scholarly journals Development Of Information-Related Competencies In European ODL Institutions

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Sirje Virkus
Keyword(s):  
Distance Learning ◽  
Participant Observation ◽  
Good Practice ◽  
Research Problem ◽  
Research Strategy ◽  
Small Scale ◽  
Limited Area ◽  
Mixed Method Research ◽  
Open And Distance Learning ◽  
Learning Institutions

This paper reports the findings of the research project that was carried out within open and distance learning universities in Europe. The research problem for this study focused on the need to know how information-related competencies were developed in European higher open and distance learning institutions. The general research strategy in this study was a mixed method research strategy, using both qualitative and quantitative methodologies, built into a two-stage research design. A survey provided a broad picture of a phenomenon, and case studies covered a more limited area of the same ground but in more depth. Thus, the first stage was a small-scale questionnaire survey, with a structured questionnaire using a purposive sample, which was analysed using statistical techniques. The objectives of the questionnaire were to determine the extent and the ways to which information-related competencies were developed within European higher open and distance learning institutions, to investigate the role of libraries within the development of information-related competencies and to identify examples of ‘good practice’ in the field of information-related competencies in European higher open and distance learning institutions. The second stage of the study involved a multiple case study in 6 European open and distance learning institutions, where in-depth, semi-structured, tape-recorded interviews with 72 people were conducted which were supported by an unstructured non-participant observation and fieldwork and document analysis. In this part of the study the researcher was trying to discover what people actually did in practice to develop information-related competencies, how they experienced those processes and made sense of it. The research results will contribute to the development of open and distance learning courses with library and information literacy support, that would improve students’ information-related competencies, and also to the Bologna aims of competence development and professional development in a context of lifelong learning.

scholarly journals Information Literacy from the Policy and Strategy Perspective

2012 ◽  
Vol 4 (1) ◽  
Author(s):  
Sirje Virkus
Keyword(s):  
Distance Learning ◽  
Information Literacy ◽  
Good Practice ◽  
Research Problem ◽  
Research Strategy ◽  
Small Scale ◽  
Limited Area ◽  
Literacy Support ◽  
Policy And Strategy ◽  
Open And Distance Learning

This paper examines IL from a policy and strategy perspective and reports the selected findings of the research project that was carried out within open and distance learning universities in Europe. The research problem for this study focused on the need to know how information-related competencies (IRC) were developed in European higher open and distance learning (ODL) institutions. The general research strategy in this study was a mixed method strategy, using both qualitative and quantitative methodologies, built into a two-stage research design. A survey provided a broad picture of a phenomenon, and case studies covered a more limited area of the same ground but in more depth.The first stage was a small-scale questionnaire survey, with a structured questionnaire using a purposive sample, which was analysed using statistical techniques. The objectives of the questionnaire were to determine the extent and the ways to which IRC were developed within European higher ODL institutions, to investigate the role of libraries within the development of IRC and to identify examples of ‘good practice' in the field of IRC in European higher ODL institutions. The second stage of the study involved a multiple case study in six European ODL institutions. In this part of the study the researcher was trying to discover what people actually did in practice to develop IRC, how they experienced those processes and made sense of it.The research results will contribute to the development of ODL courses with library and information literacy support, that would improve students' IRC, and also to the Bologna aims of competence development and professional development in a context of lifelong learning.

Technology Management Through Artificial Intelligence in Open and Distance Learning

2019 ◽  
pp. 338-368 ◽  
Author(s):  
Serap Uğur ◽  
Gulsun Kurubacak
Keyword(s):  
Artificial Intelligence ◽  
Qualitative Research ◽  
Distance Learning ◽  
Technology Management ◽  
Qualitative Research Methods ◽  
Learning Systems ◽  
Distance Learners ◽  
Interpretive Phenomenology ◽  
Open And Distance Learning ◽  
Learning Institutions

Technology management is a management discipline that evaluates the potential of the cutting-edge technology integration to maintain the competitive institutions, and seeks ways to use these potentials for the benefit of the organizations. The technologies that use in open and distance learning institutions for learner enrollment and course follow-ups, software that teachers use both in content presentations and evaluation stages, etc. They need to use technology in many different services and processes in the managerial dimension. In this chapter, which is conducted by using interpretive phenomenology method from qualitative research methods, it was questioned how to integrate artificial intelligence in open and distance learning systems determined within the scope of technology management for a technology-driven international university. Suggestions were made for artificial intelligence applications in the management of open and distance learners.

Quality Assurance in Open and Distance Learning

2021 ◽  
pp. 22-35
Author(s):  
Amir Manzoor
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Economies Of Scale ◽  
Management Practices ◽  
Case Analysis ◽  
Access To Higher Education ◽  
Open And Distance Learning ◽  
Learning Institutions

Today, open and distance-learning universities are regarded as a groundbreaking option to expand access to higher education. Economies of scale supported by a large number of enrolments have fueled the growth of open and distance learning institutions (ODLIs) across the globe. At the same time, many have raised serious concerns about the quality of education provided by ODLIs. This chapter presents a comparative case analysis of quality assurance (QA) programs in distance education at two large open and distance learning universities in Pakistan. The study explored QA policies and their implementation in the context of management practices and structures and internal and external environmental factors.

E-Moderating in Higher Education

2011 ◽  
pp. 2163-2180
Author(s):  
Gilly Salmon
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Staff Development ◽  
Low Cost ◽  
Good Practice ◽  
Academic Competence ◽  
Online Environment ◽  
Knowledge And Skills ◽  
Current Climate ◽  
Learning Institutions

There are few published reports of structured approaches to developing lecturers for new online roles. However, both campus and distance learning institutions can offer some experiences in developing lecturing staff to moderate and teach with low cost text-based online conferencing. This role is known as e-moderating. Staff development is often asserted as a key issue in the success of everything from a project, a course or a whole institution to an online environment. The current climate asserts the importance both for university and college lecturers of adopting a good practice and an understanding of teaching in addition to academic competence. This chapter considers and explores the knowledge and skills that the best e-moderators have and how they can be recruited, trained and developed.

scholarly journals Challenges Experienced by Students Studying through Open and Distance Learning at a Higher Education Institution in Namibia: Implications for Strategic Planning

2020 ◽  
Vol 9 (4) ◽  
pp. 116 ◽  
Author(s):  
Amalia Iilonga ◽  
Amalia Iilonga ◽  
Daniel Opotamutale Ashipala ◽  
Nestor Tomas
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Education Institution ◽  
Research Strategy ◽  
Structured Interviews ◽  
Higher Education Institution ◽  
Satellite Campus ◽  
E Learning ◽  
Open And Distance Learning ◽  
Qualitative Phenomenological

Online learning remains one of the most powerful enablers and accelerators for realising higher education studies by enhancing teaching by means of innovative technologies and pedagogies. However, the success rate of students studying through Open and Distance Learning (ODL) remains very low. Therefore, institutions of higher learning in Namibia should continuously establish and assess the challenges affecting the students who opt to study via distance mode to devise strategies required to address such challenges. The objective of this study was to understand the challenges experienced by students studying through ODL at Higher Education Institution (HEI) in Namibia and establish the challenges they face. A qualitative, phenomenological, explorative, descriptive and contextual research strategy was employed in this study to explore and describe challenges experienced by students’ studying through ODL at HEI’ satellite campus in Namibia. A purposive sampling was utilised in the selection of participants. Data were collected from participants using semi-structured interviews with nine participants. Three themes were identified, namely, the reasons why students chose to study through ODL programme, challenges experienced by students studying through ODL and mechanisms for improvement. The findings of this study call for well-articulated plans and actions to address the challenges faced by students studying in the distance e-learning mode. The study recommended that both Lecturers and ODL programme Administrators should undergo refresher training on distance education annually to ensure that they are aware and can address the challenges faced by their students.

Using Graphs in Developing Educational Material

2010 ◽  
pp. 55-66
Author(s):  
Thanassis Hadzilacos ◽  
Dimitris Kalles ◽  
Dionysis Karaiskakis ◽  
Maria Pouliopoulou
Keyword(s):  
Distance Learning ◽  
Theoretical Model ◽  
Communities Of Practice ◽  
Web Mining ◽  
Educational Material ◽  
Digital Content ◽  
Learning Needs ◽  
Open And Distance Learning ◽  
Learning Institutions

Distance learning institutions need to find a way to transplant the benefits of conventional tutoring practices into the development of digital content that is conducive to students’ learning needs. Therein lie two great challenges: promote real distance learning effectively and, at the same time, try to accommodate the ability of students to learn via collaboration. The authors have proposed the development of learner’s open-and-distance-learning (ODL) courses as both a theoretical model and an applied methodology to be one of their key priorities and describe how this concept co-evolves with Web mining and institutional infrastructures to address the needs of emergent communities of practice within their university, primarily of students and secondarily of tutors.

Postgraduate Degree by Distance Learning

2011 ◽  
pp. 1651-1659
Author(s):  
Tiong Kung-Ming
Keyword(s):  
Distance Learning ◽  
Institutional Support ◽  
Higher Learning ◽  
Degree Programs ◽  
The United Kingdom ◽  
The World ◽  
Learning Programs ◽  
E Learning ◽  
Open And Distance Learning ◽  
Learning Institutions

Distance learning provides a wide opportunity for learners to access postgraduate qualifications. With the establishment of such open and distance learning (ODL) institutions like open universities and e-learning programs by higher learning institutions around the world, more learners are getting into postgraduate degree programs. In the United Kingdom, for example, a group of reputable institutions have established the UKeU (UK e-Universities). This article looks at the types of programs offered (master’s and doctorate) and their characteristics in contrast to traditional on-campus study. We will look into the challenges and issues faced by distance learning postgraduate-degree providers, as well as those faced by the learners. Among the issues are accreditation and recognition, curriculum and assessment, instructional methods, factors influencing learners’ choice of postgraduate programs, and institutional support for learners. Finally, we discuss the effects of postgraduate distance learning programs in the education landscape as a whole.

scholarly journals Covid-19 as an Accelerator for Training and Technology Adoption by Academics in Large-Scale Open and Distance Learning Institutions in Africa

2021 ◽  
Author(s):  
Mphoentle Puleng Modise ◽  
Geesje Van den Berg
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Distance Learning ◽  
Technology Adoption ◽  
Large Scale ◽  
Higher Education Institutions ◽  
Open And Distance Learning ◽  
Learning Institutions ◽  
And Training ◽  
The Way

The Covid-19 pandemic provoked a paradigm shift never imagined by higher education institutions in the world, but especially in developing countries. Drawing on findings from a PhD study, this article aims to highlight the way in which Covid-19 accelerated professional development and training and technology adoption by academics in higher education institutions and large-scale open and distance learning institutions in Africa. A total of 20 academics and relevant stakeholders from two of Africa’s largest open and distance learning institutions were interviewed, and their views are reported. The data were analysed using thematic analysis. The findings show an increase in training and professional development of academics during the pandemic. The study also reveals the way in which Covid-19 fostered the speed and ease with which technology was adopted and used by academics for teaching and learning. The results of this research study may contribute to research of various topics on technology adoption and academics’ professional development and training and future approaches post-Covid-19.

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