scholarly journals Attitudes and Perceptions of Students to Open and Distance Learning in Nigeria

2006 ◽  
Vol 7 (1) ◽  
Author(s):  
David Olugbenga Ojo ◽  
Felix Kayode Olakulehin
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Single Mode ◽  
Learning System ◽  
Distance Teaching ◽  
African Region ◽  
Attitudes And Perceptions ◽  
The Face ◽  
Open And Distance Learning

In the West African Region of Africa, the National Open University of Nigeria (NOUN) is the first full fledged university that operates in an exclusively open and distance learning (ODL) mode of education. NOUN focuses mainly on open and distance teaching and learning system, and delivers its courses materials via print in conjunction with information and communication technology (ICT), when applicable. This 'single mode' of open education is different from the integration of distance learning system into the face- to- face teaching and learning system, which is more typical of conventional Universities in Nigeria and other parts of the world. Thus, NOUN reflects a novel development in the provision of higher education in Nigeria. This study assesses the attitudes and perceptions of distance teaching and learning by students enrolled in the NOUN and of the National Teachers' Institute (NTI) compared to their experiences at conventional universities. One hundred and twenty (n = 120) randomly selected NOUN and NTI students of NOUN were the subjects of the study. The Students' Attitude and Perception Rating of Open and Distance Learning Institutions Inventory (SAPRODLII), developed by the researchers, was administered to the subjects to measure their attitudes and experiences. Results of the study showed that students generally have a positive perception and attitude towards ODL, compared to traditional forms of higher education.

scholarly journals Expanding the Frontiers of Engineering Education in Open and Distance Learning by an Online Laboratory Platform

2015 ◽  
Vol 10 (1) ◽  
pp. 65-76 ◽  
Author(s):  
W. A. Rasika Nandana ◽  
W. R de Mel ◽  
H.D.N.S. Priyankara
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Laboratory Experiments ◽  
Learning System ◽  
Face To Face ◽  
Online Laboratory ◽  
Distance Learning System ◽  
Significant Difference ◽  
The Face ◽  
Open And Distance Learning

At present, people have a tendency to carry out higher education in a distance mode due to their busy lifestyles. However, open and distance learning (ODL) educational organizations encounter difficulties when delivering laboratory experiments. This paper presents the development of an online laboratory platform as a solution. It can be used to deliver laboratory experiments, using electronic components and instruments such as a signal generator and oscilloscope. Students are able to perform experimental tasks remotely utilizing real equipment and components. The system users can view laboratory environments via a camera which provides a sense of reality.The platform provides facilities to customize and rebuild the laboratory experiments according to the requirements of the organization. It can also be utilized as a useful educational tool to acquire pre-experience before entering the real laboratory. Thestatistical analysis shows no significant difference between the face-to-face laboratory (FFL) and online remote laboratory (ORL) experimental results within a 95% confidence level.The system can enhance the existing open and distance learning system by sharing the resources in a flexible manner.This system reduces the difficulties that distance learning students encounter when participating in FFL sessions. It also reduces the number of FFL sessions and is helpful to working students. One of the main objectives of ODL is to provide a learning environment for those who missed the opportunity for higher education for a variety of reasons. This system will help to achieve this objective.

scholarly journals Implementasi Sistem Mobile Learning pada MI Taufiqul Athfal Bogor

2021 ◽  
Vol 5 (4) ◽  
pp. 597
Author(s):  
Andi Prastomo
Keyword(s):  
Distance Learning ◽  
Mobile Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning System ◽  
Distance Teaching ◽  
Face To Face ◽  
Use Of Technology ◽  
Distance Learning System ◽  
Iso 9126

The application of technology in education is being developed very intensively today, especially the use of technology to support the teaching and learning process. The transfer of conventional learning methods such as face-to-face in the classroom towards a modern direction such as distance learning using computer-based systems or smartphones (Mobile Learning) has become a common thing implemented in today's education world. But not all educational institutions implement the same thing as MI Taufiqul Athfal Bogor. The purpose of this study was to design and implement a distance learning system based on android with smartphone media (Mobile Learning) to help MI Taufiqul Athfal Bogor in the teaching and learning process. The research method used is the Research & Development (R&D) method. System testing was carried out using the ISO 9126 method by distributing questionnaires to 20 respondents who were teachers at MI Taufiqul Athfal. The test results with four aspects of ISO 9126, namely aspects of Fuctionality, Reliability, Usability, and Efficiency produce an overall Actual Total score, namely Total% Actual of 90%, thus concluding that the quality of the system is Very Good to implement. The final result of this research is an Andiroid-based Mobile Learning system designed by researchers which is implemented very well at MI Taufiqul Athfal and helps support the distance teaching and learning process.

scholarly journals Including the excluded in Open and Distance Learning in Namibia: Policy transformation to maximise the inclusion of students with visual impairments

2021 ◽  
Author(s):  
Isobel Green ◽  
Mirjam Sheyapo
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Visual Impairments ◽  
Link Type ◽  
Open And Distance Learning ◽  
Policy Transformation

It is evident that there is an increase in the enrolment of students with disability in Higher Education, particularly Students with Visual Impairments (SVI). However, it is also sad to note that, this group of students remain excluded and thus are less visible in Open and Distance Learning (ODL). The current pandemic (COVID-19) has put to test, the preparedness and pro-activeness of most higher education institutions to include students with disabilities in different modes of teaching and learning. This paper observed, reviewed, and analysed various legislatives to determine the preparedness of different ODL Centres of selected HEIs in Namibia. Amongst others, some national and institutional legislatives revealed lack of obliging guidelines to compel HEIs to commit to the inclusion of students with disabilities particularly the SVI. The paper concludes that there is lack of policy guidelines in HEIs toward inclusive education and consequently most institutions remain reluctant to prepare and be proactive to include SVI in the ODL programme. The paper calls for policy transformation at national, ministerial, and institutional, to move toward inclusive education through all modes of learning.

Indian Higher Education

2018 ◽  
pp. 96-118
Author(s):  
Nikhila Deep Bhagwat ◽  
Hemant Rajguru
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Education System ◽  
Learning System ◽  
Ministry Of Education ◽  
Higher Education System ◽  
Distance Learning System ◽  
Education In India ◽  
Indian Higher Education ◽  
Open And Distance Learning

This chapter gives an overview of Indian Higher Education system with special reference to Open and Distance Learning. It enlists the merits and limitations of Open and Distance Learning system. It also focuses on complexities and weaknesses of Indian Higher Education comparing it with the educational policies in other Asian Countries. The chapter describes the limitations of Higher Education System in India and discusses the reforms and restructuring announced by the ministry of education in India. It further unfolds the success story of Yashwantrao Chavan Maharashtra Open University's ‘School of Agricultural Sciences' by explaining in detail the innovative practices in Agricultural ODL.

An Appraisal of ODL Interventions in Terrorism Affected Kashmir Valley

2018 ◽  
pp. 212-230
Author(s):  
Nurul Hasan ◽  
Umesh Chandra Pandey
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Positive Impact ◽  
Learning System ◽  
Access To Higher Education ◽  
Kashmir Valley ◽  
Distance Learning System ◽  
Unique Approach ◽  
Open And Distance Learning ◽  
Unemployed Youth

The Open and Distance Learning system has been able to make a positive impact in the conflict-ridden communities of Kashmir valley in India. This part of the India has long been under the influence of armed militancy which drastically affected the access to higher education. The Open and Distance Learning systems started operating in this area with a modest beginning made by Directorate of Correspondence Courses but had a limited impact. IGNOU which is the largest provider of ODL Programmes in India started developing its network in Kashmir valley in 1999 with its unique approach based on collaboration and sharing of resources. The target groups dominantly composed of unemployed youth, school drop outs, working population, rural folks, women etc has traditionally been deprived of Higher education. This chapter describes the approach of IGNOU and its impact in such conflict-ridden societies which is worth replicating in similar socioeconomic setups across the developing world.

scholarly journals Guidelines towards the facilitation of interactive online learning programmes in higher education

2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Lydia Mbati ◽  
Ansie Minnaar
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Observational Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Methodological Approach ◽  
Education Institution ◽  
Curriculum Planning ◽  
Open And Distance Learning

The creation of online platforms that establish new learning environments has led to the proliferation of institutions offering online learning programmes. However, the use of technologies for teaching and learning requires sound content specialization, as well as grounding in pedagogy. While gains made by constructivism and observational learning are well documented, research addressing online practices that best encourage constructivist and observational learning in Open and Distance Learning (ODL) contexts is limited. <br /><br />Using a phenomenological methodological approach, this research explored the lived experiences of online learning programme facilitators at an Open and Distance Learning higher education institution. The findings of this research study revealed that facilitators did not use constructivist and observational learning pedagogies to a large extent in their interaction with students. It is concluded that during the curriculum planning phase, facilitators should decide on methods and media to arouse the students’ attention and stimulating constructivist and observational learning amongst students during online courses. This also implies a more reasonable facilitator-student ratio because large numbers of students per facilitator proves not feasible in online learning. The paper concludes by providing guidelines for the facilitation of interactive online learning programmes.

scholarly journals Zooming?! - Higher Education Faculty Perspectives

10.28945/4791 ◽  
2021 ◽  
Vol 18 ◽  
pp. 121-140
Author(s):  
Moshe Leiba ◽  
Ruti Gafni
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Faculty Perspectives ◽  
Education Faculty ◽  
Online Teaching And Learning ◽  
The Impact

Aim/Purpose: The COVID-19 pandemic demanded an immediate and massive adaptation of higher education to distance learning. Teachers had to transform from face-to-face to distance teaching, with insufficient pedagogical and technological knowledge and resources. This study aims to capture higher education faculty experiences in the very early stages of the crisis-prompted transition into synchronous distance education in order to obtain a broader view on the faculty’s perspectives (benefits, challenges and insights) on distance teaching through synchronous online environments. Background: Although online teaching and learning have been part of higher education teaching for more than two decades, many instructors found themselves teaching remotely for the first time and facing new and unpredicted challenges. Methodology: This study explored and analyzed an e-mail thread discourse between teachers in a higher education institute, two months after “going online” due to the COVID-19 pandemic. A singular case study was conducted, and a retrospective and snapshot case study approach was used. Data analysis was an iterative exploratory process of going back and forth the empirical material, resulting in the construction of categories, then themes, and finally a conceptual framework was developed. Contribution: The findings contribute the knowledge domain of implementation of immediate and massive online teaching and learning from the faculty perspective. Findings: Two main focal points, students and teachers, were encountered. Three main recurring themes were identified associated with both students and teachers: Convenience, Ethical Issues, and Insights for the future. Two themes were identified associated with faculty: Pedagogy and Tools, and Resources. In addition, two themes were identified for students: Attendance and Responses. Each of the themes was decomposed into several aspects. Recommendations for Practitioners: Higher education institutions and stakeholders should build a campus wide e-learning agenda including appropriate infrastructure and professional development for the future. Recommendations for Researchers: The study presented a conceptual model based on qualitative case study methodology. The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies. Impact on Society: Understanding the benefits and challenges of distance learning from the faculty perspectives in order to implement better distance learning strategies. Future Research: The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies.

scholarly journals Zooming?! - Higher Education Faculty Perspectives

10.28945/4768 ◽  
2021 ◽  
Author(s):  
Moshe Leiba ◽  
Ruti Gafni
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Faculty Perspectives ◽  
Education Faculty ◽  
Online Teaching And Learning ◽  
The Impact

Aim/Purpose: The COVID-19 pandemic demanded an immediate and massive adaptation of higher education to distance learning. Teachers had to transform from face-to-face to distance teaching, with insufficient pedagogical and technological knowledge and resources. This study aims to capture higher education faculty experiences in the very early stages of the crisis-prompted transition into synchronous distance education in order to obtain a broader view on the faculty’s perspectives (benefits, challenges and insights) on distance teaching through synchronous online environments. Background: Although online teaching and learning have been part of higher education teaching for more than two decades, many instructors found themselves teaching remotely for the first time and facing new and unpredicted challenges. Methodology: This study explored and analyzed an e-mail thread discourse between teachers in a higher education institute, two months after “going online” due to the COVID-19 pandemic. A singular case study was conducted, and a retrospective and snapshot case study approach was used. Data analysis was an iterative exploratory process of going back and forth the empirical material, resulting in the construction of categories, then themes, and finally a conceptual framework was developed. Contribution: The findings contribute the knowledge domain of implementation of immediate and massive online teaching and learning from the faculty perspective. Findings: Two main focal points, students and teachers, were encountered. Three main recurring themes were identified associated with both students and teachers: Convenience, Ethical Issues, and Insights for the future. Two themes were identified associated with faculty: Pedagogy and Tools, and Resources. In addition, two themes were identified for students: Attendance and Responses. Each of the themes was decomposed into several aspects. Recommendations for Practitioners: Higher education institutions and stakeholders should build a campus wide e-learning agenda including appropriate infrastructure and professional development for the future. Recommendations for Researchers: The study presented a conceptual model based on qualitative case study methodology. The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies. Impact on Society: Understanding the benefits and challenges of distance learning from the faculty perspectives in order to implement better distance learning strategies. Future Research: The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 16, 121-140. Click DOWNLOAD PDF to download the published paper. ***

scholarly journals Assessing Learners’ Perceptions and Experiences in Distance Education — A Case Study of LAUTECH Open and Distance Learning Centre (LODLC)

2021 ◽  
Vol 11 (10) ◽  
pp. 479-485
Author(s):  
A. T. Akindele ◽  
◽  
N. O. Akande ◽  
M. O. Fajobi ◽  
H. B. Olagoke ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Face To Face ◽  
Desktop Computers ◽  
University Of Technology ◽  
The Face ◽  
Open And Distance Learning ◽  
Conceptual Foundations

Open and Distance Education (ODE) has proven to be a viable alternative for teaching and learning with more inherent benefits compared to the traditional model of education. This mode of teaching and learning aimed at eradicating the challenges of the face-to-face mode of learning such as distance, age, work schedules, limited access and other factors that have made the face-to-face mode of learning rigid. ODE flexibility is evidenced in the ability of learners to learn ubiquitously at their own pace, anywhere, anytime using smartphones, laptops and desktop computers. As ODE grows and expands, the need to review its conceptual foundations, approaches and also to receive feedback from learners, employers and other stakeholders are becoming more imperative. This study employed an investigative approach via the use of online survey forms to elicit pertinent information regarding the learners’ perceptions and experiences at Ladoke Akintola University of Technology (LAUTECH) Open and Distance Learning Centre (LODLC). A total number of 2362 LODLC students participated in the online survey out of a total learners’ population of about 5,000. 54% of the respondents confirmed the adequacy of the LMS and the course material modules with more than 60% being able to easily access and download course materials from the LMS, 57% of the respondents rated the e-tutors to be effective knowledge facilitators while 60% believed the e-tutors stimulated learners’ interest by providing satisfactory answers to questions asked. This information amongst others will help administrators and management of LODLC programmes to make informed decisions about the conduct of the centres’ activities and adjust accordingly where necessary to improve service delivery.

scholarly journals Synchronous distance teaching of radiology clerkship promotes medical students’ learning and engagement

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Ali Alamer ◽  
Fawaz Alharbi
Keyword(s):  
Distance Learning ◽  
Medical Students ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
Distance Teaching ◽  
Undergraduate Medical Students ◽  
Student Attendance ◽  
Perceived Satisfaction ◽  
Fourth Year Medical Students ◽  
Self Administered Questionnaire

Abstract Background The COVID-19 pandemic has impacted education in myriad ways, primarily leading to an abrupt paradigm shift in teaching and learning practices towards distance learning. The study aims to assess the effectiveness of teaching radiology to undergraduate medical students using synchronous distance learning compared to traditional on-campus learning through exploring students’ perceived satisfaction and concerns. Students’ perceptions were correlated with their attendance, grades, and frequency of technical difficulties. Methods The study was designed as an observational study involving fourth-year medical students (2019/2020) from two institutions. The cohort students were exposed to traditional learning, distance learning, or both. Students completed an online self-administered questionnaire concerning their perceptions of distance learning. Students’ attendance, engagement, technical difficulties, and post-clerkship knowledge assessments were analyzed using descriptive and inferential statistics. Results A total of 145 participants completed the clerkship using the following strategies: traditional learning (n = 66), both traditional and distance learning (n = 67), and distance learning alone (n = 12). The most important result indicates that the abrupt transition to distance learning was well perceived. Most students preferred distance learning over traditional learning in the radiology clerkship (p = .05). During the synchronous sessions, student attendance was high, reaching to 100%. Technical difficulties were limited (1.9%), and they did not affect learning. Conclusion Synchronous distance teaching promotes learning, interaction, and enjoyment in undergraduate radiology education, and it can be as effective as traditional on-campus learning. The technical difficulties encountered, although they were limited, can be overcome by recording the synchronous sessions.

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