Department/Unit: Academic Affairs Division
Qualifications: D. Ed, MBA, MA, M Sc, M Ed, B Ed, BA, PGCE, Certificate of Learning and Teaching in Higher Education (AdvanceHE, UK)
PhD Institution: University of South Africa
PhD dissertation title: The role of principals in maintaining effective discipline among learners in selected Mauritian state secondary schools: An Education Management Model
Current research interests and projects: Online Teaching and Learning; Technology-enhanced education; Educational Leadership and Management
Selected publication 1: Belle, L. J., Hosenally, M., & Atchia, M. S. S. (2022). Mapping of values associated with open-mindedness, responsibility, and the collaborative collective in the Mauritian education population. Journal of Education in Muslim Societies, 4(1), 58-86.
Selected publication 2: Belle, L. J. (2022). The Challenges of PhD supervision in an emerging ODL context: A study at the Open University of Mauritius. International Journal of Distance Education and E-Learning, 7(2), 80-92.
Selected publication 3: Belle, L. J., & Van Niekerk, E. (2021). A conceptual model for learner discipline management in Mauritius. International Journal of Evaluation and Research in Education,10(4): 1359-1365.
Selected publication 4: Belle, L. J. (2021). The implementation of an open education policy in open education in Mauritius. European Journal of Open Education and E-Learning, 6(2): 1-11.
Selected publication 5: Ramkissoon, P., & Belle, L. J. (2021). To blog or not to blog? A student dilemma for interactive learning in higher education institutions in Mauritius. The Online Journal of Distance Education and E-learning, 9(2): 310-320.
Selected publication 6: Belle, L. J., & Balkooram, M. (2020). Challenges of novice primary school heads in Mauritius. Journal of Education and Learning (EDULEARN), 14(4): 481-488.
Selected publication 7: Ramkissoon, S., Belle, L. J., & Bhurosy, T. (2020). Perceptions and experiences of students in the use of interactive online learning technologies in Mauritius. International Journal of Evaluation and Research in Education, 9(4): 833-839.
Selected publication 8: Belle, L. J. (2019). An evaluation of a key innovation: Mobile Learning. Academic Journal of Interdisciplinary Studies, 8(2): 39-45.
Selected publication 9: Belle, L. J. (2018). Learner discipline management: An examination of the state secondary school principal’s leadership in Mauritius. International Research in Education, 6(1): 30-49.
Selected publication 10: Belle, L. J. (2017). A critical review of the current education system of Mauritius and the learner discipline problem in Mauritian state secondary schools. Journal of Education and Social Sciences, 8(1): 47-55.
Capstone assignment title: THE CHALLENGES OF PhD SUPERVISION IN AN EMERGING ODL CONTEXT IN AFRICA
Capstone assignment abstract: With open education providing accessibility, equality of opportunities and transparency to further studies, many individuals who could not pursue their postgraduate studies in the conventional universities of the country, embark on postgraduate studies through the blended learning mode of education at the only public university of Mauritius. For effective postgraduate research, there needs to be effective and sufficient supervision. However, in the context of PhD supervision in ODL African universities, the insufficient number of academics lacks the necessary supervisory skills and therefore supervision is a challenging task. This paper explores the challenges that supervisors face in guiding PhD candidates in an emerging ODL African university. For the purpose of this study, the exploratory and inductive qualitative research approach was used to gather in-depth information from 10 academics who are involved in online PhD supervision. The individual in-depth semi-structured interview was used. In the context of an emerging ODL institution in Africa, it was found that PhD supervisors face various challenges, namely a lack of research culture, a lack of mastery methodology skills, insufficient online discussion meetings, the divergent lens of academic research and an absence of an online PhD research protocol. The findings suggest that an emerging ODL institution must adopt a systemic approach to PhD supervision, adopt other models of supervision than the apprenticeship model, establish a database protocol for supervision data, and design and use a Feedback Explanation Tool and a Memorandum of Understanding to ensure a good supervisory relationship and process. Keywords: Emerging ODL context, PhD supervision, African university, challenges.
