Relevant bibliographies by topics / Supported open and distance learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Supported open and distance learning'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Supported open and distance learning"

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Kılınç, Hakan, Hakan Altınpulluk, and Mehmet Fırat. "Evaluation of Open and Distance Learners' Views on Employment." Yuksekogretim Dergisi 11, no. 2Pt2 (2021): 461–72. http://dx.doi.org/10.2399/yod.21.733689.

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The rise in youth unemployment rates across the world is considered as an important problem. Higher education institutions tasked with raising the human profile needed for various business sectors are undergoing a digital transformation, supported by digital technology. The focus of this digital transformation is open and distance learning. Open and distance learning is becoming increasingly important, and is becoming an effective way to access the most up-to-date information, especially for working adult individuals. Open and distance learning, which covers mass education activities, reach mo
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Bratitsis, Tharrenos, and Stavros Demetriadis. "Research Approaches in Computer-Supported Collaborative Learning." International Journal of e-Collaboration 9, no. 1 (2013): 1–8. http://dx.doi.org/10.4018/jec.2013010101.

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Computer Supported Collaborative Learning (CSCL) is concerned with how people learn when working and interacting in groups with the assistance of ICTs. The field involves collaboration, computer mediation, online – distance education which raises interesting theoretical considerations regarding the actual studying of learning within CSCL settings. Being a rather interdisciplinary research field in nature, it has a long history of controversy about its theory, methods, and definition. In this editorial, through a quick review of the literature the diversity of issues examined under the CSCL res
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Abu Hasan, Norraidah, Zawawi Temyati, Mohd Faizal Kamarudin, and Perengki Susanto. "Neo adult learners’ instructional learning model in higher learning education." International Journal on e-Learning and Higher Education 19, no. 3 (2023): 41–48. http://dx.doi.org/10.24191/ijelhe.v19n3.1933.

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Open and Distance Learning (ODL) is important for lifelong learning, allowing adults to acquire new skills, update their knowledge, and stay relevant in an ever-evolving job market. A notable area for improvement is observed in the availability of a comprehensive framework to direct the formulation of Open and Distance Learning (ODL) environments that aptly cater to the requisites of adult learners. There needs to be a comprehensive framework to guide the design of ODL environments that meet the needs of adult learners and which is supported by adult learning theories, online knowledge constru
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Yusuf, Ayus Ahmad, Toheri, M. Syaoqi Nahwandi, and Asmiyati Khusnul Maryam. "Distance Learning in a Cyber Islamic University: Best Experience from Indonesia." Revista de Gestão Social e Ambiental 18, no. 5 (2024): e06947. http://dx.doi.org/10.24857/rgsa.v18n5-148.

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Backgroung: The quality of online learning is a demand for the State Islamic Institute of Syekh Nurjati Cirebon as a pilot project for a cyber-based Islamic university which since 2021 has had a distance learning program of Islamic Education Study Program. The Asian Association of Open Universities (AAOU) and Academic Partnership and The Asia-Pacific Economic Cooperation (APEC) organizations provide some criteria for the quality of online learning. Mixed research with sequential methods was carried out on the study program academic community using closed and open questionnaires online and thro
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Dagdag, Januard Deñola, and Ronnie Jay S. Darang. "The Concept and Context of Distance Learning in the New Normal Learning Scheme." Pedagogi: Jurnal Ilmu Pendidikan 21, no. 2 (2021): 149–53. http://dx.doi.org/10.24036/pedagogi.v21i2.1183.

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Distance Learning has been around since its advent in 1960 and evolved in the creation of World Wide Web (WWW) in 1991 with the introduction of first education programs through internet of University of Phoenix and other universities and colleges. Vast ideas of concepts, theories and context have aroused in the popularization and implementation of distance learning in educational system and its first and most adversary are those in favor of lecture style of teaching. In the onset of the COVID-19, all fields of society have been affected and one of it is the educational system. This pandemic pr
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Davis, Niki, Alison Fields, and Maggie Hartnett. "Editorial: Engaging in open, flexible, and distance learning with a new editorial team." Journal of Open, Flexible and Distance Learning 18, no. 1 (2023): 1–10. http://dx.doi.org/10.61468/jofdl.v18i1.230.

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This editorial provides insights into the processes of scholarly publishing, at a time of handover to a new editorial team, to publicise evidence of quality processes and leadership. Publishing trends are also briefly identified. The issue also publishes the first set of papers that have been further developed from the research stream of the 2014 biennial conference of The New Zealand Association for Open, Flexible and Distance Learning (DEANZ). We are happy to be able to include papers that represent the wide area of open, flexible, and distance learning supported by our Aotearoa New Zealand
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Munir, Syaiful. "Perkembangan Berbagi Pengetahuan Pada Pendidikan Jarak Jauh." Antroposen: Journal of Social Studies and Humaniora 2, no. 2 (2023): 137–44. http://dx.doi.org/10.33830/antroposen.v2i2.6380.

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The development of knowledge sharing in distance education has become a significant topic in the era of globalization, supported by innovation and technological advancements. Open University (UT) is an educational institution that adopts a distance education model and utilizes information technology as a learning medium. UT employs various forms of e-learning, such as online tutorials, television programs, web resources, digital libraries, and more, to facilitate interaction among students, course materials, tutors, and fellow students. This article delves into how knowledge sharing management
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Tarmuji, Indarawati, Yusarina Mat Isa, Seri Ayu Masuri Md Daud, and Dayana Jalaludin. "Determinants of open and distance learning (ODL) performance in higher learning institutions (HEIs): Evidence from Malaysia." Journal of ICT in Education 11, no. 2 (2024): 77–91. http://dx.doi.org/10.37134/jictie.vol11.2.7.2024.

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The advent of technology and the COVID-19 pandemic has altered the higher education landscape by highlighting online education platforms, thus bringing transformation to the teaching and learning process. Drawing from the dynamic capability theory, this study examines whether institutional, technology and human resources are determinants for the performance of Open and Distance Learning (ODL) education in higher learning institutions (HEIs) in Malaysia. A quantitative approach was employed in this study, specifically utilising a structured questionnaire to collect data from a sample of 217 edu
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Osang, F. B., R. A. Atuluku, and F. S. Garki. "Cloud Computing Performance Evaluation Model for Open and Distance Learners in Nigeria." Advances in Multidisciplinary & Scientific Research Journal Publication 11, no. 3 (2024): 63–78. http://dx.doi.org/10.22624/aims/digital/v12n3p7.

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The increasing need for fast, secure and dynamic processing of information has necessitated the wide scale adoption of cloud computing. The educational sector especially the open and distance learning institutions are not left out of the need for distributed technology. This study presented a model that provided insight into the pre and post usage adoption variables associated with cloud computing adoption and performance in open and distance learning (ODL) setting. Partial Least Square (PLS) was adapted to test seven hypotheses on the causal relationship between the variables. Five out of the
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Pitlewad, Abhijeet, Pravin Payghan, Omkar Uttekar, and Rutuja Pandit. "Social Distance Detection with the Help of Deep Learning." International Journal for Research in Applied Science and Engineering Technology 10, no. 5 (2022): 1919–23. http://dx.doi.org/10.22214/ijraset.2022.42712.

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Abstract: This report presents a strategy for social distancing detection using deep learning to judge the gap between people to mitigate the impact of this coronavirus pandemic. The detection tool was developed to alert people to keep up a secure distance with one another by evaluating a video feed. The video frame from the camera was used as input, and therefore the open-source object detection pre-trained model supported the YOLOv3 algorithm was employed for pedestrian detection. Later, the video frame was transformed into top-down view for distance measurement from the 2D plane. The gap be
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Dissertations / Theses on the topic "Supported open and distance learning"

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Rahman, Zillur, and zillur@deakin edu au. "STUDENT SUPPORT: BRIDGING THE GAP BETWEEN STUDENTS AND THE UNIVERSITY." Deakin University. Graduate School of Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20030206.130122.

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Bangladesh introduced open and distance learning as a means of providing education for people in isolated and remote locations through the establishment of the Bangladesh Open University (BOU). The broad aim of the BOU is to provide flexible and needs-based education to those unable or not wishing to enter conventional educational institutions. The BOU is presently the only university in Bangladesh to provide mass education and also to provide continuing education and professional and technical education to support the existing educational system. The BOU has a mission that encompasses seconda
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Möwes, Delvaline Lucia. "An evaluation of student support services in open and distance learning at the University of Namibia /." Link to the online version, 2005. http://hdl.handle.net/10019/1620.

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Mowes, Delvaline Lucia. "An Evaluation of student support services in open and distance learning at the University of Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1263.

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Distance education and open and flexible learning policies have done much to extend accessibility to higher education throughout the world. However, distance education is not just a move away from learning in the classroom. It is a complete paradigm shift and when delivering learning materials outside the classroom across any distance, it is important that technologies and techniques support students. Against this background, the case has been made that the provision of student support services, according to the diverse needs and expectations of adult distance education students, should
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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
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Sipuka, Olwethu. "Exploring a framework for decolonised disability-inclusive student walk support practices in an open and distance learning institution." Doctoral thesis, Faculty of Health Sciences, 2021. http://hdl.handle.net/11427/34003.

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This research examined underpinning aspects of decolonised support service needs and preferences of open distance learning students with disabilities. In order to fulfil this purpose, views and perceptions of students with disabilities on the importance, availability, and accessibility of student support services were investigated. The extensive literature review done confirms the extent to which decolonisation of higher education has received prominence however, that prominence is not given to the decolonisation of support services for students with disabilities. The Capabilities Approach is
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Phatudi, Nkidi Caroline. "Assessing learner needs for student academic support and development in the Early Childhood Education Department of the South African College for Teacher Education (SACTE)." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52138.

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Thesis (MPhil)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: SACTE is a distance education provider for practising educators in the Republic of South Africa. As a distance education provider, SACTE has to rely on teaching and learning media other than the tutor for providing service to its students. Study manuals are the main means of subject delivery the college employs. The college, however, cannot always reach its students through the media used, which in this instance is the study manual. This conclusion was reached after numerous telephone calls and letters from students
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Du, Toit Charlene. "Riglyne vir effektiewe onderwys in afkampusonderwysprogramme vir praktiserende onderwysers / C. du Toit." Thesis, North-West University, 2011. http://hdl.handle.net/10394/4485.

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The problem being investigated in this thesis is to understand and explain why some Setswana speaking students in the ACE-programme for Life Orientation who have voluntarily registered for a decentralised off-campus education programme at the NWU, continue to demand personal, face-to-face communication with their lecturers during the course of their studies. „Off-campus education‟ (also known as „distance education‟ and / or „decentralised education‟) is usually implemented in an attempt to afford more students the opportunity to improve their qualifications and skills – especially in the case
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Baird, N., and Beer K. De. "Why podcasting in open higher distance learning?" Interim : Interdisciplinary Journal, Vol 8, Issue 2: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/366.

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Published Article<br>Throughout history children have been taught by means of stories told by their parents, and for many centuries this was the primary method of transferring knowledge and information. As time progressed, we spent less and less time listening to stories, although to this day storytelling is still being used as an education methodology. People of our modern century are accustomed to receiving information in an audio format. It is natural for us to absorb information through an auditory medium, and since such information transfer takes place on such a personal level, we tend to
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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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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
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Books on the topic "Supported open and distance learning"

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Lynne, Massey, and International Centre for Distance Learning., eds. Distance learning and supported open learning UK. Hobsons, 1997.

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International Centre for Distance Learning. and Open University, eds. Distance and supported open learning worldwide. Hobsons, 1997.

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International Centre for Distance Learning. and Careers Research and Advisory Centre., eds. Distance learning: And supported open learning UK : over 2,000 distance and open learning courses : over 200 UK course providers : over 250 subjects. Hobsons [for CRAC], 1997.

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Brindley, Jane E. Learner support in open, distance and online learning environments. Bibliotheks- und Informationssystem der Universität Oldenburg, 2004.

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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. Universiti Utara Malaysia Press, 2006.

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Undervisningsministeriet, Denmark, ed. Technology-supported learning (distance learning). Danish Ministry of Education, 1994.

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Rowntree, Derek. Exploring open and distance learning. Nichols Pub., 1992.

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Fred, Lockwood, ed. Open and distance learning today. Routledge, 1995.

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Race, Phil. The open learning handbook: Selecting, designing and supporting open learning materials. Kogan Page, 1989.

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Marson, S. N. Teachers' guide to open/distance learning. ENB Learning Resources Unit, 1987.

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Book chapters on the topic "Supported open and distance learning"

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Martin, Florence, and Doris U. Bolliger. "Designing Online Learning in Higher Education." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_72.

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AbstractDesign is critical in online learning. This chapter reviews research and practice on designing effective online courses in higher education. Firstly, the importance of design in online learning is described including asynchronous, synchronous, and bichronous delivery methods, as well as the significance of course organization and meeting learner needs in online courses. Secondly, we provide a brief overview of online course design research in higher education. Thirdly, standards and rubrics for online course design from US colleges and universities as well as professional organizations
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Martin, Florence, and Doris U. Bolliger. "Designing Online Learning in Higher Education." In Handbook of Open, Distance and Digital Education. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_72-1.

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AbstractDesign is critical in online learning. This chapter reviews research and practice on designing effective online courses in higher education. Firstly, the importance of design in online learning is described including asynchronous, synchronous, and bichronous delivery methods, as well as the significance of course organization and meeting learner needs in online courses. Secondly, we provide a brief overview of online course design research in higher education. Thirdly, standards and rubrics for online course design from US colleges and universities as well as professional organizations
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Ge, Xun, and Kun Huang. "Designing Online Learning Environments to Support Problem-Based Learning." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_76.

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AbstractProblem-based learning (PBL) represents an instructional approach through which learning is gained by investigating, negotiating, and resolving meaningful problems. PBL can be challenging to implement, and the online learning ecology adds another layer of challenges as it demands effective interactions between pedagogy and technology. To inform the design of online learning environments to support PBL, this chapter presents a practical pedagogical framework to support four key aspects of PBL implementation: (1) preparation and planning, (2) design and development, (3) implementation an
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Ge, Xun, and Kun Huang. "Designing Online Learning Environments to Support Problem-Based Learning." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_76-1.

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AbstractProblem-based learning (PBL) represents an instructional approach through which learning is gained by investigating, negotiating, and resolving meaningful problems. PBL can be challenging to implement, and the online learning ecology adds another layer of challenges as it demands effective interactions between pedagogy and technology. To inform the design of online learning environments to support PBL, this chapter presents a practical pedagogical framework to support four key aspects of PBL implementation: (1) preparation and planning, (2) design and development, (3) implementation an
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Borup, Jered, and Leanna Archambault. "Designing Online Learning for Children and Youth." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_77.

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AbstractStudents at the primary and secondary levels are increasingly enrolling in online courses either to supplement or completely replace their in-person courses. While there are benefits to learning online, they come at a cost, and students are less likely to pass their online courses compared to their in-person courses. In this chapter, we share two frameworks. We share the 4Es framework that highlights how online courses should be designed to enable, extend, engage, and elevate student learning. However, a well-designed course is not enough, and most students will require support from ot
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Borup, Jered, and Leanna Archambault. "Designing Online Learning for Children and Youth." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_77-1.

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AbstractStudents at the primary and secondary levels are increasingly enrolling in online courses either to supplement or completely replace their in-person courses. While there are benefits to learning online, they come at a cost, and students are less likely to pass their online courses compared to their in-person courses. In this chapter, we share two frameworks. We share the 4Es framework that highlights how online courses should be designed to enable, extend, engage, and elevate student learning. However, a well-designed course is not enough, and most students will require support from ot
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Cleveland-Innes, M., and J. Hawryluk. "Designing Online Learning Communities." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_82.

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AbstractHigher education course design is moving increasingly toward constructivist, collaborative approaches for higher-order learning. A community-based approach to learning fits both this type of pedagogy and preferred learning outcomes related to critical thinking and metacognition. This is particularly necessary when moving such learning online, and the need for a community is even more important for engagement and motivation than in-person learning, where community and connection is often created organically. Online learning communities can be effectively created using the community of i
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Cleveland-Innes, M., and J. Hawryluk. "Designing Online Learning Communities." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_82-1.

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AbstractHigher education course design is moving increasingly toward constructivist, collaborative approaches for higher-order learning. A community-based approach to learning fits both this type of pedagogy and preferred learning outcomes related to critical thinking and metacognition. This is particularly necessary when moving such learning online, and the need for a community is even more important for engagement and motivation than in-person learning, where community and connection is often created organically. Online learning communities can be effectively created using the community of i
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Różewski, Przemysław, and Emma Kusztina. "Information System Development for Open Learning Support: Open System of Distance Learning." In Knowledge-Based and Intelligent Information and Engineering Systems. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23854-3_54.

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Hmelo-Silver, Cindy E., and Heisawn Jeong. "Synergies Among the Pillars." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_83.

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AbstractComputer-Supported Collaborative Learning (CSCL) research has become pervasive in STEM (science, technology, engineering, and mathematics) education over the last several decades. Guided by sociocultural and social constructivist theories of learning, CSCL focuses on shared meaning making and is influenced by the three pillars of CSCL: enabling technologies, pedagogical designs, and modes of collaboration. This chapter identifies different approaches to CSCL that involve different combinations of these pillars. Based on an extensive literature review, we identify four distinct clusters
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Conference papers on the topic "Supported open and distance learning"

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Guo, Teng, Dongfang Ma, Yun Xu, and Zhaoyang Ma. "Hyp-OC: Exploiting Hyperbolic Distance Enhances Open-World Contrastive Learning." In 2025 28th International Conference on Computer Supported Cooperative Work in Design (CSCWD). IEEE, 2025. https://doi.org/10.1109/cscwd64889.2025.11033460.

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Ikhsan, Ridho Bramulya, Shiyrah Theosebes Sela, Yuniarty, Ade Jamal Mirdad, and Norasykin Binti Mohd Zaid. "Student Engagement in Open Distance Learning." In 2024 9th International Conference on Business and Industrial Research (ICBIR). IEEE, 2024. https://doi.org/10.1109/icbir61386.2024.10875951.

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Neugebauer, Malte, Sabrina Falk, Ralf Erlebach, Saburo Higuchi, and Yasuyuki Nakamura. "Robust & Reliable Automated Feedback Using Tree Edit Distance for Solving Open Response Mathematical Questions." In 17th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2025. https://doi.org/10.5220/0013464900003932.

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Egenti, Grace, Justin Ikeokwu, and Bayonle Fadayomi. "Educational Development in Africa: Bridging disability Gap with Distance Learning for the Visually Impaired." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3346.

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It is a known fact that the era of the Covid19 pandemic has further exposed the concept and technology of distance learning as more and more people are now interested in higher education through the distance learning mode. Distance learning courses are possibly an appropriate tool for mainstream students with impairments in education since they rely significantly on digital material and are technology-mediated. However, in the drive to move forward, most structures/systems are typically created without taking into cognizance the unique interface issues those students with disabilities are conf
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Hossain, Khondoker Mokaddem, and Mahbuba Nasreen. "A Study on the Role of Learning Management System to support the Distance Education in Bangladesh during Covid-19: The Case of Bangladesh University of Professionals and Bangladesh Open University." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4518.

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The COVID-19 pandemic has led to the devastating disruption of face-to-face education system ever. In order to overcome the situation, Bangladesh University of Professionals (BUP) and Bangladesh Open University (BOU) has introduced different teaching and learning methods by integrating Learning Management System (LMS) In line with this, BUP and BOU have also applied technology supported LMS for its students and faculties. The study investigates how the LMS supports the application of software for administering, documenting, tracking, reporting and delivering of courses, conducting examinations
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MN, ASNAH, SITI SYAMSIAH, and BENNY A. PRIBADI. "Designing digital library as a facilities to support Open and Distance learning (ODL) student: a case in Universitas Terbuka Indonesia." In International Symposium on Open, Distance, and E-Learning. Pustekkom, 2018. http://dx.doi.org/10.32550/pi.v1i1.23.

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Mallinson, Brenda. "Building Online Education Capacity during a Pandemic - from Concept to Action in Developing Regions." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4780.

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This paper describes a learning journey which started with a COL-supported webinar series addressing ‘Learning Design leading to Sensitisation for Online Course Development using OER’. The webinar OER materials were hosted on Moodle and required participants to complete a series of related online activities interspersed between the synchronous sessions. The high-level output of this stage was the drafting of an institutional, faculty, or departmental action plan to propagate deeper understanding and new skills at an institutional level. The second stage was the refinement of these Action Plans
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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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Murphy, Kerry, Maria Velasco, and Sarah Davies. "OpenSTEM Africa: Creating Onscreen Tools to Teach Practical Science at Scale." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7656.

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Improving access to STEM education is viewed globally as a route to economic empowerment. OpenSTEM Africa is a collaboration between The Open University (OU) and government partners in Ghana to co-create virtual instruments, onscreen immersive laboratory experiences and virtual worlds to support the teaching and learning of the practical sciences, focussing on schools and learners with limited or no access to laboratory resources. The OU is a leader in the use of technology enhanced learning to support distance education at scale. Throughout 2019, workshops were held in Ghana with Senior High
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Beukes-Amiss, Catherine Margaret, and Erkkie Haipinge. "Keeping Learning Open during Covid-19 and beyond through Innovative Learning Design: A Case Study of the University of Namibia." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9219.

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The infusion of technology into Open and Distance Learning (ODL) practices was nothing new at the University of Namibia (UNAM) during the emergence of Covid-19. The Centre for Innovation in Learning and Teaching (CILT) (previously the Centre for Open, Distance and eLearning (CODeL) at UNAM, focuses on leading learning innovations and was tasked with developing innovative approaches during the Covid-19 pandemic’s lockdown period, which remain relevant beyond the pandemic. // This study examined how CILT as an academic support Centre in collaboration with the Commonwealth of Learning (COL) suppo
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Reports on the topic "Supported open and distance learning"

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Chuulu, Yvonne M., Smith K. Bweupe, Ing’utu A. Kalumiana, Barbara M. Kasonde, and Mathews Musonda. Increasing Access to Open Schooling through an e-Learning Intervention: A Case Study from Zambia. Edited by Tony Mays. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5223.

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During 2019–21, the Ministry of General Education in Zambia piloted an open and innovative schooling (OIS) programme. It used an e-learning model that involved developing and sharing curriculum-based open educational resources (OER) to supplement other teaching and learning processes. The resources could be accessed through both online and offline means. The programme was implemented in 15 centres that supported distance learners and five schools where traditional face-to-face learning took place. A tracer study was conducted among learners, teachers and head teachers who participated in the p
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Traxler, John, and Betty Ogange. Policy Brief: Leveraging MOOCs for Teacher Development in Low-Income Countries and Disadvantaged Regions. Commonwealth of Learning (COL), 2021. http://dx.doi.org/10.56059/11599/3980.

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This policy brief looks at open digital distance learning and the potential of massive open online courses to deliver and support teacher development in low-income countries and disadvantaged regions. It addresses the particular barriers faced by teachers and their communities and proposes options to help overcome their challenges. Recommendations cover areas of local, national and global policy.
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Mayfield, Colin. Capacity Development in the Water Sector: the case of Massive Open On-line Courses. United Nations University Institute for Water, Environment and Health, 2017. http://dx.doi.org/10.53328/mwud6984.

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The Sustainable Development Goal 6 targets are all dependent on capacity development as outlined in SDG 6a “Expand international cooperation and capacity-building support to developing countries in water- and sanitation related activities and programmes “. Massive Open On-line Courses (MOOCs) and distance learning in general have a significant role to play in this expansion. This report examines the role that MOOCs and similar courses could play in capacity development in the water sector. The appearance of MOOCs in 2010/11 led within 4 years to a huge increase in this type of course and in st
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Adamu, Abdalla Uba. Status of Open and Distance Learning in Nigeria. Commonwealth of Learning (COL), 2022. http://dx.doi.org/10.56059/11599/4070.

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"Status of Open and Distance Learning in Nigeria" reviews current policy and practice in relation to issues of access, equity, quality and costs. This was done using a survey of ODL institutions, data from different institutions, and available studies conducted by COL. The report identifies innovations and best practices that institutions adopted as a response to the Covid-19 crisis. The objective of this report is to provide recommendations and concrete actions to enable policy makers and distance education leaders to transform the sector for national development.
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Kanwar, Asha. A Green Learning Agenda. Commonwealth of Learning (COL), 2022. http://dx.doi.org/10.56059/11599/4077.

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Presented by Professor Asha Kanwar, COL President &amp; CEO, at the Fourth Pan-Commonwealth Training Programme on Women and Leadership in Open and Distance Learning in collaboration with Wawasan Open University in Penang, Malaysia, on 3 August 2022.
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Streuli, Natalia, and Catherine M. Moleni. Education and HIV and AIDS in Malawi : the role of open, distance and flexible learning. Institute of Education, University of London, 2008. http://dx.doi.org/10.35648/20.500.12413/11781/ii083.

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Desk, Front. Learning for Sustainable Development: COL’S Impact Report 2015–2021. Commonwealth of Learning (COL), 2022. http://dx.doi.org/10.56059/11599/4045.

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The Commonwealth of Learning’s Strategic Plan 2015– 2021 sought to leverage open and distance learning (ODL) and contribute to the United Nations’ Sustainable Development Goal 4 by generating three long-term outcomes: better organisational capacity in ODL, increased opportunities for quality learning, and improved sustainable livelihoods. This report contains examples of impact from COL’s work during the plan period.
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Kanwar, Asha. Towards Innovative Leadership. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/11599/4075.

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Presented by Professor Asha Kanwar, COL President &amp; CEO, at the Fourth Pan-Commonwealth Training Programme on Women and Leadership in Open and Distance Learning in collaboration with Wawasan Open University in Penang, Malaysia, on 1 August 2022.
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Kanwar, Asha. OER for Quality Education: How Can we Benefit? Commonwealth of Learning (COL), 2022. http://dx.doi.org/10.56059/11599/4076.

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Presented by Professor Asha Kanwar, COL President &amp; CEO, at the Fourth Pan-Commonwealth Training Programme on Women and Leadership in Open and Distance Learning in collaboration with Wawasan Open University in Penang, Malaysia, on 2 August 2022.
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Uandela, André, and Mimi Coultas. Learning from ODF Districts in Mozambique. The Sanitation Learning Hub, Institute of Development Studies, 2023. http://dx.doi.org/10.19088/slh.2023.008.

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With 30 per cent of Mozambique’s rural population still practicing open defecation (JMP 2021), the country urgently needs to accelerate results if it is to achieve Sustainable Development Goal 6.2. After over a decade of work by the Government and key partners including UNICEF, six districts have recently been declared open defecation free (ODF). This paper shares findings from a review commissioned by UNICEF in 2023 to understand the enablers and barriers to success in these districts, and inform national and global discussion on how sub-national systems can be better supported to drive progr
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