Computer-Based Learning in Open and Distance Learning Institutions in Nigeria: Cautions on Use of Internet for Counseling

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.

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Quality Assurance in Open and Distance Learning

Research Anthology on Preparing School Administrators to Lead Quality Education Programs ◽

10.4018/978-1-7998-3438-0.ch002 ◽

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.

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Distance Learning as Commercializing Higher Education

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch240 ◽

2011 ◽

pp. 2976-2978

Author(s):

Gary A. Berg

Keyword(s):

Higher Education ◽

Distance Learning ◽

Academic Capitalism ◽

For Profit ◽

Computer Based Learning ◽

Computer Based ◽

For Profit Organizations

Since computer-based learning can involve partnerships with for-profit organizations, be viewed as a route to increased revenue, and potentially be used to reduce labor expenses, it is naturally tied to what is often described as the commercialization of higher education, or what Slaughter and Leslie (1997) term “academic capitalism.”

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Social or Group Learning Theories

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch247 ◽

2011 ◽

pp. 1630-1633

Author(s):

Gary A. Berg

Keyword(s):

Distance Learning ◽

Learning Process ◽

Group Learning ◽

Social Activity ◽

Learning Theories ◽

Learning Approaches ◽

Self Reliance ◽

Educational Environments ◽

Computer Based ◽

Learning Institutions

In both computer-based and traditional educational environments, there has been a growing organization of learning in groups with an increased use of teams and group projects (Berg, 2003). Goldman (1999) claims that traditionally education is seen as an activity of isolated thinkers pursuing truth in a spirit of American self-reliance. However, in practice education is very much a social activity, especially the research component that is heavily dependent on colleagues. In fact, some argue that the key to the learning process as a whole is the interaction among students, and between faculty and students (Palloff & Pratt, 1999). Group learning approaches have been widely adopted by many of the leading distance learning institutions, and consequently an understanding of this approach is important.

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Asynchronous vs. Synchronous Interaction

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch019 ◽

2011 ◽

pp. 122-131

Author(s):

Tiong Kung-Ming ◽

Sim Khoon-Seng

Keyword(s):

Distance Education ◽

Distance Learning ◽

Rapid Development ◽

Educational Process ◽

Future Trends ◽

Computer Based Learning ◽

Synchronous Interaction ◽

Instructor Interaction ◽

Computer Based ◽

Student Instructor

The rapid development of technology greatly influences computer-based learning in distance education. One of the most important aspects is interactivity, and this is threefold: student-student interaction, student-instructor interaction, and student-content interaction (Moore & Kearsley, 1996). As distance-education technology increasingly moves toward multimedia-oriented systems, a more effective synergy of synchronous and asynchronous interaction is required. As discussed by Garrison (1990), the quality and integrity of the educational process in distance learning largely depends upon sustained, two-way communication. In this article, we will look into the characteristics of both types of interaction and discuss their advantages as well as impact on the three forms of interactions. We will also look at some examples for both asynchronous and synchronous interaction technologies in facilitating distance learning. Finally, we look at some possible future trends in distance-learning interactivity.

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A governance operating model for open and distance learning institutions

Education and Information Technologies ◽

10.1007/s10639-018-9790-7 ◽

2018 ◽

Vol 24 (1) ◽

pp. 531-547

Author(s):

Pankaj Khanna

Keyword(s):

Distance Learning ◽

Operating Model ◽

Open And Distance Learning ◽

Learning Institutions

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Using Graphs in Developing Educational Material

Web-Based Learning Solutions for Communities of Practice ◽

10.4018/978-1-60566-711-9.ch005 ◽

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.

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Postgraduate Degree by Distance Learning

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch242 ◽

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.

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Economic Models for Distance Learning

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch101 ◽

2011 ◽

pp. 696-698

Author(s):

Gary A. Berg

Keyword(s):

Higher Education ◽

Distance Learning ◽

Great Britain ◽

Economic Models ◽

Computer Based Learning ◽

Computer Based ◽

Education Today

An understanding of the economic models for the use of computer-based learning is important for educators worldwide. Particularly in America, there seems to be a great deal of confusion regarding the potential profitability of distance learning in higher education today (Berg, 2002). This entry looks at distance learning economic models as primarily seen in America and Great Britain.

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Distance Learning as Commercializing Higher Education

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch093 ◽

2011 ◽

pp. 654-655

Author(s):

Gary A. Berg

Keyword(s):

Higher Education ◽

Distance Learning ◽

Academic Capitalism ◽

For Profit ◽

Computer Based Learning ◽

Computer Based ◽

For Profit Organizations

Since computer-based learning can involve partnerships with for-profit organizations, be viewed as a route to increased revenue, and potentially be used to reduce labor expenses, it is naturally tied to what is often described as the commercialization of higher education, or what Slaughter and Leslie (1997) term “academic capitalism.”

Download Full-text