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Information and communication technology (ICT) not only improved communication in the 21st century, but it also led to rethinking the facilitation of online learning. University students in the information age have access to the internet, chat rooms, Twitter, and other social media. However, the literature reveals that most students use these technological tools for social and entertainment purposes rather than for learning (Holmfeld et al., 2012), and this contrasts with the perception that students use technology for online learning. At the University of South Africa (UNISA), an open distance and e-learning (ODeL) model, in which learning is mediated through technology, was instituted in 2016 even though there are still challenges to seeing it fully functional. The facilitation of online learning includes cell phones, video cameras, podcasts, and blogs, and UNISA uses a communication platform called myUnisa where academics and students can communicate with each other on a social learning platform that is more formal and controlled. In order to explicate the importance of online learning, the theories in this article will give insight into e-tutors on online training.

This article investigates the effect of families' socioeconomic status on the self-concept development of learners. The data were collected using a questionnaire from 31 learners who participated in the community engagement project. During the execution of this project, in addition to assisting learners using self-esteem development intervention methods, certain factors emerged, which apart from the original projects methods for self-concept development, seemed to impact self-concept development. These factors suggested that the school-environment and families' socioeconomic status may additionally influence self-concept development. This was used to conduct the necessary statistical analyses. Findings indicated that there is no significant relationship between the self-concept and any of the three components of the socioeconomic factor. But significant dependencies could be established between "isolated elements of" the socioeconomic factor and self-concept. A collaboration is, therefore, recommended between parents or guardians, teachers, counsellors and social welfare agencies to cater for the needs of these learners.

This paper discusses transformative research in a community of practice, it is written in the form of a metalogue on our progress to date This iterative dialogue based on face to face meetings and regular virtual meetings. Together we illustrate and map the journey of developing the pathways to wellbeing software into story pathways to support a green circular economy. The metalogue enables weaving together the experiences and diverse ways of knowing whilst we explore the environment of a problem together we builds on the work of Gregory Bateson and his daughter Nora Bateson as well as the wisdom of Indigenous sages and scholars who emphasise the importance of strengthening relationships (in our fields of influence) as the route to human and more than human wellbeing. The research paper is one of several papers which will explore ways to enable participatory design and decision making through an online community of practice. Our "boundary" that we are setting in the paper focused around the building of relationships in which we are involved and which we are expanding (through a myriad of connections and networks) to build circular economic practices in Venda, specifically in relation to protecting sacred sites and being responsive to Mupo. The first author has a website https://www.wirasoftfoundtion.org/en%5fGB/web/biac-sig/home on which some ideas on circular economies are expressed. Our hope is that the small pilot can be used to demonstrate a way in which community education can be linked with social enterprises that support earning and learning together in ways that foster social and environmental justice. [ABSTRACT FROM AUTHOR]

The article examines the aspects of the e-tutors' in-service training. These aspects include training strategies and theories, e-tutors' experiences when facilitating learning online and the enhancement of e-tutors' facilitation of learning online by training. Topics discussed include the theories of learning, research design and methods, and the role of e-tutors in online training.

This article investigates the effect of families' socioeconomic status on the self-concept development of learners. The data were collected using a questionnaire from 31 learners who participated in the community engagement project. During the execution of this project, in addition to assisting learners using self-esteem development intervention methods, certain factors emerged, which apart from the original projects methods for self-concept development, seemed to impact self-concept development. These factors suggested that the school-environment and families' socioeconomic status may additionally influence self-concept development. This was used to conduct the necessary statistical analyses. Findings indicated that there is no significant relationship between the self-concept and any of the three components of the socioeconomic factor. But significant dependencies could be established between isolated elements of the socioeconomic factor and self-concept. A collaboration is, therefore, recommended between parents or guardians, teachers, counsellors and social welfare agencies to cater for the needs of these learners. [ABSTRACT FROM AUTHOR]