scholarly journals Enhancing Teaching and Learning in Open and Distance Learning: A Mechanism to Facilitate Student Success

2014 ◽  
Vol 06 (01) ◽  
Author(s):  
Anniekie Ravhudzulo
Keyword(s):  
Distance Learning ◽  
Student Success ◽  
Teaching And Learning ◽  
Open And Distance Learning

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.

Technology usage for teaching and learning law in open and distance learning: a Sri Lankan perspective

2020 ◽  
Vol 15 (1) ◽  
pp. 69-81
Author(s):  
Janaka Selvaras
Keyword(s):  
Distance Learning ◽  
Sri Lanka ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Technology Usage ◽  
Content Type ◽  
Learning And Teaching ◽  
Online Social Media ◽  
Open And Distance Learning ◽  
Learning Law

PurposeThe Open University of Sri Lanka (OUSL) is the only institution to deliver legal education through Open and Distance Learning (ODL) in Sri Lanka. This study aims to analyze technology usage in learning and teaching law in the ODL under OUSL to evaluate the accessibility and also challenges.Design/methodology/approachA combination of qualitative and quantitative methodologies has been used for the study. This includes both interviews with teachers and surveying among students on the usage of technology in learning and teaching law at OUSL. Since the LL.B Degree Programme of OUSL delivered at six regional centres in Sri Lanka, this study also includes the comparative analysis of technology usage in teaching and learning at selected regional centres.FindingsThe findings indicate that the majority of students have access to technology through mobile phones and are aware of blended learning. Even though they prefer to integrate blended learning with learning law, they do not prefer learning entirely online. Social media and mobile applications are the most preferred modes of blended learning by students. It is also acknowledged that the internal staff has knowledge and access to the use of technology in teaching law while the external staff faces challenges and is in need of adequate training.Originality/valueThe original contribution of this article provides insightful guidelines not only to the OUSL of Sri Lanka but also to the institutions offering similar disciplines through ODL to understand lecturers, learners in the future integration of technology.

scholarly journals Students’ Assessment of Open Distance Learning Programmes and Services in Nigeria: A Comparative Description of Three Selected Distance Learning Institutions

2020 ◽  
Vol 1 (3) ◽  
pp. 191-208
Author(s):  
Sunday A. Itasanmi ◽  
Mathew T. Oni ◽  
Omobola O. Adelore
Keyword(s):  
Distance Learning ◽  
Support Services ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Support Service ◽  
Technical Support ◽  
Educational Resources ◽  
Significant Difference ◽  
Open And Distance Learning ◽  
Descriptive Survey

This study reported students' assessment of open and distance learning programmes and services vis-à-vis teaching and learning experience, educational resources, technical support service and infrastructural facilities in ODL institutions in Nigeria. The study adopted a descriptive survey research design and the participants for the study comprised of 719 students randomly drawn from three purposively selected ODL institutions in Nigeria. A semi-structured questionnaire was used as an instrument for the study. Quantitative data generated from the survey were analysed using frequency counts, percentages, and analysis of variance (ANOVA) while the qualitative data was content analysed. Result of the study showed that students enrol in open and distance learning programmes majorly as a result of the flexibility in learning. While students relatively rate their teaching & learning experience, educational resources and available infrastructural facilities in their universities good, they, however, rate technical support services provided in the ODL institutions as being poor. A comparative analysis of the students’ assessment in the three institutions revealed that there exists a statistically significant difference in teaching & learning experiences, available educational resources, technical support services and infrastructural facilities in the institutions. Based on the findiings of the study, some recommendation were made.

scholarly journals INTERROGATING THE CONCEPT ‘OPENNESS’ IN OPEN DISTANCE LEARNING (ODL)

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Cosmas Maphosa ◽  
Sithulisiwe Bhebhe
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Relevant Literature ◽  
Learning Approaches ◽  
Entry Requirements ◽  
Open And Distance Learning

<p>Scholars in Open Distance Learning (ODL) often refer to distance education as ‘open’. The concept 'openness' on open and distance learning is very fluid and often misunderstood. It is the purpose of this desktop survey to review relevant literature and make interrogation of the concept 'openness'. We advance questions such as; How open is open and distance learning. In what aspects is ODL open and to what extent is the openness. We discuss openness concerning targeted potential students and entry requirements in ODL institutions, the openness of teaching, and learning approaches as well as openness concerning communication, the flexibility of curricula, and assessment. We conclude by answering whether or not ODL institutions are open as well as suggesting measures and ways of enhancing openness in ODL institutions.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0674/a.php" alt="Hit counter" /></p>

scholarly journals University Students’ Perspectives on Open and Distance Learning (ODL) Implementation Amidst COVID-19

2021 ◽  
Vol 16 (4) ◽  
pp. 152
Author(s):  
VloreenNity Mathew ◽  
Ellen Chung
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Time Management ◽  
Teaching And Learning ◽  
Demographic Data ◽  
Descriptive Analysis ◽  
Learning Platforms ◽  
Open And Distance Learning ◽  
The University ◽  
Near Future

Open and Distance Learning (ODL) has been implemented in universities around the world since decades ago. With COVID-19 pandemic, its implementation has been accelerated globally at an unprecedented speed and haste. Thus, the aim of this paper is to investigate the university students’ perspectives on ODL amidst COVID-19. By using the convenient sampling method, a total of 608 diploma and degree students throughout Malaysia have participated and shared their feedback on ODL implementation. The collected data covered their general feedback and what they enjoyed the most about ODL. Moreover, their recommendations on ODL implementation were analyzed by categorising the responses into different themes. The demographic data was summarized using descriptive analysis. A comparison between the diploma and the degree students’ perspectives is also discussed in the paper. The findings show that most students have positive perceptions on ODL implementation, where positive feedback and fun factors are highlighted by the respondents. Some students indicated that ODL should not be continued in the future semester, due to problems such as poor internet connection, budget constraints and time management issues. Recommendations on improvements for better ODL implementations in the near future are also provided. This study contributes to more effective ODL management by presenting the learners’ perspectives   Keywords: Open and Distance Learning (ODL), Online Learning Platforms, Technology, Teaching and Learning, University Students

Planning for Open and Distance Learning in India

2002 ◽  
Vol 16 (4) ◽  
pp. 223-232
Author(s):  
M. M. Ansari
Keyword(s):  
Quality Of Life ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Educational Development ◽  
Political Stability ◽  
Working Population ◽  
Democratic Polity ◽  
Provision Of Services ◽  
Open And Distance Learning

Improvement in the entrepreneurial capacity of the working population through education and training is a sine qua non for raising productivity-linked earnings and quality of life. The educational development of deprived groups and regions is therefore a matter of serious concern for policy planners, especially in countries like India which have a federal structure and a democratic polity Of the available educational methods, open and distance learning (ODL) is considered to be the cheapest and most accessible, due mainly to its innovative and flexible characteristics that allow appropriate media choices for student-centred approaches to teaching and learning. ODL extends the benefits of new knowledge and technical know-how and is thus a powerful instrument in the equalization of educational opportunities and in broadening the base of human capital formation. Against this background, the performance of ODL in India over the past four decades is reviewed. The author analyses the evidence and demonstrates the extent to which ODL has succeeded in improving access and equity in the provision of services. The factors that help or hinder in extending the reach of education among deprived groups and regions are identified, and the implications for policy planning are discussed. The implementation of the recommended policy measures would contribute to the educational development of disadvantaged groups, raise the overall competence levels and earnings of the working population, improve the quality of life, and reduce disparities. These goals are critical to ensure social harmony, political stability and sustainable development.

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.

scholarly journals Academic Workload Planning for Open and Distance Learning (ODL) Universities: The Experience of National Open University of Nigeria (NOUN)

Open Praxis ◽  
2017 ◽  
Vol 9 (3) ◽  
pp. 313
Author(s):  
Juliet Obhajajie Inegbedion
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Open University ◽  
Work Overload ◽  
Quality Of Teaching ◽  
Academic Activities ◽  
Open And Distance Learning ◽  
Academic Workload

The quality of the programmes and courses in ODL depends on the academics that plan the programmes, develop the curriculum, manage courses and programmes and carry out administrative duties. It is observed that the academics often complain of work overload. It also appears there is a mix-up in integrating the mode of planning workload in the conventional universities into the open and distance education universities. This may be attributed to inadequate spread in the duties assigned, which if not checked could affect the quality of teaching and learning. This necessitated the study that was carried out to determine academic workload in NOUN. The findings revealed a gap between academic activities and adequate utilisation of time. Also, inadequate spread of activities affects the quality of the academic inputs. This led to the development of academic workload model to guide the spread of academic activities in open and distance learning.

scholarly journals Covid-19’s Emotional Toll on Students: Experiences during Online Assessments in an Open and Distance Learning Programme

2021 ◽  
Author(s):  
Elize du Plessis ◽  
Gert van der Westhuizen
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Education Students ◽  
Emotional Challenges ◽  
Academic Activities ◽  
Online Examination ◽  
Online Assessments ◽  
Open And Distance Learning

The Covid-19 pandemic had an immense effect on teaching and learning during 2020. The fast shift to online examinations in reaction to the pandemic and subsequent lockdown underlines the significance of motivationally enriched and emotionally supportive instruction during this stressful time. It cannot be assumed that all students have the same access to online assets or to internet-equipped devices such as laptops or tablets. Not all students coped well, as an analysis of student remarks indicated in a qualitative study. The purpose of this exploratory case study was to determine what type of emotions Postgraduate Certificate in Education students experienced during their first fully online examination in order to create motivating and supportive learning environments. A total of 10 of these students from an open and distance learning university were purposefully selected to complete 14 questions related to their learning needs and, in particular, emotional challenges during the lockdown. Theoretical underpinnings include, inter alia, five motivational design principles. The results indicated that all 10 students had access to mobile phones and seven to laptops to participate in online academic activities. The emotions experienced most by the students varied from anxiousness to restlessness. The findings are discussed with reference to supporting students’ motivation and emotions in university courses during these stressful times.

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