Model is an excellent working example of how academic support can be integrated into day-to-day teaching and learning activities as well as of the multiple considerations to bear in mind while doing so. Available space in regions is limited and cannot accommodate all students for private study and scheduled tutorial sessions. 4. FOCUS AREA 3: ENHANCING THE LEARNING ENVIRONMENT (suggested length 10-20 pages) Include: teaching and learning spaces, ICT infrastructure and access, technology-enabled tools and resources, library facilities. This section of the report should make reference to all of the sub-topics listed above, either by discussing them individually or by integrating them. Note: it is not necessary to respond to each of the questions below for every sub-topic. 4.1 Summary of what the University considers to be the key issues in enhancing the learning environment As an Open Distance Learning (ODL) institution, is acutely aware of its responsibility to minimise the transactional distance by inter alia making provision for teaching and learning spaces located in the regional centres scattered across the various South African provinces, a well-resourced, state of the art library (including those at the various Unisa learning centres), robust ICT systems and access to technology. Unisa acknowledges that integrated library and information services and access to information resources and services are essential to attain superior academic skills in higher education. Unisa has therefore made ample provision for the development, expansion and maintenance of the library and information services, resources and facilities. The Unisa Library draws on the best models of university libraries worldwide. The growth and use of collections (more than 2,8 million items) confirm that the Unisa Library is a valued asset of the University. Within the context of ODeL, the focus on e-collections resulted in a collection of 557 commercially electronic resource databases, which provides access to over 97,000 individual full-text e-journal titles. 4.2 During Phase 1 of the QEP, what changes at institutional level (a) have been made, (b) are in progress, or (c) are in the planning stages that relate to enhancing the learning environment. 4.2.1 Teaching and learning spaces Unisa is a dedicated distance education institution that aims to provide higher education to students wherever they are with no need for them to physically visit the campus. The original design of Unisa teaching and learning spaces were based on this understanding. The changing nature of ICT infrastructure in the country and the adoption of blended learning as a valid pedagogical strategy for
‘applications and registrations’ are now configured for re-use during the tuition period. Installation commenced at the beginning of 2014 and was concluded in September 2015. To enable regions to properly utilise the computers, at least one ICT support technician has been appointed, in addition to the laboratory supervisors appointed at each region. Computer laboratories at Unisa’s regional centres have been allocated a total of 83 specialized computers that cater for students with disabilities (see distribution below). The University regularly seeks new partners to provide students with access to computers and the internet. For example, during 2015 an additional 15 new telecentre partners were contracted and more students were able to freely access computers and the internet for study purposes. Through the PURCO initiative, students are now able to purchase laptops at a discounted rate. There is a steady uptake of discounted laptop and tablet computer deals by Unisa students. Total statistics for January to June 2015 are: