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Relevant bibliographies by topics / Open Distance and e-Learning (ODeL)

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Academic literature on the topic 'Open Distance and e-Learning (ODeL)'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Open Distance and e-Learning (ODeL)"

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Nyerere, Jackline Anyona, Frederick Q. Gravenir, and Godfrey S. Mse. "Delivery of open, distance, and e-learning in Kenya." International Review of Research in Open and Distributed Learning 13, no. 3 (April 19, 2012): 185. http://dx.doi.org/10.19173/irrodl.v13i3.1120.

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The increased demand and need for continuous learning have led to the introduction of open, distance, and e-learning (ODeL) in Kenya. Provision of this mode of education has, however, been faced with various challenges, among them infrastructural ones. This study was a survey conducted in two public universities offering major components of ODeL, the University of Nairobi and Kenyatta University. These universities were purposely selected for the study, whose respondents included the students registered in ODeL and the lecturers and senior administrators involved. Analysis of the relevant documents was also undertaken, while library literature was reviewed on the integration of ODeL into the provision of education in Kenya. The study established that efficient and optimal delivery of ODeL in Kenya faces both economic and infrastructural challenges. However, strengthening the existing relevant structures would address some of the challenges.<input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

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Arinto, Patricia B. "A framework for developing competencies in open and distance e-learning." International Review of Research in Open and Distributed Learning 14, no. 1 (February 7, 2013): 167. http://dx.doi.org/10.19173/irrodl.v14i1.1393.

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<p>Many open universities and distance education institutions have shifted from a predominantly print-based mode of delivery to an online mode characterised by the use of virtual learning environments and various web technologies. This paper describes the impact of the shift to open and distance e-learning (ODeL), as this trend might be called, on the course design practices of faculty members at a small single-mode distance education university in the Philippines. Specifically, the paper presents and analyses the faculty’s perspectives on how their course design practices have changed and issues and challenges arising from these changes. The findings suggest that faculty training programs in ODeL should aim to develop a comprehensive range of ODeL competencies in a systematic and coherent way. Based on the findings, as well as research on practitioner development in teaching effectively with technology, a framework for developing ODeL competencies among faculty is proposed. Aside from covering the four areas of change in course design practice identified in the study, the framework also specifies levels of expertise (basic, intermediate, and advanced), indicating degrees of complexity of the knowledge and skills required for each area at each level. All of the competencies listed for all four areas at the basic level comprise the minimum competencies for teaching an online distance education course.</p>

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Rehal, Satwinder. "Transforming future public health professionals through open and distance learning (ODeL)." Asian Association of Open Universities Journal 11, no. 2 (September 5, 2016): 149–65. http://dx.doi.org/10.1108/aaouj-09-2016-0028.

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Purpose Open and distance e-learning (ODeL) practices have substantial contributions to make in achieving societal development goals. The challenge however remains with enhancing skilling, training and educating professionals who will contribute to this progress. The purpose of this paper is to illustrate how transformative education and training in global health can be undertaken through ODeL in increasing the quality, quantity and relevance of health professional education and training. Design/methodology/approach This paper is based on a descriptive qualitative case study of the International Health and Development Course offered by the University of the Philippines Open University and is thus limited in its scope from other courses in the program. Findings Transformative education and training through ODeL has the potential of increasing the quality, quantity and relevance of health professionals training. However more critical assessment of transformative learning outcomes is needed via rigorous methods of objectifying such outcomes. Achieving transformative health education and training requires rigorous engagement in constructivist-oriented experiential learning that allow learners to be accustomed to significant interactions achieved by involvement in problem-based methods accomplished through small group e-tivities in order to demonstrate applicability in the real work context. Originality/value The outcome of this paper is relevant to institutions in Asia that offer ODeL-based global health programs through open knowledge systems in order to produce graduates who are more responsive to the evolving health needs amid twenty-first century global health challenges.

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Pena-Bandalaria, Melinda dela. "Ensuring Quality Education in Open and Distance eLearning (ODeL) Through Virtual Learning Communities." Asian Association of Open Universities Journal 6, no. 1 (September 1, 2011): 13–23. http://dx.doi.org/10.1108/aaouj-06-01-2011-b002.

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A process documentation was employed to determine how virtual learning communities are built in an open and distance education context as one mechanism to ensure quality education in this mode of instructional delivery. The study conducted at the University of the Philippines Open University from June 2008 to February 2010 specifically aimed to: 1) describe what a learning community is in the context of ODeL; 2) describe the process of building learning communities in ODeL; 3) determine factors essential for the building of learning communities in ODeL; 4) determine specific benefits of learning communities in an ODeL context wherein independent studying or learning is the core of the guiding principle. The study is also an attempt to document a good practice in ODeL, especially one that hopes to address quality of the learning process.

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Mncube, Lancelord Siphamandla, Luyanda Dube, and Patrick Ngulube. "The Role of Lecturers and University Administrators in Promoting New E-Learning Initiatives." International Journal of Virtual and Personal Learning Environments 7, no. 1 (January 2017): 1–11. http://dx.doi.org/10.4018/ijvple.2017010101.

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This article examines the role of lecturers in encouraging and supporting students likely to be predisposed to challenges related to incomprehension, incapacity and isolation embedded in the virtual learning environment. This article used a constructivist lens to gain through interviews an understanding into the intuition, thoughts, ideals, beliefs and inclination of lecturers about the nature and extent of their supportive role in the e-learning environment. The key findings revealed that the role of lecturers in promoting e-learning is varied. The discrepancy seems to be emanating from the lack of clear understanding of the meaning, the depth, the breadth and thrust of e-learning pedagogy at the University of South Africa (UNISA). The UNISA Strategy 2015-2030 introduced incremental changes in the form of Open Distance e-Learning (ODeL), which highlights the infusion of e-learning in the Open Distance Learning (ODL) context. Given its ODeL mandate, and the prescripts of the UNISA Strategy 2015-2030 and as part of the academic project the institution committed to introduce e-learning from 2015. Further, the institutional resolve to adopt a hybrid model that incorporates traditional and electronic teaching modes has caused uncertainty in the teaching space with some lecturers leaning towards e-learning whilst others lean towards traditional methods. The article recommends that UNISA needs to clarify its standpoint by adopting definitions, demarcations, strategies and tools that will enhance the understanding, adoption and usability of e-learning platforms and systems.

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Tsabedze, Vusi, and Mpho Ngoepe. "A framework for quality assurance for archives and records management education in an open distance e-learning environment in Eswatini." International Journal of Information and Learning Technology 38, no. 1 (September 30, 2020): 91–102. http://dx.doi.org/10.1108/ijilt-03-2020-0033.

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PurposeThe purpose of this study is to examine quality assurance for archives and records management (ARM) education in an open distance e-learning (ODeL) environment in Eswatini with a view to conceptualise a framework for quality assurance in the development and implementation of an ARM programme in the context of ODeL.Design/methodology/approachThe study is anchored on the interpretive research paradigm, which surrounds a systematic literature review. The researcher searched for literature online, using scientific databases such as Ebsco, Scopus and Google Scholar. The search applied the publications from 2005 to 2019. The main search keywords are “archives”, “records management”, “open distance e-learning” and “quality assurance”. A total of 15 articles, which included documents, journal articles, reports, web pages and monographs, were retrieved, reviewed and analysed in this study. This conceptual study was preliminary, and the researcher hopes that further empirical studies based on the findings of this study could be pursued in future.FindingsARM as a form of study and delivered on ODeL platforms have been proposed in Eswatini. The major concern among stakeholders is how to ensure the quality of such programmes.Research limitations/implicationsThis conceptual study was preliminary, and the researcher hopes that further empirical studies based on the findings of this study could be pursued in future.Practical implicationsThe findings and recommendations will help in the development of ARM programmes to be offered effectively by way of ODeL, there is a need to develop a transparent quality assurance framework for such an application and its implementation.Originality/valueThis is the first study on quality assurance for ARM education in an ODeL environment in Eswatini. As part of the study, a quality assurance framework was designed for the implementation of ARM education on an ODeL platform. This quality assurance framework is intended to help higher education institutions in Eswatini such as the University of Eswatini as well as stakeholders such as the Eswatini National Archives and others to design ARM education and deliver it on an ODeL platform in a manner that guarantees adequate quality.

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Segoe, B. A., and J. M. Dreyer. "The Reliability of Mentor Assessments in Teaching Practice in an Open Distance e-Learning (ODeL) Context." International Journal of Educational Sciences 8, no. 1 (January 2015): 15–22. http://dx.doi.org/10.1080/09751122.2015.11917588.

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Osunmakinde, Isaac Olusegun, and Prince Yaw Owusu Amoako. "Emerging bimodal biometrics authentication for non-venue-based assessments in open distance e-learning (OdeL) environments." International Journal of Technology Enhanced Learning 12, no. 2 (2020): 218. http://dx.doi.org/10.1504/ijtel.2020.10027119.

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Amoako, Prince Yaw Owusu, and Isaac Olusegun Osunmakinde. "Emerging bimodal biometrics authentication for non-venue-based assessments in open distance e-learning (OdeL) environments." International Journal of Technology Enhanced Learning 12, no. 2 (2020): 218. http://dx.doi.org/10.1504/ijtel.2020.106287.

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Makina, Antonia. "Developing a framework for managing the quality use of podcasts in open distance and e- learning environments." Open Praxis 12, no. 1 (March 31, 2020): 67. http://dx.doi.org/10.5944/openpraxis.12.1.990.

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The integration of podcasts in an open distance e-learning environment can play a crucial role in reducing transactional distance through providing quality educational opportunities and access to information through any digital devise. However, technology does not improve teaching, unless if there is a well-conceived educational process taking place. The question therefore is how lecturers can be guided towards the quality use of podcasts in order to achieve most of the learning objectives. Therefore, this paper aims to design and develop a framework that manages the quality use of podcasts for teaching and learning in ODeL environments. Using literature review, a developmental qualitative research design was used to develop a framework. McGarr’s (2009) and the revised Bloom’s taxonomy (Anderson et al., 2001) were used as domain specific guiders in the development of the framework. Results provided a framework to guide academic developers, learning technologists and course designers interested in quality in online environments.

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Dissertations / Theses on the topic "Open Distance and e-Learning (ODeL)"

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Mackintosh, Wayne Grant. "Managing open distance learning (ODL) for changing futures." Thesis, University of Bath, 2006. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440879.

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Ndoutoume, Mendene Jean-Louis. "Initiating ICT in the open distance learning of Gabonese teachers / Jean-Louis Ndoutoume Mendene." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9678.

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Gabon is a Sub-Saharan francophone country which has been independent since August 1960. Its Educational System is modelled on the French System. However, the Gabonese Education System currently does not have any guidelines or policies for the system-wide implementation, integration and use of Information and Communication Technology (ICT) into the education system. The Gabonese Government committed itself to some ICT-related partnerships, but did not launch any programme or activity relating to those commitments. In addition, the Government provided funding to change the country’s Internet connectivity by satellite with the WASC/SAT3 sub-marine cable in order to make Internet access and connection ten times cheaper at the international level. Unfortunately, the benefit from this investment is not experienced in the country as the potential users, such as teachers, keep having challenges with Internet connection. After fifty years of independence, the government also does not offer sufficient opportunity for teachers to enhance their pedagogical knowledge and skill through teacher professional development (TPD). As a result, no research, guidelines or policies exist for the implementation and use of Open Distance Learning (ODL) for TPD supported by ICT. The aim of this qualitative descriptive exploratory research study was to explore, describe and understand the enablers and challenges of initiating ICT in the ODL training of Gabonese in-service teachers. Although the academic seat for this research was the School of Continuing Teacher Education on the Potchefstroom Campus of the North-West University in South Africa, the research project’s focus, conceptualisation, data-collection and data-interpretation were all based and conducted within the researcher’s heimat, i.e. the Gabonese Education System context. An interactive qualitative casestudy research design (Denzin & Lincoln, 2005; Merriam, 1998) was used in this investigation to obtain in-depth context sensitive data concerning the attitudes, fears, needs, expectations, infrastructure and readiness of the Gabonese Education teachers (at schools and training institutions) for the implementation and use of ICT for ODL training of Gabonese English (second language) teachers, collected through qualitative research methods, i.e. semi-structured open-ended individual and focusgroup interviews, as well as additional research artefacts in the form of photographs to visually record the unique contexts involved. The researcher decided to involve Gabonese English (second language) teachers in the investigation, as he has worked in this discipline for at least twenty years. To ensure sufficient participants, the researcher made use of a snowball strategy where participants in the research referred others. Participants were also selected according to specific selection criteria. Two English (second language) teachers, one school principal, four ICT specialists, one advisor of English teachers, and one inspector of English teachers (ICT specialist) participated in eight individual interviews. Nine English teachers and two advisors of English teachers participated in four focus-group interviews. All interviews were conducted in French. At the North-West University in South Africa, the researcher transcribed the interview data and used ATLAS.ti™ (qualitative data-analysis software) to construct an integrated data-set for analysis. Qualitative data-analysis was performed under the guidance of an expert researcher in qualitative data-analysis. The relevant research findings were translated into English for the purpose of this report. Qualitative data-analysis of the integrated data-set identified six categories of data related to three themes, i.e. (i) Gabonese Education, (ii) ICT in Gabon and (iii) ODL in Gabon. The six categories are: (i) Challenges of Gabonese Education, (ii) Enablers of Gabonese Education, (iii) Challenges to implementation and integration of ICT, (iv) Enablers of ICT; (v) Challenges of ODL, and (vi) Enablers of ODL. These categories supported by codes and quotations provide basic ideas on the research enablers and challenges of initiating ICT in ODL training of Gabonese in-service teachers. The discussion comprises thirty codes, and recommendations are made. The findings of this rich qualitative exploration could benefit and support the Gabonese Education Department, policy makers and academic institutions in their quest to implement, integrate and use ICT in the TPD of in-service teachers via DE and ODL.
Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.

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Krull, Greig Emil. "Supporting seamless learning: Students' use of multiple devices in open and distance learning universities." Doctoral thesis, Universitat Oberta de Catalunya, 2018. http://hdl.handle.net/10803/460834.

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El propòsit d'aquesta tesi doctoral és entendre els hàbits i comportaments d'aprenentatge dels estudiants que utilitzen diferents dispositius per a aprendre amb la finalitat de determinar com duen a terme les activitats d'aprenentatge utilitzant les diferents tecnologies de què disposen en els diferents llocs on es mouen, a més de diagnosticar els diferents tipus de suport que requereixen durant l'aprenentatge. La recerca utilitza com a mostra d'estudi dues universitats d'aprenentatge obert i a distància (AOD): una situada a Espanya i una altra situada a Sud-àfrica. Els resultats demostren que els estudiants són capaços de continuar l'aprenentatge en múltiples contextos i ubicacions fent servir múltiples dispositius (tecnologies mòbils i personals) i internet. En aquest sentit, l'aprenentatge és ininterromput. Així, doncs, les universitats d'AOD necessiten redefinir el seu disseny d'aprenentatge i els serveis de suport a l'estudiant durant l'aprenentatge.
El propósito de esta tesis doctoral es entender los hábitos y comportamientos de aprendizaje de los estudiantes que utilizan diferentes dispositivos para aprender con el fin de determinar cómo llevan a cabo las actividades de aprendizaje utilizando las diferentes tecnologías de las que disponen en los distintos lugares donde se mueven, además de diagnosticar los diferentes tipos de apoyo que requieren durante el aprendizaje. La investigación utiliza como muestra de estudio dos universidades de aprendizaje abierto y a distancia (AAD): una situada en España y otra situada en Sudáfrica. Los resultados demuestran que los estudiantes son capaces de continuar el aprendizaje en múltiples contextos y ubicaciones usando para ello múltiples dispositivos (tecnologías móviles y personales) e internet. En este sentido, el aprendizaje es ininterrumpido. Así, pues, las universidades de AAD necesitan redefinir su diseño de aprendizaje y los servicios de apoyo al estudiante durante el aprendizaje.
The objective of this doctoral thesis is to understand the learning habits and behaviours of students using different devices in their learning in order to determine how they move between technologies, locations and learning activities, and the types of support they require. A mixed methods case study was conducted at two open and distance learning (ODL) universities, one in Spain and one in South Africa. Students are able to continue their learning experiences across different contexts and settings with the aid of mobile and personal technologies, together with internet services. This fulfils the aim of seamless learning. The results of the study will enable universities to design better learning experiences or offer improved support services to better meet the needs of students using multiple devices.

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Golan, Hanan Shay. "Vision erosion-toward a new model for understanding e-learning in higher education : the Israeli Open University 1992-2000 as a case study." Thesis, London School of Economics and Political Science (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272330.

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Esterhuizen, Hendrik Daniel. "The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8736.

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North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching and learning policy with an e-learning policy. The School of Continuing Teacher Education at North-West University is currently training about 24 000 in-service teacher students through Open Distance Learning. Only a few students submit assignments in typed format and seldom electronically. Students rarely use electronic technologies to augment their learning, and the SCTE employs few to support students. This does not comply with the South African Government’s policy on e-Education that demands information and communication technology mastery in teacher training. The aim of this research was integration of learning technologies in open distance learning at SCTE NWU through recommendations compiled in a sociologically transformative emergent implementation framework. The researcher followed a concurrent mixed-method sociologically transformative approach, focussing on the use of technology for social empowerment to cross the digital divide, through a theoretical lens of ICT for development. The lived experience in the natural setting of distance education students, lecturers, and involved stakeholders was used as initial data collection, informed by a continuous literature study of emergent learning technology use. Purposeful sampling was used during participant selection. The role of the researcher was that of participant observer, interviewer, and human instrument, from a position of methodological pragmatism as a method of inquiry. Using a design-based research approach, the thesis addresses the main research question through five research papers; each addressing one of the sub-questions as design-based research cycles, while collectively addressing the research problem to address the main research question. Nonstandardised measuring instruments were developed based on themes identified from literature and the analysis of qualitative data. Significant barriers to population-wide ICT adoption exist. Strong intentions of perseverance in attaining functional computer literacy are evident. Support and enablement are required to promote trust to attempt using computers, necessary to obtain self-confidence through accomplishment. In this way perseverance to attain functional computer literacy may be cultivated. The study presents a model for intention to use, confidence, trust and perseverance in attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional model for computer literacy learning emotions is presented. Perceptions during professional development produced a model for faculty development towards socially transformative learning technology integration for open distance learning. The researcher also presents a people-technology interaction in teaching and learning model in the fifth paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive seamless support, based on requirements identified through bottom-up feedback listening to latent requests of participants. Technology-enhanced learning integration should be legitimised through visible commitment from the university as institution. Lecturer training, innovative planning of time issues, acquisition of appropriate infrastructure, buying in from the institution and IT support services, and support of teacher-students are all essential for evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of newly industrialised context clients.
Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

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De, Beer K. J. "Enhancing the contribution of open and distance e-learning in higher education : implications for the central university of technology, Free State." Interim : Interdisciplinary Journal: Vol 9, Issue 2: Central University of Technology Free State Bloemfontein, 2010. http://hdl.handle.net/11462/351.

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Published Article
The aims of this article are to describe the findings of the author over the last decade regarding traditional distance education which eventually became Open and Distance E-Learning (ODEL) at the Central University of Technology, Free State (CUT) and secondly, the integration of Open Education Resources (OER) within ODEL. Up for debate in Perspectives in Education is the question whether ODEL and OER have not already stimulated a new constellation for higher education? After attending several international conferences of the International Organization for Open and Distance Education (lODE), the National Association for Open Distance Education of South Africa (NADEOSA), Higher Education Learning and Teaching Association of Southern Africa (HELTASA) as well as the South African Association for Research Development in Higher Education (SMRDHE), it became evident to the author that global trends forced a number of changes onto the South African higher education system. Subsequently, the CUT also had to reconsider the role of distance education within the Free State and Northern Cape provinces where it operates. In 2004 for example, students enrolled for distance education countrywide already constituted between 4% and 32% at traditional face-to-face universities while for universities of technology the figure was only 4,74% (CHE, 2004:185-186). However, universities of technology since expanded tremendously in using ODEL.

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Ferreira, Rallyson dos Santos. "Um esquema de sincronismo para ambientes virtuais de ensino e aprendizagem." Universidade Federal do Amazonas, 2013. http://tede.ufam.edu.br/handle/tede/2900.

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Made available in DSpace on 2015-04-11T14:02:42Z (GMT). No. of bitstreams: 1 rallyson.pdf: 1971079 bytes, checksum: 1c3dd02a9f806a7c16eecd3d4f5e5863 (MD5) Previous issue date: 2013-07-05
Constraints on Internet access, resulting from intermittent and low quality connections, have become the main obstacle to the use of Virtual Environments for Teaching and Learning in locations outside large cities, especially in challenging geographical regions like the Amazon. In this context, we present a scheme to get around these limitations, based on use of local servers and a synchronization technique that enables mediation of access to central servers, keeping local resources even when Internet connection is interrupted, performing updates when the connection is reestablished again. The proposed scheme has been developed and tested in order to evaluate its behavior in different scenarios, as well as the corresponding user perception.
Limitações do acesso à Internet, decorrentes de conexões intermitentes e de baixa qualidade, tem se tornado o principal obstáculo para o uso de Ambientes Virtuais de Ensino e Aprendizagem em localidades fora das capitais e grandes cidades, especialmente em regiões geograficamente desafiadoras como é o caso da Amazônia. Nesse contexto, é apresentado um esquema para contornar tais limitações, baseado no uso de servidores locais e de uma técnica de sincronismo que possibilita a intermediação do acesso a servidores centrais, mantendo recursos locais ainda que a conexão a Internet seja interrompida, realizando as atualizações quando tal conexão for restabelecida. O esquema proposto foi desenvolvido e testado de modo a avaliar seu comportamento em diferentes cenários, bem como a correspondente percepção do usuário.

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Končiuvienė, Deimantė. "Informacinių komunikacijos technologijų įtaka nuotolinio švietimo plėtrai Panevėžio regione." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2005. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2005~D_20050530_084041-60003.

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In Lithuania, the Life Long Learning process is realized through universities, colleges, vocational schools, adult education centers and other relevant institutions. Thus a Life Long Learning system should be established at all education levels - vocational, tertiary, etc. There is a widespread consensus in the Government and non-governmental educational sector institutions that Distance Education and training has enormous potential to tackle the new challenges. Significant policy groundwork has been laid for the development of an advanced and comprehensive distance education system. The major initiatives fostering Distance Education development are: The Government investment project „LieDM (Development of Distance Education in Lithuania 1998-2005)“, the „ITMiS -Information Technologies for Science and Studies“ program initiated by the Ministry of Education and Science, and Phare2000 projects for the development of Regional Distance Professional Training Infrastructures in Klaipeda, Taurage, Marijampole and Utena regions. The goal of this Master thesis is according the analysis of the experience of European countries in development distance education and investigation of main tools of distance courses design, to promote the development of distance education in Panevezys region.

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Viero, Daniel de Mello. "Projeto de um sistema de gerenciamento de workflow baseado em padrões abertos e de sua integração com um ambiente de educação à distância." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2005. http://hdl.handle.net/10183/17790.

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A tecnologia de Workflow não é nova e muitos de seus benefícios já são largamente aproveitados em aplicações administrativas e de gestão de documentos, há bem mais de uma década. Atualmente, entretanto, tem-se buscado ampliar os horizontes da utilização do Workflow para outras aplicações. A área de educação à distância é uma das que tem grande potencial para aproveitar as características de coordenação de processos que o Workflow proporciona. Este trabalho buscou fornecer ao AdaptWeb - um ambiente de ensino-aprendizagem adaptativo para a Web desenvolvido na plataforma PHP/MySQL - a possibilidade de agregar um novo modo de funcionamento, baseado na tecnologia de Workflow. Para tanto, foi realizado o projeto de um Sistema de Gerenciamento deWorkflow completo, apropriado para ser utilizado por aplicações no ambiente PHP/MySQL, seguindo as recomendações da WfMC, entidade que estabelece os padrões para a área de Workflow. O trabalho também mostra como a execução de um curso à distância por um aluno no AdaptWeb pode ser mapeada para um processo de Workflow e como pode ser feita a descrição deste processo nos padrões da WfMC. Por fim, é apresentada uma proposta de extensão ao ambiente AdaptWeb para suportar um novo modo de interação, o modo dirigido, baseado no uso do Workflow, bem como idéias para estender o ambiente de autoria e de execução do curso para aproveitar novas perspectivas que o Workflow apresenta.
Workflow technology is not new and many administrative and document management applications have been taking benefits from it for more than one decade. Currently, however, usage of workflow is getting wider, since new kinds of applications start adopting the technology. Distance learning is one of those areas that have great potential for getting advantages from process coordination characteristics provided by workflow management systems. This work intended to providing a new interaction mode, based on workflow technology, to the AdaptWeb system - an adaptive web-based learning environment developed on PHP/MySQL platform. With this purpose, a Workflow Management System was designed to be used by applications running on PHP/MySQL environments, following WfMC's recommendations. WfMC is the main organization that establishes workflow standards and references. This work also shows how the execution of a distance learning course by an student in AdaptWeb can be mapped into a workflow process and how the description of such a process can be built using WfMC standards. Finally, some extensions to the AdaptWeb environment are proposed to support a new interaction mode based on workflow, as well as suggestions are discussed to extend the course authoring and execution environments to take benefits from the new perspective provided by the workflow approach.

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Papadopoulou, Melpomeni. "« Distance intégrative » et accompagnement expérientiel pour une nouvelle ingénierie en FOAD : le cas de deux dispositifs hybrides d’éducation populaire." Thesis, Tours, 2020. http://www.theses.fr/2020TOUR2001.

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La formation à distance est apparue dans notre société contemporaine dans une perspective d’efficience via la diffusion du savoir. Il faut former les adultes plus vite et à moindre coût afin qu’ils deviennent des professionnels compétents. Dans cette perspective, le savoir devient un bien à consommer plutôt qu’à faire émerger de nos propres expériences. En ce sens, les dispositifs de FOAD valorisant le prescrit du savoir et les dimensions techniques de l’enseignement ne sont pas rares.Cette thèse propose d’inverser cette logique en pensant la formation à distance, non comme une démarche d’apprentissage à maîtriser mais comme un espace-temps permettant de laisser advenir l’apprenant-adulte en se fondant sur ses expériences et projets singuliers. Apparaissent ainsi au premier plan l’ouverture du dispositif, la réflexivité accompagnée et les affordances socioculturelles des outils.La recherche de terrain porte sur deux dispositifs de formation hybride et par alternance regroupant plusieurs sessions de formations animées par sept formateurs d’éducation populaire. Inscrite dans une démarche inductive, cette recherche est fondée sur la triangulation méthodologique en mobilisant plusieurs outils de collecte de données (questionnaires, entretiens semi-directifs et d’explicitation) et croisant des méthodes d’analyse de données qualitative (catégorielle) et quantitatives (statistique et lexicométrique).Ainsi, l’étude contribue à l’élaboration d’une ingénierie en Formations Ouvertes et à Distance Intégrative (FOADI). Le rapprochement entre formations à distance et par alternance amène à une modélisation permettant de penser la fonction intégrative de la distance et les pratiques d’accompagnement expérientiel
E-learning has been developed in our contemporary society in order to propose faster and cheaper adult training so that they will become “competent” professionals. Thus, it is common to promote the functional aspects of knowledge and the technical dimensions of teaching in an e-learning class. In this perspective, knowledge becomes a good to consume rather than to reveal from our own experiences.This thesis proposes to reverse this logic by describing the Open and Distance Learning (ODL), not as a learning process to be mastered but as an environment that allows the adult to learn from his own experiences and projects. Therefore, reflexivity, deliberation and integration of knowledge appear in the foreground.The field research involves two blended and alternative trainings, combining several training sessions led by seven trainers of popular education. Part of an inductive approach, this research demonstrates methodological triangulation by mobilizing several data collection tools, such as surveys and semi-directional interviews. Furthermore, the research’s methodology combines qualitative (categorical) and quantitative (statistical and lexicometric) data analysis.The study contributes to the development of an engineering for Open and Integrative Distance Learning (OIDL). The articulation between ODL and alternative training leads to a model enabling to consider the integrative function of distance and the experiential accompaniment practices

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Books on the topic "Open Distance and e-Learning (ODeL)"

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Dzakiria, Hisham, Rozhan Mohd Idrus, and Hanafi Atan, eds. Providing Learning Support in the Malaysian Context of Open and Distance Learning (ODL):: Issues and Concerns. Sintok, Kedah Darul Aman, Malaysia: Universiti Utara Malaysia Press, 2006.

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Ricci, Laura, Valentina Valle Baroz, and Anna Baldazzi. E-learning quality assurance: A multi-perspective approach. Roma: Gangemi, 2011.

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Using Moodle: Teaching with the popular open source course management system. Sebastopol, CA: O'Reilly Community Press, 2005.

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Cole, Jason R. Using Moodle: [teaching with the popular open source course management system]. 2nd ed. Sebastopol, CA: O'Reilly Community Press, 2008.

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Cole, Jason R. Using Moodle: [teaching with the popular open source course management system]. 2nd ed. Sebastopol, CA: O'Reilly Community Press, 2008.

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Roger, Austin. E-schooling: Global messages from a small island. Abingdon, Oxon: Routledge, 2007.

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Using Moodle. 2nd ed. Farnham: O'Reilly, 2008.

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Evans, Jessica, Sally Jordan, and Freda Wolfenden. Assessment in Open Distance and E-Learning. Taylor & Francis Group, 2018.

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Evans, Jessica, Sally Jordan, and Freda Wolfenden, eds. Assessment in Open, Distance, and e-Learning. Routledge, 2020. http://dx.doi.org/10.4324/9780429432859.

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Open Distance Learning (ODL) in South Africa. Nova Science Publishers, Incorporated, 2015.

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Book chapters on the topic "Open Distance and e-Learning (ODeL)"

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Ooko, Mary. "Open, Distance, and E-learning Education in Kenya." In The Education Systems of Africa, 1–11. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_38-1.

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Ooko, Mary. "Open, Distance, and E-learning Education in Kenya." In The Education Systems of Africa, 705–15. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_38.

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Baruah, Trisha Dowerah. "E-Learning as a Medium for Facilitating Learners’ Support Services Under Open and Distance Learning: An Evaluative Study." In Technology for Efficient Learner Support Services in Distance Education, 93–112. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2300-3_5.

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Pitsoe, Victor Justice, and Moeketsi Letseka. "A Critical Investigation of Quality Assurance in Open Distance E-Learning." In Administrative Leadership in Open and Distance Learning Programs, 170–87. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2645-2.ch007.

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Quality assurance has become critical to Open Distance Learning (ODL) worldwide. Yet the ODL environment is marked by cultural hegemony. An elite group of individuals strategically dominate the educational arena in order to advance the supremacy of gender, race and socioeconomic status. This chapter highlights a divide between theory and practice. The e-learning paradigm, known as Open Distance e-Learning (ODeL) creates opportunities for practitioners and students with respect to accessibility, flexibility, and cost. But it also creates challenges for quality assurance. Most ODeL texts do not treat quality assurance as discourse, power and cultural hegemony. Policymakers tend to assume that students have similar learning needs. This chapter (1) explores quality assurance; (2) it sketches Unisa's shift to ODeL; (3) argues a case for quality assurance as a practice of hegemony; (4) critiques quality assurance as an Ideological State Apparatus; and (5) proposes a reengineering of quality assurance within alternative frameworks.

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Pitsoe, Victor Justice, and Moeketsi Letseka. "A Critical Investigation of Quality Assurance in Open Distance E-Learning." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 1726–39. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch078.

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Quality assurance has become critical to Open Distance Learning (ODL) worldwide. Yet the ODL environment is marked by cultural hegemony. An elite group of individuals strategically dominate the educational arena in order to advance the supremacy of gender, race and socioeconomic status. This chapter highlights a divide between theory and practice. The e-learning paradigm, known as Open Distance e-Learning (ODeL) creates opportunities for practitioners and students with respect to accessibility, flexibility, and cost. But it also creates challenges for quality assurance. Most ODeL texts do not treat quality assurance as discourse, power and cultural hegemony. Policymakers tend to assume that students have similar learning needs. This chapter (1) explores quality assurance; (2) it sketches Unisa's shift to ODeL; (3) argues a case for quality assurance as a practice of hegemony; (4) critiques quality assurance as an Ideological State Apparatus; and (5) proposes a reengineering of quality assurance within alternative frameworks.

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Flor, Alexander G. "Open, Distance and eLearning for ASEAN Integration." In Open and Distance Learning Initiatives for Sustainable Development, 1–33. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2621-6.ch001.

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The implications of integration among the Association of Southeast Asian Nations go beyond economics. Several ASEAN countries rank human capital as among their most valuable assets. This event signals shifts in human resource movements. A regional education system transcending national boundaries is an eventuality within the ASEAN. Such a system can best be expedited through open, distance and eLearning or ODeLA scoping study was conducted to: provide describe the state of play of ODeL within and among ASEAN countries; to identify needful national or regional ODeL policies that may facilitate ASEAN Integration; and to identify efforts that are underway within and among ASEAN that is consistent with ODeL adoption. The scoping study was guided by the current discourse on: the mainstreaming of ODeL; the focus on higher education; and the education dimension of ASEAN Integration. It adopted an integrated multi-level mixed methods design making use of quantitative methods, qualitative procedures and anticipatory methods, the latter two as aids to internal validity and depth of analysis. The study found that within ASEAN nations, open, distance and eLearning is being mainstreamed into higher education and will become a major mode of delivery in open universities as well as residential institutions in the future. It also found that perceptions on ODeL are quite positive across ASEAN and that there is a significant demand for ODeL programs at the higher education level. Furthermore, it was perceived that ODeL can promote ASEAN Integration because it fosters understanding among its multinational students who may eventually become the leaders of ASEAN tomorrow. The scoping study maintains that quality in ODeL is a function of content, delivery, pedagogy and assessment as seen from the lens of open education, distance learning and ICTs. Quality in ASEAN ODeL implies content infused with ASEANization themes, i.e. identity, community and a sense of self. It means a diversity of delivery platforms and pedagogies and supports the availability of multiple outcome-based assessment models.

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Tsabedze, Vusi W. "The Role of Digital Libraries in Supporting Open Distance E-Learning." In Advances in Library and Information Science, 245–57. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6618-3.ch015.

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This chapter aims to discuss the potential of digital libraries to offer unparalleled resources for supporting open distance e-learning (ODeL). This chapter addresses and discusses such features as what is meant by ODeL and how it can be supported by the library and the functionality of the digital library, and how ODeL resources are included and organised in the digital library environment. The chapter explores the advantages of digital libraries for ODeL and the types of learning that can be supported by digital libraries. There is surely an interest in the usage of electronic resources for teaching, learning, and research, but this appears to be matched by a lack of awareness of how best to assimilate these resources into ODeL. The chapter provides valuable insight into the role and influence of digital libraries and e-resources on ODeL.

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Harris, Elize M., and Leila Goosen. "Curriculum Development and Open Distance E-Learning for the 21st Century." In Curriculum Development and Online Instruction for the 21st Century, 201–22. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7653-3.ch011.

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The purpose of the study reported on here was the curriculum development of suitable natural sciences and technology education modules, including practical investigations to complement the theoretical content of these for open and distance e-learning (ODeL) in the 21st century. In light of this purpose, the chapter will especially mention assessment practices and tools, curriculum development, multimedia use, student engagement, learning management systems, and multiculturalism and diversity in the online classroom. The objectives were related to establishing the aspects that must be considered during the curriculum development of well-designed natural sciences and technology education modules, which will include practical investigations, and that students should be able to have opportunities to reflect on their engagement with practical investigations to complement the theoretical content of the modules for ODeL purposes in the 21st century and demonstrate their pedagogical content knowledge after having successfully completed natural sciences and technology education modules.

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Mawela, Ailwei Solomon. "Open Distance E-Learning Student Teaching Practice Mentorship Experience in Selected Secondary Schools in South Africa." In Student Support Toward Self-Directed Learning in Open and Distributed Environments, 256–77. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9316-4.ch012.

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Open distance learning (ODeL) approach is used worldwide to offer different qualifications. In studying towards obtaining a teaching qualification at UNISA, students are required to participate in teaching practice sessions before they can obtain their teaching qualification. This study aims at exploring ODeL institution student teachers' teaching practice experience in selected secondary schools in Vhembe District of South Africa. This qualitative single case study employed an interpretivism paradigm and personal theory of teaching practice. Convenient purposive sampling technique was used to sample six (n=6) student teachers from the University of South Africa who were currently conducting teaching practice in secondary schools during this study. Semi-structured interviews were used to collect data that was later analyzed through the use of themes and categories. The findings indicate a lack of knowledge, which requires ODeL student teachers to be trained prior teaching practice. Mentor teachers require professional development.

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Shila Mphahlele, Ramashego. "Innovative Tools to Assess a Large Number of Students in the Open Distance and e-Learning MOOCs." In MOOC (Massive Open Online Courses) [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99040.

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The literature on students registered in the Open Distance and e-Learning (ODeL) institutions suggests many obstacles related to their summative-driven assessments, which give insufficient time for study, difficulties in access and use of innovative assessment tools, ineffective feedback, and lack of feedback of study materials. These challenges lead students to learn just enough to get grades without understanding the topics or acquiring knowledge and skills. On the other hand, massive Open Online Courses (MOOCs) give students, who have to fulfil multiple roles and are affected by the barriers of distance, cost and time, an opportunity to pursue their studies online. This chapter employed humanistic learning theory (HLT) to present a variety of digital teaching and learning tools that enable assessment suitable for a large number of students in the ODeL MOOCs. Humanistic learning theory emphasises a shift towards considering students, their characteristics, and their influence on learning. In addressing the gap created by assessments that were not focused on the specific human capabilities, including creativity, personal growth, and choice, this chapter first presents principles of HLT linking them with the form of assessments in MOOCs. Secondly, the ways to assess a large number of students in ODeL MOOCs are outlined. Lastly, various digital tools that can assess a large number of students are discussed, considering students as sources of authority.

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Conference papers on the topic "Open Distance and e-Learning (ODeL)"

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Rahim, Elin Eliana Abdul, Norizah Daud, Siti Aisyah Abdul Kadir, and Noor Wahida Jamil. "Students’ perceptions of Open and Distance Learning (ODL) for theoretical and lab-related subjects." In 2020 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2020. http://dx.doi.org/10.1109/ic3e50159.2020.9288438.

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Abdullah, Hanifa. "A conceptual framework for proactively planning and retrospectively evaluating e-learning readiness within an open distance learning (ODL) institution." In 2015 IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education (MITE). IEEE, 2015. http://dx.doi.org/10.1109/mite.2015.7375332.

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"Utilisation of Open and Distance eLearning Students Support Services by Postgraduate Students in an Open and Distance eLearning Institution." In 18th European Conference on e-Learning. ACPI, 2019. http://dx.doi.org/10.34190/eel.19.013.

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Arshad, Muhammad, and Muhammad Noman Saeed. "Emerging technologies for e-learning and distance learning: A survey." In 2014 International Conference on Web & Open Access to Learning (ICWOAL). IEEE, 2014. http://dx.doi.org/10.1109/icwoal.2014.7009241.

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Kashora, Trust, Huibrecht M. van der Poll, and John A. Van Der Poll. "E-Learning Technologies for Open Distance Learning Knowledge Acquisition in Management Accounting." In InSITE 2012: Informing Science + IT Education Conference. Informing Science Institute, 2012. http://dx.doi.org/10.28945/1648.

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"Assessments Used in an Open Distance e-Learning Environment to Promote Self-Directed Learning." In 18th European Conference on e-Learning. ACPI, 2019. http://dx.doi.org/10.34190/eel.19.03.

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Aziz, A. A. A., N. A. Norwahi, N. A. Nordin, N. Zaini, S. Shaidin, S. B. H. J. Azhar, and A. A. Aziz. "English lecturers’ self-efficacy beliefs in open and distance learning (ODL): Substantive implications." In PROCEEDINGS OF 8TH INTERNATIONAL CONFERENCE ON ADVANCED MATERIALS ENGINEERING & TECHNOLOGY (ICAMET 2020). AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0053202.

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"Incarcerated Students’ Support Services in Open Distance e-Learning: A Mixed Methods Protocol." In 18th European Conference on e-Learning. ACPI, 2019. http://dx.doi.org/10.34190/eel.19.020.

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Wang, Xin, Dequan Li, Shuilong Tao, and Yantong Zhang. "An Open Education Model for Using SVG in Distance E-Learning." In 2009 First International Conference on Information Science and Engineering. IEEE, 2009. http://dx.doi.org/10.1109/icise.2009.288.

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Hlalele, T. S., P. M. Mothibeli, and S. Sumbanyambe. "An Approach to Integrate Skills Development in Open Distance Learning (ODL) Environment: Part 2." In 2018 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2018. http://dx.doi.org/10.1109/ieem.2018.8607702.

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Reports on the topic "Open Distance and e-Learning (ODeL)"

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Nyabanyaba, Thabiso. The use of open, distance and flexible learning (ODFL) initiatives to open up access to education in the context of high HIV and AIDS prevalence rates : the case of Lesotho. Institute of Education, University of London, 2008. http://dx.doi.org/10.35648/20.500.12413/11781/ii081.

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