scholarly journals Supervisory Support for Ethiopian Doctoral Students Enrolled in an Open and Distance Learning Institution

10.28945/4676 ◽  
2021 ◽  
Vol 16 ◽  
pp. 047-069
Author(s):  
Velisiwe Gasa ◽  
Mishack Gumbo
Keyword(s):  
Distance Learning ◽  
Doctoral Students ◽  
Student Support ◽  
Global South ◽  
Supervisory Support ◽  
Research Project ◽  
Five Dimensions ◽  
Face To Face ◽  
Study Results ◽  
Open And Distance Learning

Aim/Purpose: This article reports on quantitative analysis of students’ perceptions on dimensions of augmented face-to-face support. It is built upon the findings from a larger research project that was undertaken to evaluate postgraduate support offered to Ethiopian doctoral students. Background: Student support is critical for the delivery of any quality Open and Distance Learning (ODL) system. This is because there are numerous challenges that students enrolled especially in global South ODL institutions are faced with, which can impact negatively on their progress and throughput. Methodology: In this article, the data from a quantitative questionnaire that was collected from a larger research project was used. The questionnaire asked students to respond to questions about their perceptions of the inclusion of face-to-face workshops. The responses were analyzed using the Statistical Analysis System (SAS), version 8.4 statistical package. Contribution: This research exposes the benefits of supplementing distance postgraduate supervision with face-to-face tutorials. Findings: The results show that the student-respondents, in general, experienced all five dimensions (‘supervision’, ‘student needs’, ‘facilitators’, ‘environment’, and ‘institutional support/access’) of face-to-face student support very positive. Recommendations for Practitioners: As this inclusion of face-to-face workshops was found beneficial to the students who are geographically distant and at risk of digitally exclusion, the paper concludes by recommending that such approach should not be discarded but strengthened to supplement distance postgraduate supervision. Recommendation for Researchers: Replication of this study but focusing on the qualitative aspects of the five dimensions identified. Impact on Society: Although this study is limited in scope to the Ethiopia project, implications for geographically distant education and support are relevant to Unisa and other ODL institutions in the global South. This may ultimately help inform distance learning efforts globally through augmented face-to-face supports. Future Research: The study results revealed potential concerns regarding student age and registration timelines. Therefore, more specific research that explores age and registration is required.

A Futurist Approach for Open and Distance 21st Century Learners

2018 ◽  
pp. 281-291
Author(s):  
Aysun Güneş ◽  
Harun Bozna
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
21St Century ◽  
Face To Face ◽  
Wearable Technologies ◽  
Meaningful Information ◽  
Open And Distance Learning ◽  
21St Century Learners ◽  
Future Of Education

The future of education is being shaped today. The learners of 21st Century have many options to reach information. Accessing information is not that difficult as that of the past. Today's individuals can readily access meaningful information even from their wearable technologies like smart watches or glasses. A redefinition for education is inevitable in this age of technology and at this point open and distance education is one spearhead compared to face-to-face education. Open and distance learning gives the learners of 21st Century the chance to make use of the technologies of today as well. This chapter aims to draw an outline about the learners of the 21st century, their innate skills, the learning environment they are in and how to benefit from open and distance education in 21st Century.

Traditional Education and Distance Learning

2011 ◽  
pp. 1880-1886
Author(s):  
Athanasis Karoulis ◽  
Andreas Pombortsis
Keyword(s):  
Distance Learning ◽  
Traditional Education ◽  
The Other ◽  
Main Concern ◽  
Educational Approach ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
New Curriculum ◽  
Open And Distance Learning ◽  
Similarities And Differences

The main concern of this article is the comparison of Open and Distance Learning (ODL) with the traditional, face-to-face educational approach. It aims to pinpoint the advantages and disadvantages, as well as the similarities and differences of both approaches, and answer the question of when and under what circumstances one particular method has an advantage over the other. This question makes educationalists anxious when it comes to designing a new curriculum, so in this article we consider Open and Distance Learning as a multidisciplinary evolution and part of a broader framework.

Adding value to education for sustainability in Africa with inquiry-based approaches in open and distance learning

2016 ◽  
Vol 17 (2) ◽  
pp. 167-187 ◽  
Author(s):  
Rudi Pretorius ◽  
Andrea Lombard ◽  
Anisa Khotoo
Keyword(s):  
Distance Learning ◽  
Transformative Learning ◽  
Information And Communication Technologies ◽  
Value Added ◽  
Global South ◽  
Education For Sustainability ◽  
Limiting Factors ◽  
Content Type ◽  
Narrative Assessment ◽  
Open And Distance Learning

Purpose – Inquiry-based approaches can potentially enrich sustainability learning in any educational context, more so in open and distance learning (ODL – perceived as theoretically inclined) and in regions of educational need (such as the Global South, of which Africa forms part). The purpose of this paper is to map the benefits and challenges of using inquiry-based learning (IBL), with reference to ODL and the value added by IBL in terms of education for sustainability (EfS) in Africa. Design/methodology/approach – Evidence-based reflection is used to provide a narrative assessment of the experience gained with IBL in two undergraduate sustainability-focussed modules in the Department of Geography at the University of South Africa (Unisa), an ODL provider in Africa and the Global South. Findings – Consideration of enabling and limiting factors indicates that although constraints are experienced, adoption of IBL approaches holds potential as pedagogic for EfS in Africa, due to grounding of learning in theory and applied to local places/contexts. This indicates a role for IBL to change perceptions regarding the lack of practical utility of ODL. Originality/value – Implementing place-based and contextual IBL is innovative in ODL. It adds value to learning experiences and supports transformative learning, both important components of EfS and addressing a need in the African context. Practitioners will find the experience gained with implementation of IBL, coupled with possibilities associated with information and communication technologies, of value.

scholarly journals Open and Distance Learning: Cultural Practices in Nepal

2016 ◽  
Vol 19 (2) ◽  
pp. 32-45 ◽  
Author(s):  
Shesha Kanta Pangeni
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Cultural Practices ◽  
Learning Theories ◽  
Successful Implementation ◽  
Formal Schooling ◽  
Face To Face ◽  
Traditional Mode ◽  
Open And Distance Learning ◽  
Education Culture

Abstract Nepali education culture is dominated by face-to-face tutoring. It has a long history starting from the Gurukul culture to the present formal schooling. Emerging practices of using technology in education have been promoting online learning as a form of distance education and gaining popularity. This paper focuses on digging out the contextual reality of open and distance learning (ODL) practices in Nepal beginning with an analysis and the author’s personal impression of the context. Core focus is placed to explore and discuss different thematic issues such as modes of learning associated education culture/tradition, flexible learning for Nepali students, ODL as a pedagogical tool for teacher education and implementation of ODL in Nepal. The author’s personal reflection, literature review, and insights from learning theories are meaningful to enrich the discourse. The paper concludes showing the promising future of ODL in Nepal as an option to traditional mode of education. In addition, attention is drawn on the need of Open University and role of existing universities for the successful implementation of ODL in Nepal to adapt acculturation of online learning by respecting the need of the new generation of learners at the age of Internet culture.

scholarly journals The Opinions of Field Experts on Usability of Internet of Things Technology in Open and Distance Learning Environments

2022 ◽  
Vol 18 (1) ◽  
pp. 0-0
Keyword(s):  
Distance Learning ◽  
Internet Of Things ◽  
Learning Environments ◽  
Sampling Method ◽  
Face To Face ◽  
Purposeful Sampling ◽  
Open And Distance Learning ◽  
Face To Face Learning ◽  
Internet Of Things Technology ◽  
The Internet Of Things

Within the scope of this study, it is aimed to determine the usability of the Internet of Things Technology in open and distance learning environments. In this context, the phenomenology method was used in order to get the opinions of field experts. The criterion sampling method, which is one of the purposeful sampling methods, was used in determining the participants. As a criterion, it is taken into account that the participants are experts in the field of open and distance learning. In this context, 8 field experts contributed to the study. The findings obtained at the end of the study, internet of things technology; It clarifies how it can be used in traditional face-to-face learning environments and open and distance learning environments, what benefits it can provide, what are its limitations, its future usage trends, and how it can be used outside of learning environments.

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