Folake Ruth ALUKO (0000-0003-0499-042X)

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Dr. Ruth Aluko is the researcher within the Unit for Distance Education at the University of Pretoria. She manages the quality of the institution’s Open Distance Learning programmes. Ruth facilitates training and workshops, at both national and international levels, and is involved in the evaluation of ODL programmes. Ruth is a co-editor of the books Assuring institutional quality in Open Distance Learning (ODL) in the developing contexts (2016) and Exploring dual and mixed-mode provision of distance education (2020). She currently serves on the Editorial Board of Africa Education Review, and she is the President of the National Association of Distance Education in Southern Africa (NADEOSA). Her research focus areas include quality management of ODL programmes, mobile learning, access, social justice, programme evaluation, student support, and teacher professional development. Ruth is a National Research Foundation (NRF) rated researcher, a peer review system that assesses the standing of South African researchers.

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University of Pretoria: Pretoria, Gauteng Province, ZA

2009-01-01 to present | Researcher (Unit for Distance Education)

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Folake Ruth ALUKO

https://orcid.org/0000-0003-0499-042X

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Employment (1)

University of Pretoria: Pretoria, Gauteng Province, ZA

Education and qualifications (3)

University of Pretoria: Pretoria, Gauteng Province, ZA

University of Ibadan: Ibadan, Oyo, NG

University of Ibadan: Ibadan, Oyo, NG

Works (50 of 54)

Access for success: Exploring affordances theory in a new hybrid model teacher education programme

Building theory into practice

Contextualising student support services in distance education for effectiveness: Guidelines for producing evidence

Does distance education in the developing context need more research? Building theory into practice (Vol. 1).

Does distance education in the developing context need more research? Building theory into practice (Vol. 2).

Introduction: Setting the scene – Why research distance education?

An empirical review of a hybrid teacher education programme: Lessons from South Africa

Academic and institutional readiness towards e-Learning to inform policy and practice in an evolving post-school education sector

Shaping open, distance and e-learning in post school education and training: A call for a revised agenda

Teachers’ experiences of in-service training on inclusive education: a South African perspective

Evaluating student support provision in a hybrid teacher education programme using Tait’s framework of practice

Exploring Dual and Mixed Mode Provision of Distance Education

Transfer of Learning in a Distance Education Programme in South Africa: A Discourse Analysis

A Critical Review of Student Assessment Practices in Distance Education in an Emerging Economy: Benchmarking Practices against Policy

Agile administrative choreographies for multimode education at the University of Pretoria

Bridging the divide between ideal and actual Communicative Language Teaching

Deconstructing dual-mode provision in a digital era

Decolonising higher education in Africa: Arriving at a glocal solution

Practical and Critical Issues in Open Distance Learning

" The Future We Want": Teacher Development for the Transformation of Education in Diverse African Contexts: Proceedings of the 6th Biennial International Conference on Distance …

2 Teacher professional development through open distance learning

Applying UNESCO guidelines on mobile learning in the South African context: Creating an enabling environment through policy

Culturally responsive education: Reflections from the Global South and North

Teacher professional development through open distance learning: Introducing a new learning culture

The implementation of Communicative Language Teaching in primary schools

Assuring institutional quality in open distance learning (ODL) in the developing contexts

Conclusion

Introduction and background

Program evaluation as a tool for ensuring quality in open distance learning

Pushing the boundaries: Migrating online in a developing context

Understanding open distance learning completion rates through Ubuntu

DETA CONFERENCE 2015:“The Future We Want”: Teacher Development for the Transformation of Education in Diverse African Contexts

Ensuring quality delivery of open distance learning (ODL) teacher education programmes

Throughput rates in open distance learning: Towards understanding and managing the 'revolving door' syndrome

From evaluation to reflection-on-action: Lessons learnt from the impact of a distance education programme

Going beyond Kirkpatrick's Training Evaluation Model: The role of workplace factors in distance learning transfer

DETA CONFERENCE 2013: Teacher Education and Development in Africa–The Need for Access, Equity, Sustainability, Quality & Relevance Within the Context of Globalisation

OERs & the Issue of Social Justice: Paradoxes

Technical and vocational education and training (TVET) through distance: A panacea for youth unemployment: The case of Nigeria

Supporting distance education students: the pilot study of a tutorial model and its impact on students' performance

The use of SMS technology in an ODL programme: the journey over the past decade

DETA Conference Proceedings 2011:: Ensuring the Highest Possible Quality of Education in a Changing Africa

ICT realities in developing contexts and their impact on social justice

Inclusion and exclusion in higher education: Paradoxes in distance education

Internationalisation and Social Justice: The Role of Open, Distance and E-learning: Collected Conference Papers and Abstracts, September 2011

Transactional distance theory and total quality management in open and distance learning

Issues and Challenges in Education in Africa:: The Need for a'New'Teacher

The impact of an advanced certificate in education (ACE) program on the professional practice of graduates

Some interfaces in conventional and distance education programmes in a postmodern context

A comparative study of distance education programs assessed in terms of access, delivery and output at the University of Pretoria