Foregrounding Care in Online Student Engagement in a South African E-learning University

Abstract

This study reports how ethics of care principles were foregrounded in a first-year English module offered at an open distance e-learning (ODeL) university in South Africa to enhance online student engagement. Current research indicates that online student engagement predicts student success; however, there is a paucity of how ethics of care principles can be foregrounded in online student interaction to enhance student participation. The researcher used an action research approach to explore the students’ and lecturers’ interactions in this module. Their interactions on the discussion forum over four semesters were carefully analysed to establish whether ethics of care principles were displayed. Interviews were also conducted with the lecturers concerned to determine their views on care ethics. Data was also collected through pre-and post-student evaluations of the module, and evaluations of the virtual class conducted during the semester. The key findings indicated that the students understood care as collaboration and respect in online interactions. Despite the lecturers displaying little or no awareness of the principles, their comments resonated with some care principles. Future research should focus on how the ethics of care principles can be integrated into online interaction while teaching an online English module.