatGPT, particularly in relation to online assessment in distance education. While the use of AI in online assessment presents a myriad of limitations and possibilities, it is crucial to approach its use with caution and consider the ethical implications of academic integrity for online assessment. This article aims to contribute to the ongoing discussion and debate around the use of AI in online higher education and assessment, highlighting the need for continued research and critical evaluation of its impact. 2023-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/30447 Moodle as a Tool to Reduce Transactional Distance at an Open Distance and e-Learning University Sevnarayan, Kershnee Despite the expansion of e-learning and the adoption of innovative learning management systems to support students, higher education institutions are still struggling under the burden of digital exclusion, hence increasing the transactional distance between lecturers and students. The research was conducted at a South African Open Distance and eLearning university and attempted to (1) understand how the Moodle site is organized to influence transaction distance, (2) identify students’ perceptions of the Moodle site to enhance their academic writing skills, and (3) identify if Moodle is an enabler or disabler to their learning. This article uses a qualitative participatory action research design and draws on the theory of transactional distance. Using observations, open-ended evaluation questions, and a focus group discussion, the study found that students appreciated the communication and interaction facilitated by the lecturers. Despite the challenges that students experienced, the transactional distance was reduced between lecturers and students. Although the findings of this study cannot be generalized on a broader scale, findings are in line with similar studies, amplifying the critical role of the perceptions and challenges of first-year students in HEIs to bring about the required change. 2023-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/30446 The Implementation of Telegram as A Pedagogical Tool to Enhance Student Motivation and Interaction Sevnarayan, Kershnee Despite efforts to understand how social media platforms encourage student interaction, researchers have noted that there needs to be more research that focuses on using Telegram messenger as a means to encourage student motivation and interaction in academic writing. This study aimed to understand how Telegram groups, created for first-year students at ODeL universities, increase student motivation and interaction in the Academic Writing module. This type of research is qualitative. This study uses a qualitative interpretative approach. Data collection techniques using interviews and observation. The subjects of this study were 4 lecturers and 9 students. The data analysis technique used is descriptive qualitative analysis. The study results found that lecturers considered Telegram a useful pedagogical tool to increase student motivation and interaction. Further findings reveal that Telegram motivates students to interact in groups and with modules. It is suggested that stakeholders reconsider their pedagogy and encourage using Telegram to assist students' learning of academic writing. 2023-01-01T00:00:00Z