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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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van Wyk, Micheal M. "Economics student teachers’ views on the usefulness of a flipped classroom pedagogical approach for an open distance eLearning environment." International Journal of Information and Learning Technology 35, no. 4 (August 6, 2018): 255–65. http://dx.doi.org/10.1108/ijilt-07-2017-0068.
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Purpose The purpose of this paper is to explore to what extent a flipped classroom pedagogy (FCP) design as a digital pedagogical tool enhances student teachers’ learning in economics education at an open distance e-Learning (ODeL) university. Design/methodology/approach This exploratory study used a quantitative approach and online survey design. The sample consisted of 214 Postgraduate Certificate in Education (PGCE) and 157 Baccalaureus Educationis (BEd) (senior and further education and training phase) student teachers. A closed structured online questionnaire, Flipped Classroom Pedagogy Questionnaire, designed on a four-point Likert scale, was used to collect data. Descriptive and inferential data were computed to explore student teachers’ learning to teach an economics education in a teacher education course. Ethical clearance was granted and therefore adheres to the policy on research ethics of the university. Findings Empirically, the findings of this paper revealed that the FCP digital pedagogy enhanced economics students’ academic performance and perceptions in an online open distance learning environment. Furthermore, student teachers perceived that the functionality of the FCP experience as an online strategy was useful and effective for their learning. Therefore, these findings confirmed and extended what is revealed by earlier research studies regarding the debate on the usefulness of the FCP approach as a powerful technology-integrated teaching design in teacher education courses. Research limitations/implications The findings of this investigation could not be generalised because a small sample was selected. Further investigation is needed regarding comparing other similar modules of the PGCE/BEd (senior and FET phase) programmes over a longer investigative period in the college. Further research should be explored, employing a mixed-methods approach on how student teachers perceived academic support in the FCP strategy towards self-directed learning. Practical implications Ultimately, several implications for using the FCP approach emerged, in particular for rethinking teacher education programmes to support and accommodate the digital learner. To implement this approach successfully, faculties should formulate clear intended outcomes for implementing the FCP pedagogical approach. In addition, faculties at higher education institutions should seriously consider the merits of the FCP approach in order to avoid becoming redundant. Therefore, lecturers who intend to use this strategy either through a contact, blended or ODeL mode of delivery, are compelled to provide consistent, ongoing constructive feedback and monitoring required learning tasks. Social implications The paper empowers PGCE/BEd (senior and FET phase) students to teach the subject in a diverse society. Originality/value This research study has shown that student teachers perceived an FCP approach in an online platform as an empowering tool that is both effective and useful and that positively impacts on their lived experience in an ODeL context. It extends the epistemology (subject of knowledge) of the effectiveness of the FCP strategy as an enhancer for student learning in an ODeL environment, teacher education in particular. Furthermore, a noteworthy contribution is made towards the application of the FCP as one of the digital pedagogies in teaching economics in an ODeL context. This exploratory study also makes a methodological contribution to the validation of an online data collection instrument for use in future studies.
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Nene, Jabulani Owen. "Exploring Student Support in a Completely Online Module Within an Open Distance eLearning Institution." International Journal of Online Pedagogy and Course Design 11, no. 4 (October 2021): 33–44. http://dx.doi.org/10.4018/ijopcd.2021100103.
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Most first-year students lack technological skills, which hampers their learning. Within the University of South Africa (UNISA), as an open distance and e-learning (ODeL) institution, first-year students require support to succeed, particularly because they are responsible for managing their own time and studies. Using a signature course, such as ‘Language through an African Lens' (AFL1501), which is a completely online module offered by the College of Human Sciences, the author explores how qualtrics data and narrative analysis aid students in completing their coursework. The article further touches on the significance of UNISA tools and other online resources as fundamentals of connectivism, the theory of technology as an extension of human faculty, and transformative learning theory as a support mechanism. The contributions of the lecturer and teaching assistants in facilitating first-year students' success in the online module are invaluable, as is evident from this report involving 600 survey respondents from Unisa.
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Pretorius, Rudi Wessel, Ryan Anderson, Anisa Khotoo, and Richelle Pienaar. "Creating a context for campus sustainability through teaching and learning." International Journal of Sustainability in Higher Education 20, no. 3 (March 4, 2019): 530–47. http://dx.doi.org/10.1108/ijshe-02-2019-0066.
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Purpose This paper aims to reflect on approaches through which open, distance and e-learning (ODeL) students can use their local environments for assessments and explores how this shapes their conceptualisations of “university” and “campus”. Key issues and lessons learnt are covered, thus providing pointers for implementation of the type of assessment approaches that are presented. Design/methodology/approach Using three undergraduate sustainability-related modules in the Department of Geography, University of South Africa (Unisa), the lecturers’ reflections on the real-world sustainability learning experiences of students in these modules (2015-2018) have been cross-correlated and compared to present an integrated picture of emerging best practice. Findings The use of real-world, place-based applications, which form a central theme in the assessment strategy for all three modules, allows students to deal hands-on with sustainability issues, establishes a connection between ODeL students and the university and presents an opportunity to engage these students in real-world sustainability learning despite not being on campus. Research limitations/implications The case study format and qualitative, reflective methodology present limitations, while specifically focusing on ODeL and the final phase of undergraduate studies. Despite these limitations, the lessons learnt can be of value to universities currently transferring to online offerings, with possible impacts for sustainability learning. Originality/value This paper addresses misconceptions on the role of ODeL in transforming to sustainability. The criticism that ODeL is suitable for primarily theoretical training is countered by evidence that appropriately structured assessments requiring ODeL students to engage with real-world issues in their local environments, can provide valuable sustainability learning experiences.
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Pretorius, Rudi Wessel, Sanet Carow, Graeme Wilson, and Peter Schmitz. "Using real-world engagements for sustainability learning in ODeL in the Global South: challenges and opportunities." International Journal of Sustainability in Higher Education 22, no. 6 (August 6, 2021): 1316–35. http://dx.doi.org/10.1108/ijshe-08-2020-0287.
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Purpose This paper aims to showcase and critically review the value of selected pedagogies in which real-world engagements are used to enhance sustainability learning in an open, distance and e-learning (ODeL) context in the Global South. The paper considers opportunities, issues, alternatives and implementation guidelines. Design/methodology/approach The School of Ecological and Human Sustainability (University of South Africa) serves as case study, with blended and fully online learning used as examples of pedagogies. The assessment of these pedagogies uses examples of learning activities and exercises, critical reflections on feedback by lecturers and students and consideration against criteria for real-world learning. Findings The experiences showcased illustrate that despite challenges in ODeL, real-world engagements can be used successful as pedagogy for sustainability learning in the Global South context. Limited access to ICTs can be mitigated through mobile technologies and free and open software applications, as illustrated by the examples in this paper. Research limitations/implications The case study approach and qualitative methodology present limitations, with focus on only two examples. However, significant depth is achieved with the assessment of these examples, while the recommendations and lessons learnt can be applied in other contexts, thus expanding on the knowledge and experience in this field. Originality/value This paper showcases innovative approaches to incorporate real-world engagements for sustainability learning in ODeL. Application of real-world engagements in ODeL in the Global South context is original and addresses the need for teaching and learning strategies responding to the digital divide and contributing to expand access to higher education and an Afrocentric discourse to best practice.
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Saludadez, Jean A. "THE AFFORDANCES OF TECHNOLOGY IN BUILDING THE ASEAN COMMUNITY THROUGH GRADUATE EDUCATION." Jurnal Pendidikan Terbuka Dan Jarak Jauh 19, no. 1 (March 29, 2018): 31–37. http://dx.doi.org/10.33830/ptjj.v19i1.314.2018.
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This paper highlights the affordances of technology in building the ASEAN community through graduate education. Specifically, the paper shall focus on the development and the delivery of the ASEAN Studies Graduate Program being offered online by the University of the Philippines Open University (UPOU). The program hopes to develop graduates who can contribute to an enhanced and heightened ASEAN community’s consciousness and awareness of its ties of history, culture and bound by a common regional identity but celebrating diversity. The paper shall share the development of the program structure and of the course materials that was accomplished through the collaboration of five open universities in the ASEAN region bound by a philosophy that the commonly shared ASEAN aspiration and dynamics could only be well understood by the ASEAN peoples themselves through a system of knowledge and body of research and repository of data and information on the region in its individual member nations and in its collective character as a regional entity. Further the paper shall share the delivery of the program that is framed by the Open and Distance eLearning or ODeL philosophy characterized by openness, inclusion, resource sharing, access and equity of open learning and learner-centeredness, flexibility, active learning, interactivity, ubiquity, connectivity and constructivism view of e-learning. The paper shall conclude with the challenges of a graduate program within an ODeL framework.
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Matorevhu, Alois. "Student Perceptions of Blended Assessment Approach in The Bachelor of Education Degrees in Mathematics And Science Through Open Distance And E–Learning (Odel)." International Journal of Trends in Mathematics Education Research 2, no. 1 (March 2, 2019): 1. http://dx.doi.org/10.33122/ijtmer.v2i1.109.
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Blended assessment approach (BAA) comprising closed book test (CBT) and open book test (OBT) assessment strategies is being used in the Bachelor of Education Degrees in Mathematics and Science ODeL programme offered by a University M in Zimbabwe. Adherents to BAA identify compensating for weaknesses of one strategy by another, as its major strength. Research studies reveal that if assessment strategies are aligned to assessment objectives the gap between the intended and achieved curricula is reduced. This study was conducted to explore how BAA enhanced congruency between the BED Mathematics and Science ODeL intended and achieved curricula based on the perceptions of in– service teachers in the programme. Interviews, focus group discussions (FDGs) and document analysis were used to gather data. Qualitative data analysis techniques were used, since they were consistent with the objectives of the study. Findings reveal that giving a compulsory OPT after the CBT ensured that learners concentrated both on areas they had challenges, as well as consolidating what they got correct in the CBT. This tended to broaden and deepen frontiers of knowledge of the in–service teachers in their respective subject areas (Mathematics, Physics, Biology and Chemistry). All the in–service teachers in the study concurred that the learner–centred nature of the BAA approach was effective in achieving curriculum objectives. They (in–service teachers) could not hide their support for the BAA by showing their preparedness to immediately implement it in teaching and learning at their schools. Further studies on the use of formative (continuous) assessment strategies like presentations, question setting, group projects and exhibitions by learners are recommended, to improve the blend of assessment strategies in the BAA.
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Dreyer, J. M. "Reliability of Recognition of Prior Learning (RPL) Assessments for Teaching Practice Courses in Open Distance Electronic Learning (ODeL)." International Journal of Educational Sciences 8, no. 1 (January 2015): 111–17. http://dx.doi.org/10.1080/09751122.2015.11917597.
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Masango, T. E. "Supportive framework for teaching practice of student nurse educators: An open distance electronic learning (ODEL) context." African Journal of Health Professions Education 12, no. 4 (December 1, 2020): 172. http://dx.doi.org/10.7196/ajhpe.2020.v12i4.1431.
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Muthusamy, Kanesan, and Mansor Fadzil. "CRITERIA'S FOR E-LEARNING DELIVERY PLATFORM (ELDP) FOR OPRN AND DISTANCE LEARNING." Asian Association of Open Universities Journal 1, no. 1 (September 1, 2005): 13–19. http://dx.doi.org/10.1108/aaouj-01-01-2005-b002.
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Open and Distance Learning (ODL) has been widely discussed by academicians and Information Technology (IT) personnel's in recent years. In an ODL system, ELearning Delivery Platform (ELDP) plays an integral part that ensures learning materials delivered to users in the most effective and efficient manner. Identifying the selection criteria's is very important and vital for a suitable ELDP system that will enhance and enrich the ODL. At the same time, evaluation formats or check-sheets can be developed using the criteria's to evaluate various ELDP providers by the ODL provider. The criteria's can also be used to help the ELDP developer or provider to develop new systems and make further improvements from time to time. This paper gives a brief summary of the criteria's to select an ELDP system for delivering education via ODL environment. The criteria's are required to satisfy the requirements for courses such as arts, social science, business, management, IT, engineering, science, and so on. It also represents the multiple perspectives of the course developer, the course learning-ware developer, the course lecturer/tutor, the course e-learning administrative staff, the technical support staff, the student and the university administration.
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Betty Kutukwa Mutambanengwe and Ignatius Isaac Dambudzo. "Employment Creation and Extreme Poverty Eradication through Open and Distance eLearning and Technical-Vocational Education and Training in Zimbabwe." International Journal of Distance Education and E-Learning 6, no. 2 (July 1, 2021): 1–14. http://dx.doi.org/10.36261/ijdeel.v6i2.1854.
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This study explored how Open and Distance eLearning (ODeL) system is enhancing employment creation and extreme poverty eradication in Zimbabwe. Poverty is a challenge in developing countries in the presence of unemployment and lack of education. This study aimed to put into perspective the strides made by ODeL institutions in Zimbabwe towards extreme poverty eradication through TVET in the education system. Data were collected from purposively selected 20 ODeL graduates including; entrepreneurs, street vendors, and individuals, formally and informally employed, by using interviews and observation, in this case study. The study employed thematic analysis for the narrative qualitative data. The study revealed that poverty can be reduced through skills empowerment to learners at all educational levels. Exposure to a bouquet of vocational subjects in technical-vocational institutions has enabled entrepreneurs to create employment, applying acquired skills. The major barriers to effective entrepreneurship and employment creation were the scarcity of resources and natural disasters. The study is also significant that educational planners and policy-makers may formulate policies that encourage school and college graduates to be innovative, self-reliant, and may guard against extreme poverty in their communities. It can be concluded that possession and application of vocational skills may create employment and eradicate extreme poverty. It is, therefore, recommended that TVET starts early in life for innovativeness and effective use of available resources. Further research could be carried out on the nature of programmes in learning institutions that empower learners with skills for employment creation, sustainable development, and extreme poverty eradication.
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Kant, Nikhil, K. D. Prasad, and Kumari Anjali. "Selecting an appropriate learning management system in open and distance learning: a strategic approach." Asian Association of Open Universities Journal 16, no. 1 (March 3, 2021): 79–97. http://dx.doi.org/10.1108/aaouj-09-2020-0075.
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PurposeThis paper aims to derive criteria for a strategic selection of learning management system (LMS) after making an analysis of the feedback data collected from learners and academic counselors in open and distance learning (ODL) to evaluate their perceptions. This analysis hints at the need to implement a learning management system (LMS) in ODL. Selecting an appropriate LMS can prove to be a strategic approach for ODL in achieving self-reliance and competitiveness.Design/methodology/approachResearch design includes qualitative design intended to discuss the features, advantages and attributes of different popular LMSs and compare them. In addition, the quantitative design (a questionnaire-based online feedback) to analyze the perceptions of the learners and academic counselors in order to know their e-learning needs has also been used. Results have been exhibited in tabular/graphical formats for easy comprehension and enhanced understanding.FindingsFindings of the study suggest that availability of plethora of LMSs in the market, which also include open source (OS) LMSs, makes the decision- making as regards selection of an appropriate LMS strategically crucial requiring adequate consideration of every aspect such as cost, quality, usage, capacity, budget and most importantly priorities and objectives.Research limitations/implicationsThis study will help educational administrators and decision-makers in ODL for building a quality civilized life and empowered society by removing the constraints related to financial problems, disabilities, time, geographical conditions and many others in bringing education to the doorstep of every willing learner. The technical details of LMS, however, were intentionally kept simplified to achieve the objective and provide easy comprehensibility for the reader with little technical background, which might be a limitation of this study.Originality/valueThis study highlights that ODL has tasted success with optimum exploitation of different technological advancements in its transformational expedition from conventional learning to innovative e-learning and to the newest adaptive e-learning system. The huge potential of LMS, in providing learners and educators in ODL with an effective web-based learning system incorporating almost all the academic activities, has attracted organizations for using it not only for imparting education to learners but also for providing appropriate trainings to their human resources.
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Choudhary, Farkhunda Rasheed, Sohaib Sultan, Sadaf Zamir Ahmed, and Sidra Khushnood. "Perspective of Learners’ in Open Distance Learning Mode: Problems and Prospectives." Review of Applied Management and Social Sciences 4, no. 1 (March 31, 2021): 247–59. http://dx.doi.org/10.47067/ramss.v4i1.117.
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In recent times, ODL system is providing opportunities to more and more people to pursue higher education. The ODL system is now emerging as the imperative learning need because it bears the potential to supplement educational demands of the fast-changing technological era. ODL system is now rapidly spreading its framework into E-Learning. It became very crucial in the scenario when ODL is going to transform the educational scenario of this technological era to seriously review the perspectives of ODL from the end users. It is very important step to improve the quality of ODL system to dig out the learners’ perspectives. This paper reveals the problems faced by the learners’ of ODL and the possible solutions for their problems. The survey was conducted with the thematic questions of perspectives, problems and prospective to seek the qualitative data from the learners of ODL system. The prospective of these problems were analyzed accordingly. The participants were the students of ODL university including male and females. The results show that open distance learners have been facing many problems and these problems have the prospective. This study is significant in the way that it may provide the base line to improve the quality of rapid transformation of ODL system.
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Akindele, A. T., N. O. Akande, M. O. Fajobi, H. B. Olagoke, O. A. Ajagbe, and T. A. Badmus. "Assessing Learners’ Perceptions and Experiences in Distance Education — A Case Study of LAUTECH Open and Distance Learning Centre (LODLC)." International Journal of Information and Education Technology 11, no. 10 (2021): 479–85. http://dx.doi.org/10.18178/ijiet.2021.11.10.1553.
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Open and Distance Education (ODE) has proven to be a viable alternative for teaching and learning with more inherent benefits compared to the traditional model of education. This mode of teaching and learning aimed at eradicating the challenges of the face-to-face mode of learning such as distance, age, work schedules, limited access and other factors that have made the face-to-face mode of learning rigid. ODE flexibility is evidenced in the ability of learners to learn ubiquitously at their own pace, anywhere, anytime using smartphones, laptops and desktop computers. As ODE grows and expands, the need to review its conceptual foundations, approaches and also to receive feedback from learners, employers and other stakeholders are becoming more imperative. This study employed an investigative approach via the use of online survey forms to elicit pertinent information regarding the learners’ perceptions and experiences at Ladoke Akintola University of Technology (LAUTECH) Open and Distance Learning Centre (LODLC). A total number of 2362 LODLC students participated in the online survey out of a total learners’ population of about 5,000. 54% of the respondents confirmed the adequacy of the LMS and the course material modules with more than 60% being able to easily access and download course materials from the LMS, 57% of the respondents rated the e-tutors to be effective knowledge facilitators while 60% believed the e-tutors stimulated learners’ interest by providing satisfactory answers to questions asked. This information amongst others will help administrators and management of LODLC programmes to make informed decisions about the conduct of the centres’ activities and adjust accordingly where necessary to improve service delivery.
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Chea, Chiam Chooi, Lim Tick Meng, and Phang Siew Nooi. "Innovative practices in ODL — the experience of Open University Malaysia." Asian Association of Open Universities Journal 7, no. 1 (September 1, 2012): 79–85. http://dx.doi.org/10.1108/aaouj-07-01-2012-b007.
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With the advancements in communications technology brought about by the advent of the Internet and World Wide Web, attention has been drawn to Open and Distance Learning (ODL) as a mode for teaching and learning. In Malaysia, the establishment of ODL universities such as Open University Malaysia (OUM) has expanded the role of ICT in learning and knowledge generation. By leveraging on Internet technology, ODL universities are able to transmit education across the country and even globally. ODL sets about making quality e-learning and e-content more accessible to both facilitators and learners. Utilising this method, new opportunities are continuously created to make higher education more accessible to those who seek to improve and upgrade themselves. This paper examines OUM's practice of using the innovative technology of online learning and teaching to make higher education easily accessible to those that seek it. With greater advancements in technology, the future of higher education may lie more with ODL than with traditional face-to-face learning.
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Guin, Sayantani. "Field work supervision through open and distance learning: an Indian perspective." Asian Association of Open Universities Journal 14, no. 2 (December 2, 2019): 107–21. http://dx.doi.org/10.1108/aaouj-08-2019-0031.
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Purpose The purpose of this paper is to highlight the method of field work supervision in BSW and MSW programmes offered through open and distance learning (ODL) at the Indira Gandhi National Open University (IGNOU). The key argument of the paper will focus on the fact that despite various challenges, field work supervision through ODL provides lot of scope and flexibility to students, generating a cadre of trained social work professionals. Design/methodology/approach The paper adopts a case study approach in presenting the various methods employed for field work supervision by the University. This section will highlight the achievements in terms of developing indigenous theory course and the best practices adopted by IGNOU to train social work professionals through adequate and timely supervision in the ODL mode. Findings Field work supervision in the ODL mode poses many challenges, especially when compared to that in the conventional universities. Some of these include irregular meeting of supervisor and student, inability of students to meet supervisor due to several reasons like remote location, poor economic background, lack of leave for working professionals, etc. Research limitations/implications There is a need for developing a mechanism to regularly orient field work supervisors in supervising students in the ODL mode. It is recommended that regular field work practicum workshops be conducted for supervisors and students. Viva for field work could be made mandatory at different regional centres. Field work supervision could be enhanced through the use of technology, namely, Skype, e-mail, WhatsApp, etc. Originality/value The paper describes the various nuances of field work supervision through ODL system. It is an original work and is of great value in understanding the challenges and difficulties encountered by learners and academic counsellors throughout the process of supervision. The paper highlights important recommendations by the stakeholders themselves in mitigating the challenges faced during field work supervision through ODL.
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Dube, Tinyiko Vivian. "The conceptualization of processes for handling online requests of information resources in academic libraries in South Africa: Experience from an Open Distance e-Learning (ODeL) environment." Journal of Library & Information Services in Distance Learning 15, no. 1 (January 2, 2021): 68–81. http://dx.doi.org/10.1080/1533290x.2021.1880526.
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Mabeya, Mary Theodorah. "Distance Learning During COVID-19 Crisis: Primary and Secondary School Parents Experiences in Kenya." East African Journal of Education Studies 2, no. 1 (December 12, 2020): 173–86. http://dx.doi.org/10.37284/eajes.2.1.249.
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The COVID-19 disease outbreak in 2020 was declared by the World Health Organization as a Public Health Emergency (PHEIC). Human symptoms of the Coronaviruses among others are commonly spread through droplets (coughing) and close personal unprotected contact with an infected person through toughing. Based on the speed at which the disease spreads, learning institutions were distinguished as high-risk areas with prospective of exposing both learners and instructors the spreading the virus. This had a serious effect on the academic programs in all learning institutions worldwide where learning was abruptly discontinued and all students and instructors send home. The Government of Kenya (GOK) through the President’s directives suspended all learning institutions as one of the measures taken by the Ministry of Health to mitigate the spread of COVID-19. This affected the learning since most of the schools had not even started their syllabus that academic year. Alternative measures to ensure that curriculum implementation progressed well; various mechanisms were suggested including remote learning which was actualised in some instances. Virtual lessons and Open and Distance e-learning (ODeL) has mainly been adopted by institutions of higher learning (colleges and universities) globally in offering online classes. However, this was not the case in many public primary and secondary institutions where the common form of learning involves a very interactive physical relationship between teachers and their learners in classrooms. In Kenya, since all institutions of learning were closed as a result of the breakout of the COVID-19 pandemic, the Ministry of Education (MOE) opted for remote learning across the country. Research results from Rangwe Sub-county have shown that most learners have not benefited much from the online classes due to the network and other related challenges reported in this paper. This has created education inequity since parents who have children in private schools and those from well of backgrounds are the ones enjoying distance learning programmes offered. The research has also found out that parents did no proper supervision to ensure that their children were committed in their studies in remote settings. Lack of supportive infrastructure (electricity and internet network access) limited children participation in distance learning programmes in Rangwe Sub-county. The paper recommends that government to properly educate parents, teachers and learners on modalities of distance and remote learning programmes. There is need for government to provide children from disadvantaged families with technological appliances to enable them to participate in distance education.
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Iilonga, Amalia, Amalia Iilonga, Daniel Opotamutale Ashipala, and Nestor Tomas. "Challenges Experienced by Students Studying through Open and Distance Learning at a Higher Education Institution in Namibia: Implications for Strategic Planning." International Journal of Higher Education 9, no. 4 (May 19, 2020): 116. http://dx.doi.org/10.5430/ijhe.v9n4p116.
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Online learning remains one of the most powerful enablers and accelerators for realising higher education studies by enhancing teaching by means of innovative technologies and pedagogies. However, the success rate of students studying through Open and Distance Learning (ODL) remains very low. Therefore, institutions of higher learning in Namibia should continuously establish and assess the challenges affecting the students who opt to study via distance mode to devise strategies required to address such challenges. The objective of this study was to understand the challenges experienced by students studying through ODL at Higher Education Institution (HEI) in Namibia and establish the challenges they face. A qualitative, phenomenological, explorative, descriptive and contextual research strategy was employed in this study to explore and describe challenges experienced by students’ studying through ODL at HEI’ satellite campus in Namibia. A purposive sampling was utilised in the selection of participants. Data were collected from participants using semi-structured interviews with nine participants. Three themes were identified, namely, the reasons why students chose to study through ODL programme, challenges experienced by students studying through ODL and mechanisms for improvement. The findings of this study call for well-articulated plans and actions to address the challenges faced by students studying in the distance e-learning mode. The study recommended that both Lecturers and ODL programme Administrators should undergo refresher training on distance education annually to ensure that they are aware and can address the challenges faced by their students.
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Saxena, Ms Anjali, and Maa Bharti. "Spreading Awareness and Job Opportunities through Odl." International Research Journal of Engineering, IT & Scientific Research 1, no. 1 (December 1, 2015): 60. http://dx.doi.org/10.21744/irjeis.v1i1.31.
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Distance Education has done miracles in the field of education, it caters to those students who study and work on their own at home or at the office and communicate with faculty and other students via e-mail, electronic forums, videoconferencing, chat rooms, boards, instant messaging and varieties of other forms of computer-based communication. Distance learning makes it much easier for some students to complete a degree or get additional job-training while balancing work and family commitments. This article elaborates upon the significance of Distance Education discussing various job oriented courses offered by Open universities to aspirants seeking degrees for a better resume and for career enhancements.
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Chib, Arul, Caitlin Bentley, and Reidinar-Juliane Wardoyo. "Distributed digital contexts and learning: Personal empowerment and social transformation in marginalized populations." Comunicar 27, no. 58 (January 1, 2019): 51–61. http://dx.doi.org/10.3916/c58-2019-05.
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The role of digital media and learning has often been synonymous with the use of open education resources in formal institutional settings. Further, open and distance learning has been criticized for focusing narrowly on educational objectives, ignoring socio-political issues of access and participation by marginalized populations. This study examines the lived experiences of female migrant domestic workers (N=20) in Singapore attending Open University. Mobile and social media supplement open and distance learning resources to allow for open practices of consumption, production and sharing in distributed contexts of digital learning. Marginalized students engaged in participation and collaboration activities, with specific privacy practices due to their social positions. Digital learning led to substantive learning for personal empowerment and social transformation, with aspirational strategies often involving digital skills. The discussion reflects on identity management across formal and informal digital settings as a means of transforming societal discourses of discrimination. El rol de los medios digitales y el aprendizaje a menudo ha sido sinónimo del uso de recursos educativos abiertos en entornos institucionales formales. Además, el aprendizaje abierto y a distancia (ODL) ha sido criticado por centrarse estrictamente en los objetivos educativos, ignorando las cuestiones sociopolíticas de acceso y de participación de las poblaciones marginalizadas. Este estudio examina las experiencias de vida de un grupo de trabajadoras domésticas migrantes (N=20) en Singapur que asisten a Open University. Los medios móviles y las redes sociales complementan los recursos ODL para permitir prácticas abiertas de consumo, producción e intercambio en contextos distribuidos de aprendizaje digital. Los estudiantes marginalizados intervinieron en actividades participativas y colaborativas, con prácticas de privacidad específicas de acuerdo a sus posiciones sociales. El aprendizaje digital condujo a un aprendizaje sustantivo para el empoderamiento personal y la transformación social, con estrategias de aspiración que a menudo involucran habilidades digitales. La discusión reflexiona sobre la gestión de identidades en entornos digitales formales e informales como un medio para transformar los discursos sociales de discriminación.
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Ngubane-Mokiwa, Sindile A., and Simon Bheki Khoza. "Using Community of Inquiry (CoI) to Facilitate the Design of a Holistic E-Learning Experience for Students with Visual Impairments." Education Sciences 11, no. 4 (March 29, 2021): 152. http://dx.doi.org/10.3390/educsci11040152.
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Information and Communication Technology (ICT) tools provide an ideal mechanism by which students can interact closely with their lecturers in an open distance learning (ODL) context. This is especially true for students with disabilities who require access through alternative formats. This paper demonstrates teaching and learning practices in an ODL institution in South Africa, with a focus on the indispensable role of lecturers and tutors in an online learning setting. The paper employs the Community of Inquiry, which sees the effective online learning environment through three elements: cognitive, social, and teaching presence. The findings shed light on the use of vision-based approaches in course design; limited implementation of open-access policies, and the academic faculty’s lack of knowledge on how to facilitate inclusive learning. The paper concludes by presenting a proposed student-centred framework that seeks to facilitate inclusive teaching and learning towards positive and inclusive learning experiences for students. The proposed framework could be beneficial during pandemic situations.
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Wiid, Johannes A., Michael C. Cant, and Safura M. Kallier. "The Perceptions Of Students On The Use Of Social Networking Systems As A Teaching Tool In ODL Institutions." International Business & Economics Research Journal (IBER) 14, no. 1 (December 23, 2014): 27. http://dx.doi.org/10.19030/iber.v14i1.9029.
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Technology has provided many new methods of communicating and has changed the way in which students interact with each other. This had an impact on the way in which students of today interact with their learning environment as well. Educational institutions have started to make use of technology to better their interaction with students and the level of education that they provide. Open and Distance Leaning (ODL) institutions have made use of this technology to provide a better learning environment and service to the students. This article aims to determine the level of acceptance of e-learning systems and technology in ODL institutions.
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Toprak, Elif, and Evrim Genc-Kumtepe. "Cross-Cultural Communication and Collaboration: Case of an International e-Learning Project." European Journal of Open, Distance and E-Learning 17, no. 1 (July 1, 2014): 134–46. http://dx.doi.org/10.2478/eurodl-2014-0009.
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Abstract Communication is an indispensable part of international cooperation and it requires managing different cultures. Being prepared to see and understand different values, trying to understand contrasting views in a consortium, can decrease the potential of misperception which otherwise may act as a real barrier to cooperation. This is why international cooperation necessitates negotiation across cultures. In the case of collaboration, parties come together for a joint work which itself may create common values/understanding, besides the set goals. This is because collaboration requires strong we-feeling and commitment. The purpose of this paper is to focus on cross-cultural communication and collaboration in the area of Open and Distance Learning (ODL), concentrating on the communication processes in project management. Cross-cultural studies point to different communicative behaviours of individuals in multinational work environments e.g. the cultural characteristics affect the preferences towards the use of the media. For the purposes of this paper, the authors make a phenomenological-oriented case study of project management based on interviews with partners of a multilateral Grundtvig (adult learning) project, affiliated with distance education institutions in eight different countries. The authors test their assumptions for constructive and cooperative communication in e-Learning projects; delineating the effects of different cultures as regards the expectations from (1) international projects and (2) communication media.
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Wiid, Johannes Arnoldus, and Michael Colin Cant. "The acceptance of e-learning systems and technology in ODL institutions: Lecturer’s perspective." Corporate Ownership and Control 12, no. 1 (2014): 235–42. http://dx.doi.org/10.22495/cocv12i1c2p1.
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The use of technology in our everyday lives has become a very common occurrence and it is integrated in all facets of our lives. This is even more apparent in the field of academia where the leaders of the future are very astute users of technology. Technology, with its fast pace of change, has led to numerous new methods of communication between the students themselves and between the students and their lecturers. Communication is not the same anymore. Educational institutions worldwide have been forced to make better use of technology in order to better interact with students and to improve on the level of education that they provide. Open and Distance Leaning (ODL) Institutions, by their very nature, need to ensure they stay on the forefront of developments in this field in order to provide a better learning environment and service to its students. This article aims to determine the level of acceptance of e-learning systems and technology in ODL institutions by faculty, as well as their inclination to support it.
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Woo, Tai Kwan. "Developing Quality Learning Materials for Effective Teaching and Learning in an ODL environment: Making the jump from print modules to online modules." Asian Association of Open Universities Journal 6, no. 1 (September 1, 2011): 51–58. http://dx.doi.org/10.1108/aaouj-06-01-2011-b006.
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This paper highlights the need to develop quality learning materials for effective teaching and learning in an online and distance learning (ODL) environment. This is especially important today as ODL institutions mushroom and compete on an increasingly global platform. While this has helped to widen access to education, it also means that more attention needs to be paid to the quality of teaching and learning materials if ODL institutions wish to continue attracting learners, reduce attrition rate and stay relevant. Attempts must be made to come up with good learning material which can offer ODL learners a fulfilling and enriching learning experience. At Open University Malaysia, a number of e-learning initiatives have been launched towards this end. One of these is the online, hypertext-linked or html modules. The first phase of this project has already been implemented. The rationale for this latest e-learning initiative is outlined. The paper also comes up with a taxonomy of best practice beliefs which identify the characteristics html modules should have if they are to be truly effective. It is hoped that this will provide some sort of benchmark, or standards, for html modules to strive for, as well as a set of criteria for a formative evaluation of the modules. Ultimately, this may provide guidelines for improving html modules and useful pointers for fine tuning this e-learning initiative in the future.
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Mawonde, Albert, and Muchaiteyi Togo. "Implementation of SDGs at the University of South Africa." International Journal of Sustainability in Higher Education 20, no. 5 (July 1, 2019): 932–50. http://dx.doi.org/10.1108/ijshe-04-2019-0156.
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Purpose The purpose of this paper is to demonstrate how universities can play a pivotal role in implementing sustainable development goals (SDGs). It recognises the advantage that universities have in responding to social challenges through their functions and operations, mainly through research and innovation and academic prowess. Not much guidance is available on how they can contribute to SDG implementation. The research is a case study of the University of South Africa, a distance education institution. It showcases how its science campus in Johannesburg has incorporated SDGs in its operations. Design/methodology/approach Data were collected through interviews with campus operations managers and sustainability office managers, a survey with environmental science honours students was conducted and observations of the Unisa Florida campus environment were undertaken to establish practices that contribute towards SDG implementation. Document analysis assisted in complementing the data collection process. Data were analysed by aligning practices with SDG indicators. Findings The research revealed a number of practices that align with SDGs in teaching, research, community engagement and campus operations management. Unisa is however challenged by financial limitations and as an open distance education and learning (ODeL) institution, it struggles to involve students in these projects. The paper concludes that while the most obvious contribution of universities to SDGs is towards quality education (SDG 4), higher education, including distance education institutions, can play an active role in implementing other SDGs as well. Research limitations/implications This research was limited to one institution, Unisa, owing to time limitations. While this might seem like the research was too selective, it was intentional, as the aim was to research a distance education institution. The research targeted staff involved in campus operations at Unisa’s Florida Campus, which is located in Johannesburg. Interviews were limited to students pursuing BSc Honours in Environmental Management. This was a methodological decision to contain the research, but making sure that the targeted respondents were the most informed. Individual case studies are often critiqued for being insufficiently representative to allow generalisations to other contexts (Jupp, 2006). This applies to this research in terms of “populations and universes” (Yin, 2003, p. 10), but generalisations to “theoretical propositions” (ibid) are possible. Originality/value There are few studies in Africa which researched implementation of SDGs in universities, let alone in ODeL institutions. The research revealed the challenge of involving students in sustainability practices in distance education institutions and serves as a testimony that such institutions can still have successful projects on and off campus. It suggests involving students in applied research based on the current sustainability projects on and off campus.
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Murad, Fatin Adira, and Azlan Ahmad Kamal. "The Impact of E-Learning on University Students’ Learning of Sport Skill Subjects During the Covid-19 Pandemic." European Journal of Social & Behavioural Sciences 30, no. 3 (August 31, 2021): 201–16. http://dx.doi.org/10.15405/ejsbs.300.
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The Covid-19 pandemic has significantly altered the education system globally shutting down face-to-face (f2f) learning in order to prevent the spread of the disease. The Malaysian government implemented Movement Control Order (MCO) starting in March 2020 creating a new norm for Malaysian citizens’ working, educational and social environments. Work from Home (WFH) became part of the new norm for most working people with university students having no choice but to continue their education via Open and Distance Learning (ODL). Thus, this study investigates the impact of e-learning among university students studying sport skill subjects during this pandemic. An online survey was distributed to 152 students in their second to seventh semester majoring in Physical and Health Education to (1) investigate the well-being of students during online classes (2) identify the effectiveness of sport skill subjects learned online among the students and (3) study the relationship between online lectures and the effectiveness of learning sport skill subjects. A descriptive research design was used to describe the effects of e-learning among the students. The findings revealed that students did not suffer any psychological distress during online classes but indicated a lack of confidence in their capabilities in executing the skills in real life. No significant correlation was revealed between lecturing online and the effectiveness of learning sport skill subject learned among the students.
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Joubert, Yvonne T., and Annette M. Snyman. "Challenges Experienced with Online Tutoring in an ODL Institution." Progressio: South African Journal for Open and Distance Learning Practice 39, no. 1 (February 21, 2018): 126–45. http://dx.doi.org/10.25159/0256-8853/2139.
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The objectives of this exploratory qualitative study were to determine the challenges of online teaching that were experienced by e-tutors in an open distance learning (ODL) institution, and to suggest possible solutions to overcome these challenges. The study was conducted with a sample of 31 (out of a total of 50) e-tutors in the Human Resource Management Department. Two main open-ended questions were sent to e-tutors in this department via email, to be completed on a voluntary basis. The results indicated that the e-tutors experience challenges such as low participation and lack of commitment by students. Students prefer to interact with the lecturers directly, there is limited or no interaction between lecturers and e-tutors, the e-tutors experience a sense of isolation and feel that their training is inadequate, and students are unclear about the role of the e-tutor, have limited access to technology and experience administrative problems. By analysing the findings of the literature review, as well as the results of the exploratory qualitative study, the researchers were able to identify the solutions by means of which an ODL institution can overcome the challenges of e-tutoring and ensure greater success for both students and the institution.
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Maritim, Ezra K., and Daniel Makini Getuno. "Scalability of Learners’ Success Rates in e-Learning: A Survey Study of the Learners’ Perspectives." European Journal of Open, Distance and E-Learning 21, no. 1 (July 1, 2018): 1–15. http://dx.doi.org/10.2478/eurodl-2018-0001.
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Abstract Globally, ODL institutions experience mismatch between scalability of numbers and scalability of success rates. This study explored the scalability of success rates in open, distance e-learning as perceived by the learners within the Chain of Response Model. The primary aim of the study was to look at online learners’ success rate by focusing on two institutional factors drawn from the Model, namely: the learner’s study modules related challenges and support services. The results of an online survey of 180 undergraduate and postgraduate online learners of Egerton University, Kenya, showed: (a) the response rate of 16%; (b) a mixture of hardware, software and personal factors were identified as pre-requisites for e-learning success: (c) a number of mathematically-based modules were identified as risks to success in online studies; and (d) while the learners saw the learner support services as important they were less satisfied with their provision. The present study points to two broad areas that require further studies. First, qualitative look into specific challenges that learners face with respect to learner support service provisions, modules interactivity, and those identified as difficult to follow and thus posing risks to the learners’ success. Second, investigation into tutor-learner contacts with the view of identifying whether such contacts are reactive or proactive.
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Arumugam, Prakash. "Personalised system of instruction: The ODL way." Asian Association of Open Universities Journal 8, no. 1 (March 1, 2013): 13–22. http://dx.doi.org/10.1108/aaouj-08-01-2013-b002.
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All academic institutions subscribe to systems and methods that are deemed appropriate for the delivery of courses or programmes to the general masses. Some emphasise on physical delivery as in conventional institutions. Some employ a blended approach as in distance learning institutions. In modern times, we see conventional institutions making use of a mixture of conventional face-to-face and modern e-learning approaches in delivering programmes. In the 1960s, an experimental method of instruction was introduced by Fred Keller. It was aptly named Keller's Personalised System of Instruction (PSI) and it stayed on the educational radar right through the 70s and 80s. This non-traditional method of instruction, which dominated colleges and universities, was regarded as superior to conventional methods. It was originally used in a conventional education setting or face-to-face teaching environment. Unfortunately, its popularity slowly waned in subsequent decades. The original PSI method contained five defining features and these are applied, inadvertently or otherwise, by distance education institutions in their delivery of courses. The purpose of this study is to examine the exploitation of PSI in the delivery of courses at Wawasan Open University (WOU). To facilitate the investigation, the elementary level Microeconomics course was selected. The study reveals that PSI principles, in general, are applied in WOU with twists that fit into institutional and cultural norms, bearing in mind the attention the university pays to quality.
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Neupane, Arjun. "Fostering Learner Autonomy by using Moodle as Pedagogical Tool: Reflections on Students’ Perceptions." Interdisciplinary Research in Education 4, no. 2 (December 31, 2019): 162–72. http://dx.doi.org/10.3126/ire.v4i2.27930.
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Moodle is an open source for e-learning system. It is as a tool for delivering contents to students and it is useful to build rich collaborative learning communities. It allows users to be active learners, who actively participate in the online learning process. Based on this background, this study aimed to investigate the students’ views on the use of Moodle in mathematics education. This study gave attention to the variables of perceived usefulness, perceived ease of use, attitude and students’ self- efficacy in learning mathematics. Participants of this study consisted of 24 students, who took first and second semester courses at the master's level in Mathematics Education in 2018 batch from Open and Distance Education Center (ODEC), TU. There are 21 male and three female students. Four students were chosen for the interview including one female representative. Data triangulation between the data of interviews, online observation, and interviews with online teachers was used to analyze and analysis of the data. Three online teachers were chosen for interview purposively. The finding revealed that students had a positive perception towards the use of Moodle and were happy to learn mathematics from the online mode rather than the face-to-face mode. It is suggested that the Moodle if used appropriately and systematically, benefits tutors and students equally.
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Van Zyl, J. Marinda, Christoffel Johannes Els, and A. Seugnet Blignaut. "Development of ODL in a newly industrialised country according to face-to-face contact, ICT, and e-readiness." International Review of Research in Open and Distributed Learning 14, no. 1 (January 22, 2013): 84. http://dx.doi.org/10.19173/irrodl.v14i1.1342.
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<p>A large number of unqualified and under-qualified in-service teachers are holding back socio-economical development in South Africa, a newly industrialized country. Open and distance learning (ODL) provides an innovative strategy and praxis for developing and newly industrialized countries to reach their educational and socio-economical objectives through professional development and training. In order to examine factors which affect the success of ODL offered by the North-West University in South Africa, a qualitative and quantitative research approach is used. Factors examined include face-to-face classroom contact, the implementation and use of ICTs, and e-readiness. The relationships between these factors are also discussed. A questionnaire was administered to 87 teacher-students in four Advanced Certificate in Education (ACE) programs to collect quantitative data regarding aspects of their classes and the e-readiness of students. This data was qualitatively elaborated upon by three semi-structured, open-ended focus-group interviews. Besides descriptive statistics, Spearman’s rank-order correlations (<em>r</em>) were determined between variables pertaining to negative feelings towards face-to-face classroom contact, ODL as students’ choice of delivery mode, and students’ positive attitude towards information and communication technology (ICT). Combined quantitative and qualitative findings were used to evaluate the effectiveness of contact classes as well as the e-readiness of students towards the attainment of ODL development Phase D. This phase refers to UNESCO’s description of ICT implementation, integration, and use. Relationships (Spearman’s rank-order correlations) between ODL, as teacher-students’ choice of educational delivery mode, and aspects of their e-readiness suggest that the e-readiness of teacher-students is implicit to their choice of ODL as educational delivery mode for professional development.</p>
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E. Fourie, Letitia. "How South African open distance learning students use social media: a survey." Problems and Perspectives in Management 14, no. 1 (March 2, 2016): 71–78. http://dx.doi.org/10.21511/ppm.14(1).2016.08.
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Various studies have been conducted on the use of social media but there is a gap in the literature with regard to social media use in South Africa as well as the difference in social media usage between Generation Y and older students. Thus the main purpose of this article is to determine how open distance learning (ODL) students use social media and if age makes a difference in social media usage. An online self-administered questionnaire was sent to a sample of first year ODL students via email that consisted of a Likert scale that surveyed how they used social media. The results indicate that students mostly use social media for entertainment purposes. A slight difference in the use of social media by Generation Y students and older students are found. Generation Y use social media mainly for entertainment purposes whereas older students indicate that they use it more for information seeking purposes. By taking these results into consideration, organizations can develop more tailored marketing messages to the consumers in the different age groups. If they want to reach Generation Y with a marketing message it should be more entertaining. Whereas marketing message aimed at older students should be in the form of more informative messages
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Mhishi, Misheck, Crispen Erinos Bhukuvhani, and Abel Farikai Sana. "Science teacher training programme in rural schools: An ODL lesson from Zimbabwe." International Review of Research in Open and Distributed Learning 13, no. 1 (January 31, 2012): 72. http://dx.doi.org/10.19173/irrodl.v13i1.1058.
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<p>This case study looked at 76 randomly selected preservice science teachers from Mbire and Guruve districts who were learning at the Mushumbi Centre in Zimbabwe and assessed their motivations for enrolling under the Bindura University of Science Education (BUSE)’s Virtual and Open Distance Learning (VODL) programme. It also looked at the challenges they faced, their views on how instruction under the programme can be improved, and their deployment preferences after graduation. The districts are located in the remote Zambezi Valley, which is characterized by poor infrastructure, pests and diseases, frequent attacks by wild animals on people, domestic animals, and crops, harsh climatic conditions, and seasonal floods, which make it very difficult to attract and retain qualified teachers. Through targeted recruitment, BUSE’s VODL programme sought to train relief teachers already serving in the area in the hope that personal history and family connections would entice them to continue teaching in these areas after attaining their teacher certification. Data was collected using a questionnaire with closed and open-ended questions. Results obtained indicate that despite a lack of funding, a shortage of reading materials, and the nonavailability of e-learning facilities, the students were motivated to join the programme for personal and professional motives and that the students, the majority of whom had taught for two or more years in the districts, would prefer deployments in the area after graduation. The study therefore recommends that deliberate efforts be directed toward the targeted recruitment of school leavers and relief teachers from disadvantaged rural areas who possess the requisite minimum entry qualifications to train as science teachers in order to improve teacher retention in remote areas. Further research into the intrinsic problems in BUSE’s VODL programme and a close scrutiny of its course development techniques are also encouraged in order to overcome some of the problems encountered by both the students and the institution.</p>
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Pangeni, Shesha Kanta. "Open and Distance Learning: Cultural Practices in Nepal." European Journal of Open, Distance and E-Learning 19, no. 2 (December 1, 2016): 32–45. http://dx.doi.org/10.1515/eurodl-2016-0006.
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Abstract Nepali education culture is dominated by face-to-face tutoring. It has a long history starting from the Gurukul culture to the present formal schooling. Emerging practices of using technology in education have been promoting online learning as a form of distance education and gaining popularity. This paper focuses on digging out the contextual reality of open and distance learning (ODL) practices in Nepal beginning with an analysis and the author’s personal impression of the context. Core focus is placed to explore and discuss different thematic issues such as modes of learning associated education culture/tradition, flexible learning for Nepali students, ODL as a pedagogical tool for teacher education and implementation of ODL in Nepal. The author’s personal reflection, literature review, and insights from learning theories are meaningful to enrich the discourse. The paper concludes showing the promising future of ODL in Nepal as an option to traditional mode of education. In addition, attention is drawn on the need of Open University and role of existing universities for the successful implementation of ODL in Nepal to adapt acculturation of online learning by respecting the need of the new generation of learners at the age of Internet culture.
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Hussin, Nur Syafiqah, Naqiah Awang, and Farah Husna Mohd Fatzel. "Students’ Experience in Learning Accounting via Open and Distance Learning (ODL)." Insight Journal 7, no. 1 (December 23, 2020): 29–40. http://dx.doi.org/10.24191/ij.v7i1.60.
Full textAbstract:
Covid-19 is an unprecedented crisis that has affected almost all industry players including education. It has transformed our way of life and introduced a new normal to how things are done. As an effort to contain the outbreak of pandemic Covid-19, universities have shifted to online learning. In line with this, Universiti Teknologi MARA (UiTM) has decided to execute open and distance learning (ODL) for the current semester until 31 December 2020. ODL introduces a different learning environment as compared to the traditional classroom that requires students to be self-reliant in learning new things. Hence, the purpose of the study is to explore students’ experiences in the process of knowledge transfer through ODL specifically for accounting subjects. A questionnaire was distributed to students who were taking the subject of Introduction to Financial Accounting and Introduction to Cost Accounting in UiTM Pahang Kampus Raub and a total of 206 responses were received. The study found over half of the students enjoy learning through ODL but only one-third were looking forward to having ODL for the next semester. Poor internet connection is the main reason found in the study that makes ODL not preferred by the students. At the same time, few features were highlighted by the students about ODL such as the advantage of pre-recorded video to catch up the new material and flexibility for them to learn at their own pace.
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Nur Syafiqah Hussin, Naqiah Awang, and Farah Husna Mohd Fatzel. "Students’ Experience in Learning Accounting via Open and Distance Learning (ODL)." Insight Journal 7 (March 3, 2021): 29–40. http://dx.doi.org/10.24191/ij.v7i0.85.
Full textAbstract:
Covid-19 is an unprecedented crisis that has affected almost all industry players including education. It has transformed our way of life and introduced a new normal to how things are done. As an effort to contain the outbreak of pandemic Covid-19, universities have shifted to online learning. In line with this, Universiti Teknologi MARA (UiTM) has decided to execute open and distance learning (ODL) for the current semester until 31 December 2020. ODL introduces a different learning environment as compared to the traditional classroom that requires students to be self-reliant in learning new things. Hence, the purpose of the study is to explore students’ experiences in the process of knowledge transfer through ODL specifically for accounting subjects. A questionnaire was distributed to students who were taking the subject of Introduction to Financial Accounting and Introduction to Cost Accounting in UiTM Pahang Kampus Raub and a total of 206 responses were received. The study found over half of the students enjoy learning through ODL but only one-third were looking forward to having ODL for the next semester. Poor internet connection is the main reason found in the study that makes ODL not preferred by the students. At the same time, few features were highlighted by the students about ODL such as the advantage of pre-recorded video to catch up the new material and flexibility for them to learn at their own pace.
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Ansari, M. M. "Planning for Open and Distance Learning in India." Industry and Higher Education 16, no. 4 (August 2002): 223–32. http://dx.doi.org/10.5367/000000002101296324.
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Improvement in the entrepreneurial capacity of the working population through education and training is a sine qua non for raising productivity-linked earnings and quality of life. The educational development of deprived groups and regions is therefore a matter of serious concern for policy planners, especially in countries like India which have a federal structure and a democratic polity Of the available educational methods, open and distance learning (ODL) is considered to be the cheapest and most accessible, due mainly to its innovative and flexible characteristics that allow appropriate media choices for student-centred approaches to teaching and learning. ODL extends the benefits of new knowledge and technical know-how and is thus a powerful instrument in the equalization of educational opportunities and in broadening the base of human capital formation. Against this background, the performance of ODL in India over the past four decades is reviewed. The author analyses the evidence and demonstrates the extent to which ODL has succeeded in improving access and equity in the provision of services. The factors that help or hinder in extending the reach of education among deprived groups and regions are identified, and the implications for policy planning are discussed. The implementation of the recommended policy measures would contribute to the educational development of disadvantaged groups, raise the overall competence levels and earnings of the working population, improve the quality of life, and reduce disparities. These goals are critical to ensure social harmony, political stability and sustainable development.
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Guha, A. S., and Subhashish Maji. "E‐learning: the latest spectrum in open and distance learning." Social Responsibility Journal 4, no. 3 (August 2008): 297–305. http://dx.doi.org/10.1108/17471110810892820.
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Raubenheimer, Janette, and Patrick Ngulube. "Career success – the perception of Open Distance Learning library middle managers." Library Management 40, no. 6/7 (August 12, 2019): 379–91. http://dx.doi.org/10.1108/lm-03-2018-0021.
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Purpose The purpose of this paper is to gain original evidence of the perception of Open Distance Learning (ODL) library middle managers towards the meaning of career success from the perspective of the individual. Design/methodology/approach This quantitative research study was conducted with the help of a survey questionnaire designed by the first researcher. Findings Results revealed that career success no longer only relates to criteria such as the hierarchical position or progression through high ratings obtained during performance appraisal. A high premium is placed by ODL library middle managers on other success criteria identified in the literature, such as the positive effect of their work on the institution, success achieved through a focus on work life and home life balance and personal recognition due to competence. Research limitations/implications The research findings presented in this paper form an important part of a comprehensive study on ODL library middle management development but is limited to the only ODL library in South Africa. Practical implications The paper provides current perceptions of ODL library middle managers to be considered during career path planning. Originality/value The paper provides the first findings of an overview of the perception of South African ODL library middle managers towards the meaning of career success. The study is timely as the number of ODL institutions is growing. The target population to benefit from this study is ODL library practitioners.