scholarly journals Deployment of Open and Distance Learning to Persevere Teaching and Learning during COVID-19 Pandemic in Malaysia

2021 ◽  
pp. 1-10
Author(s):  
Faddliza MOHD ZAKI ◽  
Noor Masliana RAZLAN ◽  
Nurulannisa ABDULLAH ◽  
Nurhidayah NASHARUDIN ◽  
Norhidayu MD YATIM ◽  
...  
Keyword(s):  
Distance Learning ◽  
Human Development ◽  
Teaching And Learning ◽  
Large Scale ◽  
Education Sector ◽  
The World ◽  
Open And Distance Learning

Education is essential to an individual and definitely to a country in a large scale as it contributes to human development. However, when COVID-19 pandemic struck the world and the number of cases had rose sharply in 2020, it affected every sector including education sector.

Web Based Home Learning Application For Basic School Children

2021 ◽  
Vol 10 (1) ◽  
pp. 29
Author(s):  
Gregorius Ericco Jansen ◽  
I Komang Ari Mogi
Keyword(s):  
Information Technology ◽  
Distance Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Web Design ◽  
Learning Activities ◽  
Web Based ◽  
Home Learning ◽  
The World ◽  
Technological Developments

Currently, technological developments, especially in the field of information technology and computers, are developing very rapidly. In current conditions, the world is shocked by the presence of a deadly virus called the Covid-19 virus. Because of the virus, all human activities are disrupted and even stopped, one of which is teaching and learning activities in schools. With the development of technology like now, we can take advantage of this technology to help students in the learning process at school. Web design is an alternative way to keep the learning process going. With this distance learning process students can still learn and receive the material given.  

Quality Assurance and Accreditation in Open and Distance Learning

2021 ◽  
pp. 1079-1097
Author(s):  
Vimbi Petrus Mahlangu
Keyword(s):  
Quality Assurance ◽  
Distance Learning ◽  
Total Quality Management ◽  
Public Management ◽  
New Public Management ◽  
Total Quality ◽  
New Public ◽  
The World ◽  
Open And Distance Learning

The purpose of this chapter is to argue that all open and distance learning (ODL) institutions should carry out quality assurance and accreditation processes in order for students and funders to have confidence in them. It also explains in detail what quality assurance and accreditation entails in ODL. This chapter follows a qualitative approach in understanding quality assurance and accreditation in ODL. Data were collected via literature review. During recent decades, the discourse and practices of systematic quality assurance and quality control have spread around the world, resulting to a great extent in market-based models related to the ideology and policy of neo-liberalism and expressed in economic rationalities such as new public management, total quality management, public choice, and human capital. Quality assurance and accreditation in ODL aims to maintain and raise the quality of education and to guarantee the improvement of its standards.

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 Distance Learning in Philippine Business Programs: An Action Research for the Delivery of Quality Education Towards Sustainable Community Development

2021 ◽  
Vol 3 (1) ◽  
pp. 56-63
Author(s):  
Eunice Mareth Querol Areola, Phd HSG ◽  
Joan Camille P Ilagan ◽  
Irvin Recto Perono
Keyword(s):  
Distance Learning ◽  
Action Research ◽  
Teaching And Learning ◽  
Large Scale ◽  
Best Practice ◽  
Virtual Community ◽  
Health Crisis ◽  
Business Programs ◽  
Sustainable Community Development ◽  
Local Practices

Education is one of the hardest hit sector of the ongoing global health crisis. Elsewhere, educators continue to grapple with their new reality of balancing content, context and form in order to efficiently deliver online the critical teaching and learning in the business programs. A much-needed clarity for the new direction of education is needed by all academic stakeholders. While governments emphasize a new normal for teaching and learning, every student and educator is left with multiple unanswered questions: how does the virtual community expect to learn? Is it enough to know the best practice of a different country context, or should there be local practices that also deserve to be repeated and amplified? Is the localICT infrastructure sufficient? Are educators equipped with both technical and soft skills? Are students prepared to learn virtually? Do academic institutions have the resources to implement large-scale virtual learning? The adaption for distance learning by the Business programs becomes the center of this action research.

scholarly journals Agility in Teacher Training: Distance Learning During the Covid-19 Pandemic

2020 ◽  
Vol 13 (12) ◽  
pp. 11
Author(s):  
Yonit Nissim ◽  
Eitan Simon
Keyword(s):  
Distance Learning ◽  
Teacher Training ◽  
Teaching And Learning ◽  
College Of Education ◽  
Distance Teaching ◽  
Learning And Teaching ◽  
The World ◽  
The Government ◽  
The Moment ◽  
Survey Responses

The outbreak of the Covid-19 pandemic forced the world to respond in new and unconventional ways. Quick thinking and unusual flexibility were required whilst operating under conditions of uncertainty and fear. This article deals with agility in the implementation of distance learning during the Covid-19 pandemic as it occurred at Ohalo College of Education with the outbreak of the epidemic in Israel in March 2020. Within 48 hours from the moment that Israel’s government announced a nation-wide lockdown, the College shifted from frontal teaching and learning to social distancing and distance teaching. The College adopted agile leadership that led to moving 700 courses to distance learning and teaching, with 150 lecturers and 1,500 students in their homes; the semester continued, but differently, in light of the lockdown and limitations ordered by the government. It is clear that such swift organization, executed with maximum flexibility, did not benefit from proper planning and was far perfect. This article offers a look at academic agility as demonstrated during the transition of a college of education to distance learning under emergency conditions. It will be examined through an analysis of survey responses from students. The goal of the survey was to assess students’ attitudes toward the implementation of this strategy.

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 Quality Assurance and Accreditation of Distance Education Programs in Vietnam: Rationale and Future Directions

2018 ◽  
Author(s):  
Nguyen Huu Cuong ◽  
Le My Phong
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Online Education ◽  
Education Programs ◽  
Future Directions ◽  
The World ◽  
E Learning ◽  
Open And Distance Learning

Distance and online education are popular training modes in the era of the Fourth Industrial Revolution and open education. Accreditation is one of the approaches that many countries across the world have implemented to assure the quality of higher education, including distance learning programs. This study investigates the rationale and future directions for quality assurance and accreditation of distance education programs in Vietnam. First, the paper presents concepts of distance education, and quality assurance and accreditation of distance education. Second, the research reviews experiences of implementing quality assurance and accreditation for distance education from several countries in the world. Next, the paper analyses the rationale for conducting accreditation of distance education programs in our country. Finally, the study proposes three groups of recommendations for the national quality assurance organization, accreditation agencies and higher education institutions to be able to implement the quality assurance and accreditation of distance education in Vietnam successfully. Keywords Quality assurance; Accreditation; Distance education; Online learning; Higher education References [1] UNESCO, Distance education in Asia and the Pacific: country papers, Volume III (Singapore - Vietnam), 2009. www.unesco.org/education/pdf/53-23c.pdf.[2] UNESCO, Open and distance learning: trends, policy and strategy considerations, 2002. http://unesdoc.unesco.org/images/0012/001284/128463e.pdf.[3] Owusu-Boampong, A. & Holmberg, C., Distance education in European higher education – the potential, UNESCO Institute for Lifelong Learning, International Council for Open and Distance Education and Study Portals B.V, 2015.[4] Australian University, Distance learning Australia, 2018. http://www.australianuniversities.com.au/distance-learning/.[5] Darojat, O., Nilson, M. & Kaufman, D., Quality assurance in Asian open and distance learning: policies and implementation, Journal of Learning for Development, Vol. 2, No. 2 (2015) 1. [6] Jung, I. & Latchem, C., Quality assurance and accreditation in distance education and e-learning: models, policies and research, Routledge, London, 2012.[7] Wang, Qi., Quality assurance - best practices for assessing online programs, International Journal on Elearning, Vol. 5, No. 2 (2006) 265. [8] Friedman, J., 10 facts about accreditation in online degree programs, U.S.News & World Report, February 9, 2017. https://www.usnews.com.[9] U.S. Department of Education., Accrediting agencies recognized for distance education and correspondence education, 2018. https://www2.ed.gov. [10] The Australasian Council on Open, Distance and e-learning (ACODE), Benchmarks for technology enhanced learning, ACODE, Canberra, 2014.[11] Bollaert, L., NVAO’s accreditation of online education in a nutshell, 2015. https://www.nvao.net.[12] Henderikx, P. & Ubachs, G., Quality assurance and accreditation of online and distance higher education, 2017. https://www.unic.ac.cy.[13] Stella A. & Gnanam, A., Quality assurance in distance education: The challenges to be addressed, Higher Education, Vol. 47, No. 2 (2004) 143.[14] Malaysian Qualification Agency (MQA), Code of practices for open and distance learning, MQA, Kuala Lumpur, 2013.[15] COL, DEMP & UNESCO, Quality assurance toolkit for distance higher education institutions and programmes, COL, Vancouver, 2009.[16] Vietnamnet, Mở đào tạo từ xa sẽ không cần cấp phép, 2017. http://vietnamnet.vn. [17] Tertiary Education Quality and Standards Agency (TEQSA), Quality assurance of online learning: discussion paper, TEQSA, Melbourne, 2017. [18] Nhân dân Điện tử, Phát triển đào tạo từ xa đúng hướng, 2017. http://www.nhandan.com.vn.[19] Nguyễn Hữu Cương, Một số kết quả đạt được của kiểm định chất lượng giáo dục đại học Việt Nam và hướng triển khai trong tương lai, Tạp chí Quản lý giáo dục, Tập 9 Số 8 (2017) 7.[20] Cục QLCL - Bộ GD-ĐT, Danh sách các CSGD đại học; các trường cao đẳng, trung cấp sư phạm, đã hoàn thành báo cáo tự đánh giá, được kiểm định, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).[21] Cục QLCL - Bộ GD-ĐT, Danh sách các chương trình đào tạo được đánh giá/công nhận, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).

scholarly journals LARGE SCALE QUALITY ENGINEERING IN DISTANCE LEARNING PROGRAMS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Rita I. Herron ◽  
Cinda Holsombach-­Ebner ◽  
Alice K. Shomate ◽  
Kimberly Jo Szathmary
Keyword(s):  
Distance Learning ◽  
Student Satisfaction ◽  
Professional Education ◽  
Teaching And Learning ◽  
Large Scale ◽  
Course Design ◽  
Course Delivery ◽  
Certificate Programs ◽  
Geographically Dispersed ◽  
Delivery Term

Embry-Riddle Aeronautical University serves more than 36,000 online students across the globe, many of whom are military and other non-traditional students, offering 34 undergraduate, graduate, and professional education/workforce certificate programs, presented both online (Blackboard) and via blended delivery modes. Our highly-centralized model of online course production and management produces and maintains more than 200 turnkey-style courses, including several award winners, which all meet the highest quality standards. Courses are designed by faculty members in partnership with an instructional design production team, working together to ensure course goals and learning objectives are achieved. Then, more than 800+ geographically- dispersed instructors are prepared to facilitate the courses and are monitored and coached throughout each course delivery term. With a student satisfaction rate above 85%, how do we ensure that quality is pervasive at every stage in the distance learning process? In addition, how do we innovate and continue to ensure the quality of design and instruction remains our top priority? The article addresses components of our distance learning model at ERAU-Worldwide, including administration, course design, instructor professional development, and course delivery, all with a focus on how we assure instructional quality at every stage. The people and processes used and how we harness Web 2.0, mobile, and cloud technologies to facilitate distance learning administration, teaching, and learning are detailed.

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