Stakeholder Perceptions on the Use and Value of Framework for a Team Approach in the Fourth Industrial Revolution Era at an Open Distance and e-Learning Institution

Abstract

This single exploratory case study explored the perceptions of academic staff, electronic originators, and instructional designers of the Framework for a Team Approach (FTA) and their awareness of its value and application within the learning management system (LMS) in the context of the Fourth Industrial Revolution (4IR). This was done to determine the continued relevance of FTA to the changing technological environment, especially considering the demands of the 4IR. Instructional design (ID) processes are critical to the success of the academic project. A South African Open Distance and e-Learning (ODeL) institution, i.e. the University of South Africa (UNISA), applies an FTA to guide curriculum and learning development based on the Analyse, Design, Develop, Implement and Evaluate (ADDIE) approach to guide the ID processes. FTA was developed during the era of printed study guides as a teaching tool. However, with the advancement of technology propelled by the 4IR, UNISA decided to migrate all academic activities to the online platform. There is, therefore, a need to investigate the perceptions of academic staff, electronic originators, and instructional designers regarding the use of the FTA and its continued relevance in the evolving technological environment, given the shift in teaching mode at UNISA. Instructional designers, electronic originators and academic staff members involved in the ID process were purposively selected to participate in the research. Findings indicate that the framework remains generally still useful but requires minor adaptation to align with the changing context, especially considering the pressing demands of the 4IR. UNISA will be better informed about the perceptions surrounding the use of the FTA and its relevance to the demands of the 4IR.