scholarly journals Realising New Open Educational Resources Achievement during Open and Distance Learning of First Year Local Accounting Undergraduates

2022 ◽  
Vol 12 (1) ◽  
Author(s):  
Noor Saatila Mohd Isa ◽  
Norliana Omar ◽  
Siti Marlia Shamsuddin ◽  
Irda Syahira Khair Anwar
Keyword(s):  
Distance Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
First Year ◽  
Open And Distance Learning

scholarly journals New Ways of Mediating Learning: Investigating the implications of adopting open educational resources for tertiary education at an institution in the United Kingdom as compared to one in South Africa

2008 ◽  
Vol 9 (1) ◽  
Author(s):  
Tina Wilson
Keyword(s):  
South Africa ◽  
United Kingdom ◽  
Distance Learning ◽  
Tertiary Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Open University ◽  
Playing Field ◽  
The United Kingdom ◽  
Entry Requirements

Access to education is not freely available to all. Open Educational Resources (OERs) have the potential to change the playing field in terms of an individual’s right to education. The Open University in the United Kingdom was founded almost forty years ago on the principle of ‘open’ access with no entry requirements necessary. The University develops innovative high quality multiple media distance-learning courses. In a new venture called OpenLearn, The Open University is making its course materials freely available worldwide on the Web as OERs ( see http://www.open.ac.uk/openlearn). How might other institutions make use of these distance-learning materials? The paper starts by discussing the different contexts wherein two institutions operate and the inequalities that exist between them. One institution is a university based in South Africa and the other is a college located in the United Kingdom. Both institutions, however, deliver distance-learning courses. The second part of the paper discusses preliminary findings when OERs are considered for tertiary education at these two institutions. The findings emphasise some of the opportunities and challenges that exist if these two institutions adopt OERs.

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.

Using Web for Delivery of Open and Distance Learning Programmes

2013 ◽  
pp. 239-265
Author(s):  
Kumar Sunil ◽  
M. K. Salooja
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Foreign Students ◽  
Open Educational Resources ◽  
Policy Framework ◽  
Delivery Mode ◽  
Valuable Insight ◽  
Initial Stage ◽  
Open And Distance Learning

This case study focuses on the usage of Web as a delivery mode for open and distance learning programmes in India. It describes the designing and delivering of a postgraduate level academic programme at Indira Gandhi National Open University. The university has been struggling with teething problems tied to the initial stage of acquisition of an online learning platform. It is a bit of an extensive chapter, as it documents academic and administrative policies being practiced by the largest university in the world to overcome these problems. The objective of this case study is to reflect on the evolution process and to identify conducive factors for successful delivery of online programmes. The interpretative case study methodology also facilitates distinguishing the evidence-based best practices. Access to technology and its robustness are the main constraints in delivery of education through online platforms for any developing country. The online programmes are able to attract a good number of foreign students. The institution has to concurrently put in place a policy framework covering aspects like: friendliness to the online interface; standardization of design, delivery, and assessment of the online programmes; recognition to the teachers and administrative staff involved in online programmes; and the use of open educational resources. This case study provides valuable insight for foreign universities ready to plunge into the vast higher education market in India and other developing countries without crossing political borders. It is also very helpful for universities, which are either planning or in the initial stage of acquiring online learning platforms.

The State of Access in Open and Distance Learning in Sub-Saharan Africa

2021 ◽  
pp. 160-182
Author(s):  
Gbolagade Adekanmbi
Keyword(s):  
Sustainable Development ◽  
Distance Learning ◽  
Tertiary Education ◽  
The State ◽  
Open Educational Resources ◽  
Sub Saharan Africa ◽  
Development Goals ◽  
Open And Distance Learning ◽  
Sub Saharan ◽  
Technological Platforms

This chapter examines the state of access in open and distance learning (ODL) and discusses eight nations across sub-Saharan Africa countries. The influence of open universities and private universities in promoting the use and growth of open educational resources (OERs) is seen. Governments are actively involved in enhancing policies to promote access while most visions and agendas of the countries in the sub-continent are linked to and aligned with the United Nations Sustainable Development Goals (SDGs). The growth of information technological platforms is seen, and their influence on the development of OERs and innovations in educational programmes are evident. For the enhancement of access, the promotion of sustainable development, and the growth of tertiary education, sub-Saharan Africa must aim for more innovative use of modern technologies.

scholarly journals Elements of Open Education: An Invitation to Future Research

2020 ◽  
Vol 21 (3) ◽  
Author(s):  
Olaf Zawacki-Richter ◽  
Dianne Conrad ◽  
Aras Bozkurt ◽  
Cengiz Hakan Aydin ◽  
Svenja Bedenlier ◽  
...  
Keyword(s):  
Distance Learning ◽  
International Education ◽  
Open Educational Resources ◽  
Future Research ◽  
Open Education ◽  
Learner Characteristics ◽  
Prior Learning ◽  
Open Educational Practices ◽  
Open And Distance Learning ◽  
Theoretical Foundations

This paper explores elements of open education within the context of higher education. After an introduction to the origins of open education and its theoretical foundations, the topics of open and distance learning, international education issues in open education, open educational practices and scholarship, open educational resources, MOOCs, prior learning accreditation and recognition, and learner characteristics are considered, following the framework of macro, meso, and micro levels of research in open and distance learning. Implications for future research at the macro, meso, and micro levels are then provided.

Open Educational Resources and Web 2.0 for Formal Learning in Information and Computer Sciences

2012 ◽  
pp. 238-252
Author(s):  
Giselle Ferreira ◽  
Tina Wilson
Keyword(s):  
Distance Learning ◽  
Action Research ◽  
Web 2.0 ◽  
Ethical Issues ◽  
Open Educational Resources ◽  
Legal Issues ◽  
Educational Resources ◽  
Learning Spaces ◽  
Face To Face ◽  
Practical Investigation

The availability of Web 2.0 and open educational resources affords the emergence of novel learning spaces, but debate on these innovations has tended to emphasise technical, logistical, and legal issues. This chapter focuses on pedagogy, reporting on the experiences from a piece of action research that has taken students’ views to its heart. The context for this research has been provided by a distance-learning project-based course in information and computer sciences, equivalent to a final year project in a face-to-face setting. The study consisted of a practical investigation into the potential of such resources to support the necessarily intense episodes of interaction required for productive supervision, whilst providing a space where students can be encouraged to identify, engage with, and discuss ethical issues that arise in their work.

scholarly journals First Year Learning Experiences of University Undergraduates in the Use of Open Educational Resources in Online Learning

2017 ◽  
Vol 18 (7) ◽  
Author(s):  
Folashade Afolabi
Keyword(s):  
Online Learning ◽  
Intervention Strategy ◽  
Support Service ◽  
Achievement Test ◽  
Open Educational Resources ◽  
Educational Resources ◽  
First Year ◽  
Online Learners ◽  
Quasi Experimental ◽  
University Undergraduates

This study investigated -the first year University undergraduates’ experiences in the use of open educational resources (OER) in online learning and their in-course achievement. The design selected for the study was survey and quasi-experimental. A total number of 106 University undergraduates participated in the study after a preliminary study was conducted to ascertain undergraduates’ perception and acceptability of OER. A structured questionnaire on 4-point Likert scale and Achievement Test were used to collect data. The two instruments were validated and trial tested to established reliability using Cronbach’s alpha.  Data were analysed using simple percentage and t-test. The results clearly shown that understanding of online learners’ skills, acceptability, perception, and competencies is necessary to provide intervention strategy and appropriate support service which could facilitate their understanding and learning of difficult concepts.  It was also discovered that that students that have positive perception of OER performed very well in the achievement test administered.

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