I truly appreciate the depth and relevance of this course, especially in how it connects theory to practical global challenges... Thank you for the opportunity to reflect and grow together with others through this experience. In conclusion, by drawing on a Community of Inquiry framework and utilising UJ Moodle tools, the OLED team in CAT has intentionally designed learning experiences in the free, self-paced SLPs that enhance students’ engagement and ensure completion rates higher than the international norm in free SLPs. References Anderson, T., Rourke, L., Garrison. D.R. & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks 5(2), 1-17. Chiu, T.K.F. (2022). Applying the self-determination theory to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education 54(1), 1-17. https://doi.org/10.1080/15391523.2021.1891998. Everett, D.R. (2015). Adding value: Online student engagement. Information Systems Education Journal 13(6), 68-76. Fredricks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004). School engagement: Potential of the concept, state of evidence. Review of Educational Research 74(1), 59-109. Garrison, D.R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education 2, 87-105. Henderikx, M.A., Kreijns, K., & Kalz, M. (2017). Refining success and dropout in massive open online courses based on the intention-behaviour gap. Distance Education 38(3), 353-368. https:// doi.org/10.1080/01587919.2017.1369006. Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distance Learning 15(1), 133-160. Kuh, G.D. (2009). The national survey of student engagement: Conceptual and empirical foundations. New Directions for Institutional Research 141, 5-10. Leslie, H.J. (2020). Trifecta of student engagement: A framework for an online teaching professional development course for faculty in higher education. Journal of Research in Innovative Teaching & Learning 13(2), 149-173. Northey, G., Bucic, T., Chylinski, M., & Goving, R. (2015). Increasing student engagement using asynchronous learning. Journal of Marketing Education 37(3). https://doi. org/10.1177/0273475315589. Reich, J., & Ruiperez-Valiente, J.A. (2019). The MOOC pivot. Science 363(6423), 130-131. https:// www.science.org/doi/10.1126/science.aav7958. Tinto, V. (2014). Tinto’s South Africa lectures. Journal of Student Affairs in Africa 2(2), 5-28. 17 A Journey of Innovation
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