Using Mobile Phones as a Complementary Tool for Counseling Practicum Supervision in ODL: The Zimbabwe Open University- Harare/ Chitungwiza Region

2013 ◽  
Vol 3 (4) ◽  
pp. 200-205
Author(s):  
L. Chaminuka ◽  
◽  
T.M. Kaputa ◽  
Keyword(s):  
Mobile Phones ◽  
Open University ◽  
Practicum Supervision ◽  
Counseling Practicum

Implementation of Mobile Learning at the Open University Malaysia

2011 ◽  
pp. 170-186
Author(s):  
Chng Loi Peng ◽  
Zoraini Wati Abas ◽  
Norlia T. Goolamally ◽  
Yuzery Yusoff ◽  
Harvinder Kaur Dharam Singh
Keyword(s):  
Blended Learning ◽  
Mobile Phone ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Delivery Mode ◽  
Open University ◽  
Initial Finding ◽  
Learning Modes ◽  
Pilot Implementation ◽  
Almost All

As part of its ongoing effort to offer an effective blend of learning modes, the Open University Malaysia (OUM) recently incorporated mobile learning into its blended learning model. Having enrolled more than 86,000 learners over the last eight years, OUM strives to continually improve its delivery mode for the benefit of its learners. Mobile learning is seen to be the next wave of learning given the fact that almost all OUM learners have mobile phones. A study conducted in late 2008 to determine the readiness of its learners for mobile learning indicates that about 99% of OUM respondents have a mobile phone. The readiness survey also found that majority of respondents would be ready for mobile learning within six months of the study. The chapter will highlight, among others, the introduction of mobile learning at OUM, the initial finding with the pilot implementation and recommendations for the way forward.

scholarly journals Collaborative e-learning course design: Impacts on instructors in the Open University of Tanzania

2012 ◽  
Vol 28 (2) ◽  
Author(s):  
Kassimu A. Nihuka ◽  
Joke Voogt
Keyword(s):  
Professional Learning ◽  
Mobile Phones ◽  
Course Design ◽  
Learning Technologies ◽  
Open University ◽  
Design Teams ◽  
Course Redesign ◽  
E Learning ◽  
Teacher Design ◽  
The Impact

<span>Efforts by universities in sub-Sahara Africa to promote professional development of instructors in course design and delivery by e-learning technologies have often lacked meaningful impacts. This study investigated the impact of collaborative course design on instructors' professional learning about design and delivery of e-learning courses at the Open University of Tanzania (OUT). Six</span><em>Teacher Design Teams</em><span> (TDTs), each with 2 instructors, participated in the study, redesigning their print-based courses using an offline </span><em>Moodle</em><span> LMS supported by emails and mobile phones. A total of 36 interviews were conducted with 12 instructors, after each of the two workshops and after the course redesign process. Results showed that despite challenges, instructors were satisfied with collaborative course design and they reported that the strategy contributed to their professional learning. Instructors' backgrounds determined the kinds of support needed during course design and delivery.</span>

Cybersupervision: Further Examination of Synchronous and Asynchronous Modalities in Counseling Practicum Supervision

2011 ◽  
Vol 50 (5) ◽  
pp. 298-313 ◽  
Author(s):  
Russell A. Chapman ◽  
Stanley B. Baker ◽  
Sylvia C. Nassar-McMillan ◽  
Edwin R. Gerler
Keyword(s):  
Practicum Supervision ◽  
Counseling Practicum

MOBILE PHONES AND YOUR HEALTH

Pathology ◽  
2001 ◽  
Vol 33 (3) ◽  
pp. 269-270
Author(s):  
Clive G. Harper ◽  
Victor K. Lee
Keyword(s):  
Mobile Phones
Sign in / Sign up

Export Citation Format

Share Document