Helping the Distance Education Learners in Getting Effective and Efficient Delivery of Learner Support Services in Developing Countries Through Use of Technology

2018 ◽  
pp. 43-73 ◽  
Author(s):  
Rajendra Vinayak Vadnere
Keyword(s):  
Distance Education ◽  
Developing Countries ◽  
Support Services ◽  
Learner Support ◽  
Use Of Technology ◽  
Efficient Delivery

Interactive Multimedia Technologies for Distance Education in Developing Countries

2011 ◽  
pp. 1706-1713
Author(s):  
Hakikur Rahman
Keyword(s):  
Distance Education ◽  
Developing Countries ◽  
Education System ◽  
Information Technologies ◽  
Education Students ◽  
Adaptive Use ◽  
Use Of Technology ◽  
Extended Application ◽  
Multimedia Technologies ◽  
Self Learning

With the extended application of information technologies (IT), the conventional education system has crossed physical boundaries to reach the un-reached through a virtual education system. In the distant mode of education, students get the opportunity for education through self-learning methods with the use of technology-mediated techniques. Accumulating a few other available technologies, efforts are being made to promote distance education in the remotest regions of developing countries through institutional collaborations and adaptive use of collaborative learning systems (Rahman, 2000a).

scholarly journals INFLUENCE OF MOBILE PHONE ON ENHANCING LEARNER SUPPORT SERVICES FOR DISTANCE EDUCATION PROGRAMMES

2021 ◽  
Vol 1 (1) ◽  
pp. 45-59
Author(s):  
Samuel Boro
Keyword(s):  
Distance Education ◽  
Social Network ◽  
Mobile Phone ◽  
Support Services ◽  
High Speed ◽  
Data Exchange ◽  
Large Data ◽  
Mobile Technologies ◽  
Empirical Literature ◽  
Learner Support

Purpose: Mobile technologies provide an affordable and easily accessible technology that lecturers can use effectively to assist students with their studies. The general objective of the study was to evaluate influence of mobile phone on   enhancing learner support services for distance education programmes. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: From the study findings,it was concluded  that most students have a smartphone and have installed applications that enable them to access the internet, but they ended up using their phones for social network and not learning purposes. Despite the fact that the phones are able to check and send emails, majority of those interviewed preferred using the computer over the phone. Most students and lecturers did not communicate over the phone in case of clarity on a certain subject even the sending of results, missing marks and such. Most administrators sent SMS regarding important dates and venues to DE students but rarely and did not send results through SMS, do not send SMS on tutorial schedules and never sent SMS giving reminders about deadlines for submitting assignments to DE students Recommendations: The study recommended that there was a need for the universities and colleges not utilizing mobile phones should develop common email center that does not compromise privacy of the users. The service should be of high speed and able to support large data exchange. The universities should establish common social media network by registering on leading social network such as facebook or google+. The common social platform center should be administratively controlled to monitor the exchange of information for purposes of learning and support. The knowledge and scientific understanding accruing from this study should be considered by policy makers when laying down guidelines for learner support systems in distance education programmes

Interactive Multimedia Technologies for Distance Education in Developing Countries

2009 ◽  
pp. 735-741
Author(s):  
Hakikur Rahman
Keyword(s):  
Distance Education ◽  
Developing Countries ◽  
Education System ◽  
Information Technologies ◽  
Interactive Multimedia ◽  
Learning Methods ◽  
Adaptive Use ◽  
Use Of Technology ◽  
Learner Interactions ◽  
Global Movement

With the extended application of information technologies, the conventional education system has crossed the physical boundaries to reach the unreached through virtual education system. In distant mode of education, students get opportunity to education through self-learning methods with the use of technology-mediated techniques. Accumulating a few other available technologies, efforts are being made to promote distance education in remotest regions of the developing countries through institutional collaborations and adaptive use of collaborative learning systems (Rahman, 2000a). Distance education in a networked environment demands extensive use of computerized LAN/WAN, excessive use of bandwidth, expensive use of sophisticated networking equipment, and in a sense, this is becoming a hard-to-achieve target in developing countries. High initial investment cost always demarcates thorough usage of networked hierarchies where the basic backbone infrastructure of IT is in a rudimentary stage. Furthermore, multimedia puts additional pressure on communications systems with types of information flow, bandwidth requirements, development of local and wide area networks with a likely impact on narrowband and broadband ISDN. Developed countries are taking a leading role in spearheading distance education through flexible learning methods, and many renowned universities of the western world are offering highly specialized and demanding distance education courses by using their dedicated high bandwidth computer networks. Many others have accepted a dual mode of education, rather than sticking to the conventional education system. Research indicates that teaching and studying at a distance can be as effective as traditional instruction when the method and technologies used are appropriate to the instructional tasks with intensive learner-to-learner interactions, and instructor-to-learner interactions. Radio, television, and computer technologies, including the Internet and interactive multimedia methods, are major components of the virtual learning methodologies. The goals of distance education, as an alternative to traditional education, have been to offer accredited education programs, to eradicate illiteracy in developing countries, to provide capacity development programs for better economic growth, and to offer curriculum enrichment in the nonformal educational arena. Distance education has experienced dramatic global growth since the early 1980s. It has evolved from early correspondence learning using primarily print-based materials into a global movement using various technologies.

Interactive Multimedia Technologies for Distance Education in Developing Countries

2011 ◽  
pp. 447-453
Author(s):  
Hakikur Rahman
Keyword(s):  
Distance Education ◽  
Developing Countries ◽  
Education System ◽  
Information Technologies ◽  
Education Students ◽  
Adaptive Use ◽  
Use Of Technology ◽  
Extended Application ◽  
Multimedia Technologies ◽  
Self Learning

With the extended application of information technologies (IT), the conventional education system has crossed physical boundaries to reach the un-reached through a virtual education system. In the distant mode of education, students get the opportunity for education through self-learning methods with the use of technology-mediated techniques. Accumulating a few other available technologies, efforts are being made to promote distance education in the remotest regions of developing countries through institutional collaborations and adaptive use of collaborative learning systems (Rahman, 2000a).

scholarly journals A Peer Related Factors Affecting the Provision of Psychosocial Support to Vulnerable Learners: A Case of Selected Secondary Schools in Amathole District in South Africa

2021 ◽  
Vol 5 (3) ◽  
pp. 54-68
Author(s):  
Nyarai CHINYAMA ◽  
Octavia SIBANDA ◽  
Shingirayi CHAMISA ◽  
Happy Mathew TIRIVANGASI
Keyword(s):  
South Africa ◽  
Developing Countries ◽  
Secondary Schools ◽  
Support Services ◽  
Psychosocial Support ◽  
Peer Group ◽  
Street Crime ◽  
Related Factors ◽  
Learner Support ◽  
Teachers And Parents

School-based peer groups have been identified as a popular and effective method   of providing health education and psychosocial support in schools. Children in developing countries as well as some of the poorest children in developing countries like South Africa face daily risks related to poverty, street crime and violence, poor health, lack or low-quality housing, inadequate and ineffective schools. These children and their families live in crisis which render them vulnerable. Thus, this study noted that there is an increase in social and emotional challenges and several risk factors for vulnerable learners globally and South Africa is not an exception. The incidence of child vulnerability and psychosocial support services have not been studied thoroughly in South Africa yet it is recognized widely that there is an increase in child stress and depression. Much of the psychosocial support services are provided by children themselves in terms of peer education groups. However, much of the research that is currently available on children relies on the reports of teachers and parents. This study learnt from literature that adults consistently underreport the effectiveness of these peer led groups in schools. Following this, the study took a qualitative approach using multiple case studies of 4 secondary schools with children as part of the participants.  Pre-coded research instruments were administered to 4 teacher coordinators, 4 peer leaders, 1 district official and 1 learner support agent supervisor. Documents were also analyzed in the form of minutes of the meetings held, learner support agents report and registers. The study found that shortage of resources such as, counselling rooms, transport, attitudes of teachers and parents towards peer led programs, lack of training and cooperation of parents still hampered the progress of peer led programs. The study therefore concluded that there were still a lot of challenges faced by vulnerable children in schools because they were not accessed by their peers due to lack of resources, training, shortage of time and negative attitudes from adults towards children’s lives attitudes from adults towards children’s lives. The study recommends that peer led groups be part of the large school curriculum with a specific budget to sustain the needs of the peer led groups. The study indicated that there were no networking opportunities amongst peer-led groups due to lack of time, yet this is very important to all successful organizations of a peer group nature. The participants also revealed that peers are better placed if they had counselling rooms, time tabled services, positive attitudes from parents and long-term  training on peer counselling.

scholarly journals INFLUENCE OF INSTITUTIONAL RELATED ON CHOICE OF TECHNOLOGY FOR THE DEVELOPMENT OF INSTRUCTIONAL MATERIALS FOR DISTANCE EDUCATION

2021 ◽  
Vol 1 (1) ◽  
pp. 29-44
Author(s):  
James Kimani
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Support Services ◽  
Learning Technologies ◽  
Instructional Materials ◽  
Learner Support ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Ict Infrastructure ◽  
Choice Of Technology

Purpose: no one technology can support all types of teaching and learning at a distance – the most effective approach is to combine a range of technologies. Using multiple technologies ensure that all learning styles are catered for and that significant opportunities for interaction between the learner and the tutor are provided. The general objective of the study was to institutional related on choice of technology for the development of instructional materials for distance education. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: From the study findings, it is concluded that most of learner support services offered to distant learners were not good enough to support the learners effectively. Secondly, the students and the administrators were of the view that there were learner support services that were very vital to distant learners. Thirdly, the students and the administrators were of the general view and in agreement that the learner support services offered were necessary. However, since the students indicated that majority of the services on offer were poor across the institutions under the study, there is need to improve and make them better. Learning through experience influences the creation of new values which become attitudes that have a strong impact on teacher's behavior towards e-learning technology. Recommendations: The study recommends that is a need availability of ICT infrastructure, the absence of inadequacy of which will totally hamper the idea of e-learning adoption in universities. There should be provision of computers and high bandwidth to enable the easy flow of classes online. If the high ICT infrastructure for e-learning is unavailable, the sequential use of predecessor distance learning technologies from correspondence courses to radio, TV, CD-ROM, Internet and World Wide Web is recommended. Such a sequential use of predecessor distance learning technologies is poised to leverage the experience into a significant use of learning

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