Academic literature on the topic 'University of Ibadan. Distance Learning Centre'
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Journal articles on the topic "University of Ibadan. Distance Learning Centre"
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Itasanmi, Sunday Abidemi. "OER AWARENESS AND USAGE AMONG OPEN AND DISTANCE LEARNING STUDENTS IN SOUTH-WESTERN NIGERIA." IJIET (International Journal of Indonesian Education and Teaching) 4, no. 2 (July 20, 2020): 343–57. http://dx.doi.org/10.24071/ijiet.v4i2.2643.
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This study assessed Open Educational Resources (OER) awareness level and usage among Open and Distance Learning (ODL) students in South-western Nigeria. A descriptive research design was adopted for the study. Three ODL institutions (University of Ibadan Distance Learning Centre, National Open University of Nigeria, Ibadan Study centre and University of Lagos Distance Learning Institute) were purposively selected. A structured questionnaire titled "OER awareness and usage Questionnaire" with a Cronbach alpha coefficient of .954 was used as data collection instrument. Data collected were analysed using frequency count, simple percentages, mean, standard deviation and Pearson Product Moment Correlation. Results of the study revealed that OER awareness among ODL students was on the average while OER usage was high. Lack of orientation on the availability and use of OER and insufficient ICT facilities in the school to access OER materials, amongst others were challenges ODL students faced using OER. It was, therefore, recommended that there should be conscious efforts by ODL institutions to devise means to increase the level of OER awareness among students and sensitise them on the inherent benefits in OER usage.Corresponding author:Sunday Abidemi ItasanmiDOI: 10.24071/ijiet.2020.040216
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Adekannbi, Janet O. "E-Learning Delivery Methods: Predictors of Satisfaction by Students of Nigerian Universities." Asian Review of Social Sciences 8, no. 3 (November 5, 2019): 8–14. http://dx.doi.org/10.51983/arss-2019.8.3.1604.
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Learners’ satisfaction is an important factor to the success of any e-learning programme. This study presents findings from students’ assessment of the e-learning platforms used at Distance Learning Centre University of Ibadan, Nigeria. Survey design was used. Data was collected from 351 students in 100 and 200 levels of the Centre using the questionnaire. Frequency and percentage distribution were used for descriptive statistics, while, multiple regression was performed to test the hypotheses. The results showed that Information quality, system quality and service quality were not significant predictors of student’s satisfaction except with the Email where information and service quality influenced overall satisfaction. Challenges to students’ use of the platforms include inadequate power supply, poor telecommunication network, high cost of self-provided power supply and high cost of owning and maintaining e-learning devices.
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Pahor, Dušica. "Distance learning in medicine / Učenje medicine na daljavo?" Acta Medico-Biotechnica 13, no. 2 (November 22, 2021): 7–9. http://dx.doi.org/10.18690/actabiomed.199.
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In March, an epidemic of coronavirus was announced, and a state of emergency was declared. The introduced measures have, among other things, halted in-person pedagogy in schools and faculties, having been replaced by distance learning. Furthermore, the University Clinical Centre and the Faculty of Medicine of the University of Maribor were closed to medical students ...
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Bellavance, Marc, Marie J. Béland, Nicolaas H. van Doesburg, Marc Paquet, Francine M. Ducharme, and Alain Cloutier. "Implanting telehealth network for paediatric cardiology: learning from the Quebec experience." Cardiology in the Young 14, no. 6 (December 2004): 608–14. http://dx.doi.org/10.1017/s1047951104006055.
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The implementation committee of the Quebec Child Telehealth Network was formed in 1997, with a mandate to build a network dedicated to the diagnosis of congenital cardiac disease via telemedicine. We devised criterions for selection to determine which peripheral centres would be linked by telemedicine to the university-based services for paediatric cardiology provided in the Canadian Province of Quebec. The criterions included: distance from a university centre, number of births per year, and presence of an already-established outreach clinic for paediatric cardiology. The Quebec Network became operational in 2000, and was composed of 32 peripheral centres and 4 university centres. A total of 363 transmissions of echocardiograms occurred over a 3-year period from January 2000 to December 2002. Peripheral centres located at a distance greater than 100 kilometres from a university centre were 8.5 times more likely to use the network. Criterions other than distance did not influence whether or not a peripheral centre used the network. Cardiac abnormalities were identified in almost two-thirds of the transmissions. The use of the Quebec Network resulted in the avoidance of transfers or clinic visits to university hospitals in seven-tenths of cases. We conclude that distance greater than 100 kilometres from a centre offering subspecialty services in paediatric cardiology is the most important criterion for choosing the peripheral centres that are most likely to use a telehealth network. In its first three years of operation, the telehealth network had a major impact on the delivery of paediatric cardiac care, improving access to subspecialty services across the province.
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Shikulo, Lukas, and Mapheleba Lekhetho. "Exploring student support services of a distance learning centre at a Namibian university." Cogent Social Sciences 6, no. 1 (January 1, 2020): 1737401. http://dx.doi.org/10.1080/23311886.2020.1737401.
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Board, Editorial. "An Innovator in Blended Learning mode of Education." Global Journal of Enterprise Information System 8, no. 2 (February 28, 2017): 49. http://dx.doi.org/10.18311/gjeis/2016/7664.
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Prof. Manoj Kulshrestha, Ph.D from Indian Institute of Technology (IIT), Delhi, New Delhi is Professor of Civil Engineering in School of Engineering & Technology (SOET) at Indira Gandhi National Open University (IGNOU), New Delhi, where he teaches Construction Project Management. Additionally, he is Director of National Centre for Innovation in Distance Education (NCIDE).
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Adetimirin, Airen Edale, and Jide Ayoola. "Perception of Social Media Use by Distance Learners in Nigeria." International Journal of Online Pedagogy and Course Design 10, no. 2 (April 2020): 37–47. http://dx.doi.org/10.4018/ijopcd.2020040103.
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Perceived ease of use (PEOU) and perceived usefulness (PU) of social media by distance learners may affect its acceptance for learning. These constructs were investigated among 341 distance learners in two universities, the University of Ibadan- UI and the National Open University- NOUN in Nigeria using a questionnaire and was analyzed using frequency and percentages. The main purpose and use of social media in UI and NOUN was to share information (100% and 100%) and for group discussion (96.3% and 100%) respectively. WhatsApp was used daily in NOUN (100%) and UI (91.3%). The PEOU by the respondents in NOUN and UI were both high: requiring a lot of mental effort (100%) and promoting distance interactions between learners and lecturers outside the lecture room (96.9%), while PU in NOUN and UI was also high: it decreased travel expenses (100%) and improved academic performance (100%). Therefore, the high perception of social media use (PEOU and PU) by distance learners should be sustained by facilitators through the adoption of social media for all their courses.
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Matthews, Elizabeth. "Language learning using multimedia conferencing: the ReLaTe project." ReCALL 10, no. 2 (November 1998): 25–32. http://dx.doi.org/10.1017/s0958344000003712.
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The article provides a description of the ReLaTe (remote language teaching) project, to develop a working demonstrator using a multicast-based conferencing system (Mbone service), for distance foreign language tuition. It covers aspects of technical development for applications over SuperJANET and gives an overview of the trials and evaluation, including how students and teachers adjusted to the system; the advantages and drawbacks of the system; how the system affected learning and teaching in the context of acquisition and delivery of foreign languages. The ReLaTe project is a joint research project between the University of Exeter and University College London, involving the Foreign Language Centre and IT Services (Pallas) at Exeter and the Language Centre and the Department of Computer Science at UCL. The project began in September 1994, with funding from BT and JISC (Joint Information Systems Committee) of the Higher Education Council of the UK. mis article covers the work of the project from September 1994 until December 1995.
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Salmi, Hannu, Ninja Hienonen, Laura Nyman, Arja Kaasinen, and Helena Thuneberg. "Comparing Contact Education and Digital Distant Pedagogy Strategies: Lockdown Lessons Learnt for University-Level Teacher Education." Education Sciences 13, no. 2 (February 13, 2023): 196. http://dx.doi.org/10.3390/educsci13020196.
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Teaching and learning experienced a rapid change in spring 2020, and the learning environments for university students changed almost overnight. An integrative science centre education informal learning course for Finnish teaching students has been arranged for over 20 years with latest technologies and innovations. This cross-sectional study compared survey data of teaching students between four time points: in 2019 (n = 108), in 2020 (n = 115), in 2021 (n = 110), and in 2022 (n = 90). The course content was the same, only the implementation differed. In the spring of 2019 and 2022 the course was implemented as contact-teaching, but during the critical phase of the pandemic in 2020 and 2021 as distant teaching. Data were analysed by using ANOVA and the prediction of possible effects of the contact/distance learning by the structural equation path model (SEM). The analysis showed that the results favoured the first contact instruction course in 2019: their confidence of integrating the learned contents of the science centre into practical school matters differed from all the other groups. This group also appreciated the usefulness of the course more than the other groups. In turn, the first distant course had a more negative opinion of the usability of the course than all the other groups. Despite that the distant group in 2020 and even more so the other distant group in 2021 felt more confidence in the direct integration of the course content into future teaching based on the path analysis. Gender had two kinds of effects, one in the distance learning group in 2020: being a female directly predicted the future use of science centre type pedagogy, and the other in the contact learning group in 2022: being a female predicted the appreciation of the science centre course. As a limitation of the study, more students’ prior experience and attitudes with online learning is needed from future research. The preliminary results and best practises of this study are utilised internationally in several EU-Erasmus+ projects.
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Zaytseva, O. V., M. A. Bondarenko, and O. S. Rukin. "Information and Communication Competences of the Teacher in the Modern Medical Educational Medium." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 6, no. 5 (October 27, 2021): 382–87. http://dx.doi.org/10.26693/jmbs06.05.382.
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The purpose of the work was to study the effectiveness of resources and services of the information and educational environment of the university, in particular, the information and educational portal Moodle in distance learning of students. Materials and methods. Two main aspects of the solution of the problem of informatization of education – computerization of educational institutions and acquisition of information and communication competences by scientific and pedagogical staff of universities – were considered. Results and discussion. The article outlines the challenges and possible directions of work in the second aspect, namely the need for academic educators to understand the State’s e-learning policy, how to plan their learning process using information and communication technology, the ability to use innovative pedagogical distance learning technologies and the ability to create new, in-house e-learning resources. The need for continuous professional development of professors in the application of innovative educational technologies was emphasized. Consideration was given to the experience gained in the implementation of the problem of improving the qualifications of scientific and pedagogical staff in the use of information and communication technologies and in the creation of an information and educational environment at the Kharkiv National Medical University through the establishment of the Distance Learning Centre of the Scientific and Training Institute for the Quality of Education of Kharkiv National Medical University. The possibilities of the Moodle information educational portal in the organization of distance learning are considered. One of the types of advanced training – the course on the basics of developing electronic learning courses was analyzed. The definition of an electronic learning course, its structure, main characteristics, an algorithm for creating, approbation and accreditation based on the experience of organizing distance learning at Kharkiv National Medical University are considered. Conclusion. The expediency of introducing distance learning courses into the educational process is argued and the experience of creating and testing a distance learning course in the discipline "Modern problems of biophysics" for students of the dental faculty of Kharkiv National Medical University is discussed
Dissertations / Theses on the topic "University of Ibadan. Distance Learning Centre"
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Mgaiwa, Sophie Mynah. "The investigation of an Open Distance and e-learning (ODeL) Centre at the University of Dar es salaam." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/2533.
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Many higher education Institutions commit themselves to e-learning because they believe in its effectiveness as an alternative to traditional face to face methods of delivery, e-learning may to some extent increase enrolment and reduce training costs while allowing students the flexibility to attend classes at convenient times and places. University of Dar es salaam (UDSM) being the prime public university in Tanzania wants to adopt e-learning techniques in courses delivery; however the establishment of e-learning requires systematic planning, design, development and evaluation in order to achieve successful implementation. Therefore there is a need for the UDSM to address critical issues that might be faced by academics and the students in future.The aim of this study was to identify a culturally appropriate model inclusive of the most effective strategies and policies required for the establishment of an Open Distance e-learning (ODeL) centre at the University of Dar es salaam (UDSM). The study examined factors and conditions that reveal the importance of the development of an ODeL centre at the University of Dar es salaam, as well as analysing expertise (skills and knowledge) of the university’s academic and technical staff. It also examines existing models of similar centres from universities in both developed and developing countries. A mixed method was adopted where data was collected using a variety of tools: survey; interviews and content analysis.This study has indicated that the University of Dar es salaam can successfully develop an ODeL centre and implement e-learning if optimal capabilities of the selected media and technology are utilised effectively and efficiently. To support the development and delivery of e-learning a number of staff with a variety of skills and appropriate Information Communication Technology infrastructure are required. UDSM and other institutions wishing to participate in e-learning should review their educational policies and formulate strategies to ensure sustainability and quality of delivery.
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Ebrahim, Ashraf. "Open and distance learning in higher education in Egypt : an evaluation of the degree programmes of the Centre of Open Learning in Cairo University (COLCU)." Thesis, University of Bath, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392067.
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Du, Plessis Cuzette. "Fouth-year student social workers' experience relating to their social work practical work at the service learning centre of an open Open Distance Learning University." Thesis, 2011. http://hdl.handle.net/10500/4799.
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The University of South Africa (Unisa) as comprehensive open distance learning institution (ODL institution) in South Africa is fulfilling a critical social mandate to serve people who would otherwise not have access to education, either for financial reasons, being employed, living in remote areas, or because they cannot access residential universities owing to disability (Unisa, 2008[a]: 15). In facilitating the entrée of the previously identified groups into tertiary education, Unisa has an open admission policy where students mostly have unlimited access to the system. The policy aims to cross the time, geographical, economic, social, educational, and communication distance between students, academics, courseware, and their peers and to accommodate these prospective students from diverse backgrounds (Unisa, 2008: 2). Unisa’s self-evaluation portfolio for the Commonwealth Audit during 2008 mentioned that this policy leads to the revolving door syndrome where students have unlimited access to the system but then often without success (Unisa, 2008[a]: 27). Open access poses a challenge for the training of student social workers within an ODL context. The Department of Social Work at Unisa, currently trains 70% of all social workers in South Africa (Department of Social Work - Unisa, 2008: 5). Coupled with the former, is the fact that Unisa is regarded in the tertiary landscape of South Africa as the most affordable university with the result that it attracts large number of students who have come straight from school (Kilfoil cited in Schenck, 2009: 299).
In coping with the large student numbers the Department of Social Work at Unisa is challenged, apart from addressing the theoretical social work programme, to also meet the practical work requirements as set out by the Standard Generating Body of Social Work, in that it needs to provide practical placements for students to conduct their social work practical work training in completion of their Bachelor’s degree in Social Work (BSW) (Lawlor, 2008: 19). The current state of affairs is that the numbers of students requiring practical placements for social work practical work training outnumber the number of practical placements available.
In responding to and addressing these challenges, the Bright Site of Sunnyside Service-learning Centre (hereafter called “Bright Site” or the Bright Site”) was established in October 2008 as a strategic project by Unisa’s Department of Social Work. The Bright Site was developed in accordance with the service-learning model proposed by the Council for Higher Education (CHE) with the emphasis on service through learning, and learning through service (Department of Social Work Unisa, 2008:6).Social Work
M.A. (Social Science)
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Du, Plessis Cuzette. "Fourth-year student social workers' experiences relating to their social work practical work at the service learning centre of an open Open Distance Learning University." Diss., 2011. http://hdl.handle.net/10500/4799.
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The University of South Africa (Unisa) as comprehensive open distance learning institution (ODL institution) in South Africa is fulfilling a critical social mandate to serve people who would otherwise not have access to education, either for financial reasons, being employed, living in remote areas, or because they cannot access residential universities owing to disability (Unisa, 2008[a]: 15). In facilitating the entrée of the previously identified groups into tertiary education, Unisa has an open admission policy where students mostly have unlimited access to the system. The policy aims to cross the time, geographical, economic, social, educational, and communication distance between students, academics, courseware, and their peers and to accommodate these prospective students from diverse backgrounds (Unisa, 2008: 2). Unisa’s self-evaluation portfolio for the Commonwealth Audit during 2008 mentioned that this policy leads to the revolving door syndrome where students have unlimited access to the system but then often without success (Unisa, 2008[a]: 27). Open access poses a challenge for the training of student social workers within an ODL context. The Department of Social Work at Unisa, currently trains 70% of all social workers in South Africa (Department of Social Work - Unisa, 2008: 5). Coupled with the former, is the fact that Unisa is regarded in the tertiary landscape of South Africa as the most affordable university with the result that it attracts large number of students who have come straight from school (Kilfoil cited in Schenck, 2009: 299).
In coping with the large student numbers the Department of Social Work at Unisa is challenged, apart from addressing the theoretical social work programme, to also meet the practical work requirements as set out by the Standard Generating Body of Social Work, in that it needs to provide practical placements for students to conduct their social work practical work training in completion of their Bachelor’s degree in Social Work (BSW) (Lawlor, 2008: 19). The current state of affairs is that the numbers of students requiring practical placements for social work practical work training outnumber the number of practical placements available.
In responding to and addressing these challenges, the Bright Site of Sunnyside Service-learning Centre (hereafter called “Bright Site” or the Bright Site”) was established in October 2008 as a strategic project by Unisa’s Department of Social Work. The Bright Site was developed in accordance with the service-learning model proposed by the Council for Higher Education (CHE) with the emphasis on service through learning, and learning through service (Department of Social Work Unisa, 2008:6).Social Work
M.A. (Social Science)
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Shikulo, Lukas. "Evaluation of student support services at the Namibia University of Science and Technology Centre for Open and Lifelong Learning." Thesis, 2018. http://hdl.handle.net/10500/25026.
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Quality and effective student support service (SSS) is a critical demand in the ever-changing landscape of distance education. It is common knowledge that distance education students need continuous support during their studies in order to cope with academic demands while attending to other key activities. This study set out to evaluate the implementation of SSS at the Namibia University of Science and Technology Centre for Open and Lifelong Learning (NUST COLL) at different regional centres across Namibia. The objectives of the study were to: identify problems and challenges experienced with the current implementation of SSS, determine the needs of the distance students and propose recommendations for the improvement of SSS at the regional centres.
In an attempt to realise the objectives of the study, the study incorporated both quantitative and qualitative research design to collect data, by making use of questionnaires, open-ended questions and interviews. The participants included 8 regional coordinators (RC) who were purposively selected and 109 distance students who were selected through stratified and convenience sampling techniques from seven COLL regional centres.
It was evident from the findings that most students opted for distance education as it allows them to work and study. Furthermore, many students have been studying for many years without getting any qualification. While NUST was providing different SSS, the findings brought to light some challenges such as the shortage of technological tools, understaffed regional centres, and unavailability of support services on weekends and public holidays and lack of collaboration between marker-tutors, lecturers and regional face-to-face tutors. It is proposed that the current model of SSS should be redesigned to respond to challenges facing distance education students at the regional centres. A model for implementation of SSS was developed to pave the way for effective implementation geared towards reducing the dropout rates and increase success rates.
Key terms: Implementation of student support services, technological tools, model for implementation, regional coordinators, academic demands, increase success rates, regional centres, distance education, regional centres, and dropout rates.Educational Leadership and Management
D. Ed. (Education Management)
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Mbukusa, Nchindo Richardson. "Barriers to remote rural students access of distance education support services offered by the Centre for External Studies at the University of Namibia." Thesis, 2009. http://hdl.handle.net/10500/3465.
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This research studies and documents the barriers to remote rural students' access of distance
education support services offered by the centre for external studies at the University of Namibia
The intent of the researcher is to investigate the question: What barriers do remote rural students
face when accessing student support services offered by the CES-UNAM? The purpose of the
study is to promote the growth of open and distance learning in the area of student support for
students in the remote areas of Caprivi and Kavango regions in Namibia. The aim of the
research is to provide evidence that open and distance learning students in remote rural areas
face academic, administrative and logistics, personal and natural disasters as barriers as they
study through the Centre for External Studies, University of Namibia.
Six students were interviewed and studied over a period of two months. The students were
followed to their places where interviews were held. Several written documents from students
registering their grievances with CES-UNAM were requested from the office of the Director and
were reviewed and analysed. The results thereof were recorded in thick verbatim as students
personally engaged themselves in narrating the barriers that they face each day during their study
periods. The results showed that Open and Distance Learning institutions in the world should
practise and enhance sound academic, administration and logistics management systems to help
students in remote rural areas.
CES-UNAM has a challenge to ensure that students in remote rural areas are adequately
supported. The researcher recommends that studies in the area of student support in should focus
on their transactional, interactional and social contexts in order to enhance their opportunities to
continue with their studies.Educational Studies
D.Ed. (Distance Education)
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Uiseb, Ismael. "Assessment feedback in open and distance learning : a case study of key academic, strategic and operational requirements." Thesis, 2017. http://hdl.handle.net/10500/23241.
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Student assessment and feedback is not new to open and distance learning (ODL) but there is a paucity of empirical evidence as to its effectiveness in improving the performance of students and institutions. The objective of this study was to identify key aspects required to optimise feedback in ODL.
In various studies, feedback has been heralded for its key role in the improvement of student learning. However, there are on-going expressions of uncertainty about whether assessment feedback is indeed delivering this potential, particularly in ODL mode. Against this backdrop of uncertainty and circumspection, this study offers a critical reflection on assessment feedback with particular focus on ODL.
This case study was undertaken using semi-structured interviews with the students, which were conducted to explore and extrapolate their experiences and views on feedback. Focus group interviews with tutors were also conducted to provide an in-depth understanding of participants’ experiences and perceptions. Document analysis was used to make informed recommendations.
The study recommends that creating an effective assessment programme, developing criteria, guides, exemplars and models; discussing and refining them and communicating them to students and their staff — will have a positive impact on the workload for staff with coordinating responsibilities. It is recommended that a student charter be devised to lay out student expectations alongside the expectations of an ODL institution. Such a student charter will ensure that both tutors and students know what is expected of them during the feedback giving and receiving process.
My findings offer a deeper understanding of the assessment of code disciplines which require a specialist gaze for the judgement of student work, and the pressures experienced in this type of assessment in an ODL context. It is envisaged that the research findings will assist ODL practitioners with decisions related to assessment and feedback. There are clear implications for staff in ODL institutions to encourage changes in feedback culture.Curriculum and Instructional Studies
D. Ed. (Curriculum and Instructional Studies)
Books on the topic "University of Ibadan. Distance Learning Centre"
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Kehinde, Ayo, and 'Femi Ayoola. Evaluation, growth and contemporary trends in open distance education: The Ibadan experience. In honor of Prof. Bayo Okunade. Ibadan, Oyo State, Nigeria: Stirling-Horden Publishers Ltd., 2018.
Find full textBook chapters on the topic "University of Ibadan. Distance Learning Centre"
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Bouderbane, Abderrahim. "Innovations of Teaching and Testing English to Students of other Majors Online During COVID-19 Pandemic at Mila University Centre, Algeria." In Advances in Distance Learning in Times of Pandemic, 215–35. Boca Raton: Chapman and Hall/CRC, 2023. http://dx.doi.org/10.1201/9781003322252-9.
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Higgins, Katrina, and R. E. (Bobby) Harreveld. "The Casual Academic in University Distance Education." In Global Challenges and Perspectives in Blended and Distance Learning, 202–11. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3978-2.ch016.
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Contextual changes in Australian universities such as the growth of the Internet, a new student population, and an emphasis on re-education and lifelong learning are manifest in a repositioning of distance education from the margins to the centre of concern. In addition, recent reform imperatives have future implications for distance education as it is considered integral to delivering on Australian Government policy in terms of increased socially inclusive engagements in university education. However, there is scant policy conversation about the experiences of academics who deliver distance education programs. In addition to this, the delivery of distance education is often undertaken by academics employed in a casual capacity. The experiences of the teaching workforce in distance education need to be explored and issues addressed if the future of distance education in higher education is to be a sustainable one for meeting the needs of university education in the new millennium.
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Adetimirin, Airen Edale, and Jide Ayoola. "Perception of Social Media Use by Distance Learners in Nigeria." In Research Anthology on Applying Social Networking Strategies to Classrooms and Libraries, 1704–15. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7123-4.ch092.
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Perceived ease of use (PEOU) and perceived usefulness (PU) of social media by distance learners may affect its acceptance for learning. These constructs were investigated among 341 distance learners in two universities, the University of Ibadan- UI and the National Open University- NOUN in Nigeria using a questionnaire and was analyzed using frequency and percentages. The main purpose and use of social media in UI and NOUN was to share information (100% and 100%) and for group discussion (96.3% and 100%) respectively. WhatsApp was used daily in NOUN (100%) and UI (91.3%). The PEOU by the respondents in NOUN and UI were both high: requiring a lot of mental effort (100%) and promoting distance interactions between learners and lecturers outside the lecture room (96.9%), while PU in NOUN and UI was also high: it decreased travel expenses (100%) and improved academic performance (100%). Therefore, the high perception of social media use (PEOU and PU) by distance learners should be sustained by facilitators through the adoption of social media for all their courses.
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Jhurry, Dhanjay, and Rubina D. Rampersad. "From Online Learning to Digital Transformation The New University Normal." In Academic Libraries: Reflecting on Crisis, the Fourth Industrial Revolution and the Way Forward, 57–76. UJ Press, 2022. http://dx.doi.org/10.36615/9781776402304-04.
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The advent of the worldwide web and progress in the information and communication technologies in the 1990s have boosted online learning and the use of digital platforms. The transformation of the web from a repository of hypertext documents to a highly interactive communication medium, accompanied by a shift in learning theory from the traditional educational theory of behaviourism to that of cognitivism and constructivism supported by technology and tools such as digital libraries, has immensely contributed to the effectiveness of online learning, the benefits of which are now unchallenged. The adoption of online learning requires a well-structured approach and continuous adaptation to a fast-changing environment. This chapter expands on the University of Mauritius’ experience in moving from distance education to online delivery through the training of staff and investment in infrastructure, in particular stressing the role played by the Centre for Innovative and Lifelong Learning, the Centre for Information Technology and Systems, and the digital library in that transformation, in addition to the quality assurance mechanisms which are put in place.
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Wylie, Neill. "Face-to-face to online: PhD academic writing @Maastricht University." In Innovative language teaching and learning at university: treasuring languages, 13–19. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.40.1060.
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Maastricht University (UM) has a distinct global perspective and a strong focus on innovation. UM offers an array of PhD courses to distance and campus based students who have access to elective, credit bearing modules and the language needs of these students are catered for by the Language Centre. Many PhD candidates choose to take an academic writing course in their first or second year of their degree. In recent years, demand for a more student focused, flexible academic writing course has grown. In line with UM’s policy of supporting innovative teaching practices, the Language Centre’s face-to-face PhD academic writing course, PhD Writing 1, has been transformed into a fully online course containing eight interactive webinar sessions named Online PhD Writing, which runs in addition to the face-to-face rendition. On the back of the success of this course, coupled with increased demand for a follow up course, this author was tasked with creating an advanced online PhD academic writing course to cater for global students with diverse time zones and schedules. This paper evaluates the challenges posed and the advances made in constructing both online courses and explores the technologies used in implementing them.
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Capitani, Laura. "Web-based and interactive Italian blended learning course: embedded apps and tools in a structured learning process." In Education 4.0 revolution: transformative approaches to language teaching and learning, assessment and campus design, 15–20. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.42.1082.
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‘Web-based and Interactive Italian’ is a detailed and progressive programme developed by the author for the Maastricht University Language Centre. The course started in 2013, with the intention of catering for the variability in the number of students following the regular courses, as well as broadening the language offer using blended learning. The eight interactive tutor-led Skype sessions are preceded by 80 hours of self-study per level. Starting from a flipped classroom approach, it is structured in three consecutive learning steps. It makes use of existing language apps and tools, like Babbel2 and Quizlet3, and of a manual book used at the intermediate levels, as well as bespoke web-based and interactive learning materials as preparation for the oral sessions. The course is still running successfully and represents an effective alternative to traditional courses, offering distance learners the possibility of completing the whole study programme from A1 to B2.
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Poletti, Giorgio. "Comparison of Technologies and Methodologies in the E-Learning EXPO Experience." In Encyclopedia of Information Communication Technology, 95–99. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-845-1.ch013.
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Making an effective presentation of the scientific activity that took place in the context of the E-Learning Expo, through a significant analysis, is a welcome but complex task. The E-Learning EXPO is an experience that has occupied CARID (University Centre for Research, Teaching Innovation and Distance Learning) University of Ferrara, Italy for the last two years in the creation of an environment in which demand and supply, theory and practice of e-learning could successfully meet up (Frignani, Galliani, Giacomantonio, 2005; Poletti, 2006). The intention of CARID, as creator and scientific director of the event, was not merely to provide a showcase, but an event packed with conferences and debates aiming at taking stock of the state of the art, not only as regards methodological reflection on elearning, but also as regards the application of e-learning as a method to be used in a variety of public and private sectors, ranging from school and university to professional and corporate training, from enterprises to banks, from environment to education, from the health service to public administration, as far as e-government and e-democracy.
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Varnava-Marouchou, Despina, and Mark A. Minott. "Experiences of an Online Doctoral Course in Teacher Education." In Cases on Professional Distance Education Degree Programs and Practices, 28–48. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4486-1.ch002.
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This chapter outlines the benefits and challenges experienced by two students who had completed an online doctoral programme at a popular United Kingdom university. Benefits include accessing courses from anywhere in the world, engaging in synchronous and asynchronous communication, and the development of creative thinking and reflective skills. The most important benefit was the fact that the online programme allowed the students to fulfill the dream of achieving a doctoral degree in teacher education while maintain family and work commitments. Some challenges of online learning include feelings of isolation, balancing family commitment with study, managing time, and coping with additional workload brought on by course requirements. The conclusion was made that the online environment is an excellent way of placing students at the centre of the learning experience, allowing them to have total control of their time and the process of learning. This, however, required an alteration in their thinking and a willingness to change certain attitudes about learning.
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Mošaťová, Michaela, and Jana Výškrabková. "Designing tasks for developing complex language skills and cognitive competence in the distance learning of Slovak as a foreign language." In CALL and complexity – short papers from EUROCALL 2019, 310–13. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1028.
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The Slovak language is one of the less commonly taught languages, and its learners worldwide have few options in terms of its study and practice. One of them, however, is the www.e-slovak.sk e-learning platform provided by the Studia Academica Slovaca Centre at the Comenius University Faculty of Arts in Bratislava, Slovakia. This article summarises a two year experience teaching Slovak in two tutored e-learning courses of e-slovak levels A1 and A2 (CEFR, 2001). The article focusses mainly on the tasks contributing to the development of productive communication skills (speaking and writing). We explored to what extent various language learning tasks are efficient in terms of developing complex language skills and engaging students’ cognitive skills in accordance with Anderson et al.’s (2001) revised Bloom’s taxonomy of teaching objectives.
Conference papers on the topic "University of Ibadan. Distance Learning Centre"
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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) supported efforts of various Higher Education Institutions (HEIs), to keep student learning of all modes of study (face-to-face, online, ODL) open, during the Covid-19 pandemic. This was achieved through the creation and implementation of a Rapid Development Process (RDP) as part of learning design capacity development initiatives and a Creative Commons ascribed resource website, focusing on Learning Design and Digital Assessment resources. The RDP resources were workshopped with various Namibian Universities and an African University. As part of the methodology, the study adopted a single case study research design and used a structured workshop evaluation survey and secondary sources as data collection instruments. // The findings of the study reveal overall satisfaction with the RDP workshop approach and topics covered, as well as its relevance to Continuous Professional Development (CPD) of participants. Most of the participants indicated that they only started to engage in online teaching and online assessment activities because of institutional strategies that were forced by Covid-19. // The study concludes that the RDP workshops were well-structured and had a positive impact as the learning experiences gained can be practiced in participants’ institutional contexts and as part of the new norm in HEIs.
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Shehu Kabir, Fatima. "Application of Unified Theory of Acceptance and Use of Technology to Learning Management System Use: A Study of Ahmadu Bello University Distance Learning Centre." In 3rd International Conference on New Approaches in Education. GLOBALKS, 2021. http://dx.doi.org/10.33422/3rd.icnaeducation.2021.07.26.
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Régnier, Jean-Claude. "Statistical Education and E-Learning." In Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03203.
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Since the start of the 2002 academic year, the Department of Sciences of Education of the University of Lyon2, in partnership with the University of Rouen and the CNED (Centre National d'Enseignement à Distance ) of Poitiers (France), has put forward a pedagogical plan of action allowing students to prepare a B.SC degree in Sciences of Education. The goal of this article is the presentation of the problematic of the teaching - learning of the Statistics in this context. Key-words: guidance, e-learning, statistical education, teaching and learning of statistics . A long French version of this article is accessible to URL : ftp://nte.univ-lyon2.fr/users/regnier/public/IASE/BERLIN/.
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Rampersad, Rubina Devi, Reena Ittea, and Sandhya Gunness. "When Going Against the Tide Becomes the Norm: The Case of CILL at the University of Mauritius." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3247.
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Described as the “single great new development in education” (Wedemeyer, 1981:60), distance education would further expand with the advent of technology and the internet in the 1990’s. It can be argued that Covid-19 in 2020 has acted as another catalyst for bringing online and blended learning to the front scene (Zhao, 2020). At the University of Mauritius, distance education and online learning were introduced at the University of Mauritius in 1991 and 2001 respectively. Since 2014, online and blended learning is under the purview of the Centre for Innovative and Lifelong learning: CILL provides infrastructural and pedagogical support for the development of online and blended learning and has the autonomy to initiate projects. This has led to the creation of a sub- culture at CILL where CILL would continue to operate on the margin/periphery of the mainstream activities of the UoM. Innovations at CILL included innovative modes of delivery, assessment and adopting an entrepreneurial/intrapreneurial culture of collegially approaching the Industry for customised training programmes and corporate training solutions. These innovations were most of the time being limited to the activities of CILL. Covid-19 has since 2020 led to a reversal of the situation. Covid-19 has highlighted how many of the innovations introduced by CILL some 25 years ago have ensured robustness and resilience of the Centre’s activities in the face of disruptions caused by the pandemic. Post-lockdown, some of the models would be deployed to the whole of the University. This paper, through exploratory desk research, will explore how these innovations paved the way for preparedness at CILL and how these were escalated to University-wide level, where ‘going against the tide’ becomes the norm.
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Spinello, Enrico, Marina Marchisio, Sergio Rabellino, and Gianluca Torbidone. "THE COMFOR-SA VIRTUAL LEARNING CENTRE BECOMES A SPECIAL HUB FOR GAINING NEW MODERN STANDARDS FOR THE IT-ARMY E-LEARNING PROGRAMMES." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-068.
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The Education and Training Command and School of Applied Military Studies of Turin (COMFOR-SA) - Virtual Learning Centre (VLC) owing to a solid and round experience in e-learning, and because of being a support and distance learning developer and provider for university and military courses, has received the task of organizing an ambitious program and serving as special hub for all new contents and e-learning courses for IT-Army education and training programmes. The VLC continues the strong cooperation established with University of Turin (UniTO) in the specific field of e-learning in direct support to courses. In addition, a new broad concept has recently been developed that aims at having a dedicated Portal for Self-Paced Courses combined with a Portal of Knowledge in a unique environment. In a Lifelong Learning perspective the potential target audience is composed of all categories, such as Officers, NCOs and Volunteers. Users can find, via internet or Intranet and by using all kind of devices, the right course and contents whenever and wherever required or needed. The model is specifically designed to offer a full spectrum and integrated e-learning service where all providers (teachers, instructors and Subject Matter Experts) are involved (crowdsourcing) with a Knowledge Management and Teaching procedure. It is also enriched by a User's E-portfolio where all progress can be stored and articles and paperwork can be uploaded. In this new concept a strategic role is played by teachers and support personnel and for this reason the first MOODLE Military Online Course (Mil-OC) for teachers was organized nationwide. They were trained in how to use different tools and plug-ins. More courses will be organized in the next future in order to increase the number of teachers involved in the program and to improve their e-learning knowledge and skills. This new comprehensive idea of providing E-learning is the pillar of all future projects and helps to reach another goal: developing digital skills among military personnel. The COMFOR-SA has invested a lot of effort and, thanks to the cooperation with the UniTO, is now ready to take the lead in Military E-Education.
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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 using a Results-Based Management approach, with the third stage being the COL-supported implementation of these plans. // In a COL collaboration with the Southern African Development Community Centre for Distance Education (SADC-CDE), the first cohort of 39 participants were drawn from four educational institutions: College of Open Schooling (COS) at Botswana Open University (BOU); Institute for Adult Education (IAE) in Tanzania; Lesotho Distance Teaching Centre (LDTC); and Namibia College of Open Learning (NAMCOL). COS BOU, LDTC, and NAMCOL continued this journey through to the final (3rd) implementation stage. // A revised webinar programme was repeated for the West African Sub-region (WASR) under a COL collaboration with the Regional Training and Research Institute for Distance and Open Learning (RETRIDOL). This involved 39 participants from Cameroon, Ghana, Sierra Leone, and the Gambia, drawn from educational institutions and national education ministries. Although this cohort did not progress to the 2nd stage of action plan refinement supported by COL, intentions were to refine plans at a national level for the WASR States. // Throughout the webinar series regular online reflections were encouraged using the Moodle blog, and a final reflection based on the Brookfield Critical Incident Questionnaire was undertaken at the conclusion of each cohort experience. Useful feedback was obtained indicating factors that sparked engagement and what constituted challenges for each cohort. // Finally, findings relating to the two cohorts’ engagement and experience of their journeys are presented, and achievements of participating institutions and countries with reference to their goals and plans are recognised. Lessons learned by the project leader and collaborators are identified, and potential improvements suggested. The projects took place during the Covid-19 pandemic within which all participating institutions and the facilitator were in lockdown in their home countries (2020/2021) and experienced associated challenges.
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Merciai, Ilaria, and Ruth Kerr. "MOOCS AS A TOOL FOR VIRTUAL UNIVERSITY ORIENTATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end139.
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The Covid-19 era, and its enforced transition of all teaching and learning activity to the online space, is potentially leading to reduced university enrolment rates. International student enrolments are predictably down due to travel restrictions and concerns about student safety, but even at home the same trends are being observed. One of the conversations around this issue is the value-for-money question in relation to a perceived reduction in the quality of the overall student experience when the networking opportunities of on-campus life and study are taken away. A further question is the level of digital readiness of staff and school-leaver students, and whether they are able to deal successfully with preparation for final-year school exams, university choice, and for university entrance tests in remote learning. Federica Web Learning, the University Centre for Research Innovation and Dissemination of multimedia and distance learning, has long been making the case for MOOCs as a valid tool for virtual orientation. In the current climate, MOOCs can provide chunks of ready-made quality learning content for use as the asynchronous component in today’s hybrid online courses, meaning that the time teacher and class spend in plenary, in video-conferencing, can be devoted to discussion and more in-depth analysis of the learning objectives. The MOOCs can be specially chosen from the growing range on offer from university providers around the world: some provide remedial content in problem subjects and topics; some offer specific exam preparation content and others offer university orientation, or study skills.
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Barbu, Monica. "E-LEARNING ABOUT THE EU: EMERGING ISSUES & FUTURE DIRECTIONS." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-056.
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As society delves further into the second decade of the XXI century and the importance of youth participation and involvement on the internet within the information society becomes more and more evident, so does education and higher learning for new generations become more and more important. Therefore, in light of the recently renewed EU enlargement paradigm, the purpose of this article will be the documentation and presentation of free online education, thus a new wave of free learning. One of the most interesting aspects of this investigation, amongst others, is the impressive amount of prestigious international universities that offer a high number of courses in a wide range of subjects, such as Leuven Centre for Global Governance Studies, European University Institute in Florence, etc. According to the reviewed literature , there are some opinions that would state that distance education can provide a richer and more engaging educational experience than it is possible within the confines of a classroom, as such a process would require creativity and innovation in the design and development of Internet-delivered materials, especially since materials may have to stand alone, and in the use of delivery technologies. The same issues of quality and effectiveness that exist in the classroom occur in distance education, often compounded by the delivery mechanism and lack of contact between students and teachers and between peers. Distance education existed long before the Internet, but it has become more prevalent and has changed significantly through technological advances. All sectors, especially higher education, corporate training, and continuing and professional education, want to take advantage of Internet technologies to provide education, training, and collaboration capabilities to geographically dispersed populations to enhance educational experiences and increase enthusiasm for learning.
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Logofatu, Bogdan, and Alina Mureanu. "CASE STUDY - A FREE LMS BASED ON GOOGLE APPS FOR CREDIS, UNIVERSITY OF BUCHAREST." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-141.
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The University of Bucharest has been actively contributing to the development and modernization of Romanian education, science and culture. A brief chronological history is presented on the official site (http://www.unibuc.ro/e/n/despre/History.php). The important milestone was the moment when Prince Alexandru Ioan Cuza decided to bring together the Faculties of Law, Sciences and Letters under the umbrella of a single institution and signed the Decree of Creation (decree no. 756 of 4/16 July 1864) of the University of Bucharest. During 2014, the University of Bucharest will celebrate 150 years of existence. During 1994 - 1999, University of Bucharest was included in the project "Phare Multi-Country Programme for Distance Education", aimed at creating a network of 40 Centres of Studies IDD (CSIDD) in 11 countries of Central and Eastern . By Order no. 3289 of 02.19.1998 of the Minister of National Education, the CSIDD centers, their managers, and their affiliation with European Training Foundation (ETF) in Turin, were recognized by the Ministry of National Education. Based on the University of Bucharest Senate's Decision(May 1999), the CSIDD together with other centres already established within international financed projects (CTI Pilot Centre, REDEC, EDUCO) were brought together and named the Department for Distance Learning (acronym CREDIS). CREDIS was created to focus on Distance Learning, lifelong learning and professional conversion. During 2014, will celebrate 15 years of existence. This paper is aiming to present, in details, the Google Apps implementation for CREDIS; the objective was to implement a free LMS with high performance, able to allow future developments, in agreement with the world wide trends in HE. The main idea was to implement and to run a free LMS with high performance, able to allow future developments, in agreement with the world wide trends in HE (ONLINE, MOOC). The authors and the CREDIS Team, declare this project as one of their contributions to the 150th anniversary of UB
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Popovic, Virdjinija. "FEATURES OF E-LEARNING AT THE FACULTIES IN SERBIA." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-173.
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Development of E-Learning and Distance Learning in the world has reached one of the turning points. This paper explores which universities and colleges in Serbia has built appropriate platform on world's leading e-learning platform model. Also, how are analyzed and implemented all aspects of distance learning, development of information and communication technologies (almost daily, get a new form), multimedia technologies and interactive elements and contents. The main part of paper is about how is developed the complete software solution by Serbian multimedia and interactive platform for distance learning. The Academic Net of Serbia (AMRES – Akademska mreža Srbije) is the national research and education network of Serbia, offering to it's users modern information-communication services and Internet connection. AMRES is the most significant scientific, research and educational resource and a carrier of the Information Society development in Serbia. It's considered to be the most advanced network in our country, with over 150 connected institutes and more than 150.000 active users. Presents one of most important national-research and educational resource and carrier of Information Society development. It also provides a number of advanced IT services mainly to researchers and scientific community. The AMRES connects 126 various institutions: Universities (Belgrade, Novi Sad, Niš, Kragujevac), several high schools, scientific institutions (e.g., SANU – Serbian Academy of Sciences and Arts), Students Cultural Centre, and other. There is also, GOOD OLD AI Research Network, which is internationally recognized network of award-winning researchers, engineers, and students interested in the broad fields of applied artificial intelligence and software engineering. It is situated at the University of Belgrade. Research focus include intelligent tutoring and learning, service-oriented architectures, model-driven engineering, semantic technologies, intelligent reasoning, intelligent agents, natural language processing, knowledge representation, knowledge discovery, and ontologies, AI-based music and visualization. Good examples of E-Learning in Serbia are a training program for students (E-learning program) in field of democracy and human rights. E-learning program consists of 10 lectures of 45 minutes, which are available to users via Internet. Program duration is 90 days and it is essential that students have good access to the Internet, or fast and stable internet connection to be able to follow whole program. Lectures consist of video and audio presentations, power-point presentations, practical examples and exercises. The results are Students E-learning Projects (Tolerance as a prevention of peer violence, Letter to a woman, Protection of personal data). Distance Learning Project- which is applicable in Serbia through Distance Learning System, fully satisfies, in some segments and provides significantly opportunities to applicable standards, is defined by accreditation for education institutions in Serbia.