Case study on CEE Change: “From face-to-face to open and distance learning CEE”

2020 ◽  
pp. 113-113
Author(s):  
P. Montesinos ◽  
J. Lacruz ◽  
C. Monforte
Keyword(s):  
Distance Learning ◽  
Face To Face ◽  
Open And Distance Learning

scholarly journals Learners’ Perception and Preference of Open and Distance Learning Mode at the Institute of Adult Education, Tanzania

2021 ◽  
Vol 2 (Issue 3) ◽  
pp. 79-86
Author(s):  
Shabani Nyaburiri Maijo
Keyword(s):  
Distance Learning ◽  
Adult Education ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Face To Face ◽  
Effective Learning ◽  
Learning Programs ◽  
Study Population ◽  
Open And Distance Learning

The purpose of this study was to explore the learners’ perception and preference on the open and distance learning mode at the Institute of Adult Education in Tanzania through the case study design. The study population was 96 ODL students from Geita Learning Centre. The sample comprised of 50 students selected through simple random sampling technique. Data was collected using interview and a questionnaire and was analysed using descriptive statistics and thematic content method. The result revealed that ODL mode is most suitable for in-service, married and aged population because it allows them to study while working. The perception of learners on ODL was positive. Respondents were comfortable with content of the modules and learner support services provided. They were also satisfied with face-to-face sessions and tuition fee charges modality. The study therefore recommends that learners’ perception on the open and distance learning should be looked critically by developing approaches that will enhance the program and address challenges associated with distance learning. The findings of this study should assist education practitioners to design and implement effective learning programs based on perception and preference of learners. ODL stakeholders should consider all the factors in relation to perception and preferences of learners while developing more open and distance learning course for the learners.

scholarly journals HOW MUCH ‘DISTANCE’ DOES LANGUAGE CREATE IN ODL MATERIALS? A BOTSWANA CASE STUDY

2016 ◽  
Vol 38 (1) ◽  
pp. 58-73
Author(s):  
Mmabaledi Kefilwe Seeletso ◽  
Rinelle Evans
Keyword(s):  
Distance Learning ◽  
Limited English Proficiency ◽  
Drop Out ◽  
Instructional Materials ◽  
Study Materials ◽  
Mixed Methods Case Study ◽  
Open And Distance Learning ◽  
Instructional Dialogue ◽  
Group Interviews

It is assumed that open and distance learning institutions develop study materials that adequately engage learners with quality content to assist their content mastery. However, distance learners continue to underperform, which raises the concern that high drop-out and failure rates may be ascribed to the study materials. This mixed-methods case study examined instructional material developed for secondary school learners studying via the open and distance learning mode. The study was informed by Sweller’s Cognitive Load Theory to evaluate the process of designing and developing instructional materials while Gorsky, Caspi and Trumper’s Theory of Instructional Dialogue was used to map interaction with and within the selected study materials. A self-designed evaluation rubric included language related criteria to gauge the accessibility of content. A questionnaire survey was undertaken with purposively identified participants: five material developers, 176 learners, and six tutors. Six semi-structured group interviews and twenty individual face-to-face interviews were conducted. Open coding and SPSS reports were used for qualitative and quantitative data analysis, respectively. Findings related to non-alignment of materials with learner profile, and the national syllabus, while inadequate proficiency in the language of instruction remained problematic. The outcomes of this study highlight the importance of well-trained material developers and focused ODL policies for quality assuring effective content design and development to accommodate diverse learners with limited English proficiency.

A Close Look at Online Collaboration

2010 ◽  
pp. 212-233
Author(s):  
Kris M. Markman
Keyword(s):  
Distance Learning ◽  
Virtual Team ◽  
Structural Features ◽  
Online Collaboration ◽  
Analytic Approach ◽  
Face To Face ◽  
Team Meetings ◽  
Advantages And Disadvantages ◽  
Synchronous Chat

This chapter employs a conversation analytic approach to the study of group interaction in synchronous chat. Chat has been used in educational settings as an adjunct to traditional face-to-face classes and as part of distance learning. This case study examines how chat was used for virtual team meetings by specifically focusing on the structural features of chat conversation as they relate to various aspects of online teamwork. Chat conversations are characterized by disrupted turn adjacency and multiple conversational threads, requiring participants to adapt different strategies to maintain coherence. The advantages and disadvantages of using chat for group work are discussed, and suggestions for implementing chat in education settings are presented.

Instructor Readiness for Open and Distance Learning in Turkey

2022 ◽  
pp. 220-258
Author(s):  
Hurşit Cem Salar
Keyword(s):  
Distance Learning ◽  
Descriptive Analysis ◽  
Distance Teaching ◽  
University Culture ◽  
Course Content ◽  
Self Development ◽  
Multiple Case ◽  
Open And Distance Learning ◽  
Distance Courses

The main purpose of this study is to examine the readiness of the instructors at universities in Turkey to open and distance learning (ODL) in terms of the ODL factors (distance teaching, technology, communication, and time) regarding competencies (knowledge-skills and attitudes-beliefs) and resources. A multiple case study design was employed, and 36 instructors from four different universities participated. Qualitative data were gathered through personal interviews and analyzed with descriptive analysis. Overall, the results indicate that the instructors in this research have competencies for all the ODL factors. Also, a majority of instructors has given their positive beliefs about ODL, but they all noted their concerns such as lack of interaction with the students and conveying university culture and lifestyle as the disadvantages of ODL. The study has revealed that almost every instructor has enough resources to give distance courses, whereas the problem is with lack of time for updating course content and self-development.

A Case Study in the Measurement of Educational Efficiency in Open and Distance Learning

2006 ◽  
Vol 27 (3) ◽  
pp. 391-404 ◽  
Author(s):  
Colin Tattersall ◽  
Wim Waterink ◽  
Pierre Höppener ◽  
Rob Koper
Keyword(s):  
Distance Learning ◽  
Educational Efficiency ◽  
Open And Distance Learning

scholarly journals Gather.town: An opportunity for self-paced learning in a synchronous, distance-learning environment

2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Colin Derek McClure ◽  
Paul N Williams
Keyword(s):  
Data Analysis ◽  
Distance Learning ◽  
Teaching Experience ◽  
Learning Approaches ◽  
Learning Context ◽  
Online Systems ◽  
Face To Face ◽  
Key Skills ◽  
Limited Opportunity

The COVID-19 pandemic has forced Higher Education to adopt distance-learning approaches in traditionally face-to-face and practical-based fields such as the Health and Life sciences. Such an abrupt change to distance-learning contexts brings a variety of challenges to student learning communities, and ensuring key skills are effectively transferred. Chief among these is the limited opportunity students have to discuss their individual needs with their educators and peers in a synchronous manner. Proximity-based video-conferencing platforms such as gather.town can offer a unique opportunity for learners to interact with educators as well as pre-developed materials in a self-paced manner to tailor the teaching experience, and develop these relationships in a distance-learning context. In this case study the concepts of statistical analysis and the use of the data analysis software R is introduced to 38 University students using the online platform gather.town. With the use of private spaces, pre-recorded videos, and demonstrators, students are trained in both the concepts and practical skills to undertake data analysis in a self-paced manner. Both students and demonstrators provide their opinions on the effectiveness of the platform, and identify its benefits, preferring it to alternative online systems such as MS Teams for their educational sessions.

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