Open and Distance Learner Engagement with Online Mediation Tools: An Activity Theory Analysis

This paper presents the results of a study conducted to ascertain the extent to which participants studying in an open and distance learning context utilized the mediation tools provided in an Advanced Writing Skills course, conducted in a blended-learning mode in Sri Lanka. Sixty-four participants engaged in the online component of the writing course using the Process Approach. The course consisted of seven sessions; four addressing the stages of the Process Approach to writing an essay, and three practice sessions. Data were gathered from log-files of the Learning Management System, questionnaires, and interviews related to five mediation tools provided to learners. The data were analyzed utilizing Engeström’s activity theory framework (1987); with focus on the contradictions that emerged in the use of each tool. First, the contradictions that emerged in participants’ engagement with the tools is presented, secondly, the factors that need to be taken into account to ensure greater engagement.

THE PLATFORM OF MOOC (MASSIVE OPEN ONLINE COURSE) ON OPEN LEARNING: ISSUES AND CHALLENGES

Naturally, MOOC or Massive Open Online Course is a course design for a distance learner. The platform which is provided by Open Learning is a course that's open anywhere as learner connected with all the equipment needed and of course the Internet speed is a major concern. The growth of the Internet and all sorts of devices such as computers, notebook, and tab has made learning more effective and fun for everyone. Thus, MOOC becomes a popular method of e-learning as it can provide the material of the course accessible by everybody, not only for a distance learner, but most of higher educational institution has taken for granted the benefit of these platforms. This paper attempted to discuss the definition and a brief history of MOOCs and observes it from various dimensions of issues: pedagogical, technological implementations and challenges in the digital era. Therefore, literature reviews on MOOCs model and characteristics, a timeline of its development and a practical concern with the involvement of well-known MOOCs providers are presented.

Distributed Multimedia System for Distance Education

A distributed multimedia system (DMS) come to play as a backbone of 21th century to provide sophisticated technology to realize such a modern distance education/learning. In this paper, we describe distributed multimedia system for distance education that could be implemented at Kathmandu University and how this system interacts with other University i.e. Tribhuvan University. Proposed framework brings an abstraction and its infrastructure for multimedia materials storage, management, real time review of this multimedia on demand and a shared whiteboard on web browser to distance learner. For the design of the proposed system, it is necessary to consider different requirement and management of Quality of Service (QoS). This system is made available to only registered student/users through various networks i.e. Local Area Network (LAN)/Internet using university's own VPN user ID and Password. In addition, proposed system provides abstraction in which distance learner or student access lecturer presentation/notes on web browser and can review multimedia lecture's notes, presentation on demand. Student or people could have different reasons for attending distance education/learning such as constraints of time, distance, and finance etc. So, distance education system should reduce the distance gap between a student/participants and lecturer. This is done by quick response interaction between lecturer and student throughout the system. The main objective of this paper is to provide distance education platform while guarantying secure communication and user on demand multimedia access with the sophisticated QoS.

distance learning; experiences; narrative analysis; previously disadvantaged; study mode

Distance learning is a popular mode of study in South Africa, especially among previously disadvantaged individuals. In a post-democratic South Africa, such individuals have become a priority in efforts of redress and social justice initiatives. An investigation into the experiences of enrolment can be a useful precursor to current and ongoing career counselling support, especially among population cohorts such as previously disadvantaged individuals. The study drew on a narrative inquiry that investigated a sample of 40 previously disadvantaged individuals’ experiences of studying via distance learning. Based on the narrative analysis, three main themes emerged as informing the aims of the study mainly to investigate students’ experiences of studying via distance learning. First, distance learning, as a mode of study, was not the first choice, with preference being given to non-distance learning institutions. Second, distance learning was chosen due to pragmatic reasons. Finally, being a distance learner was framed as a difficult yet opportunity-yielding experience. Based on these findings, strategies for improving the distance learning experience from a career counselling, teaching, administrative and policy point of view were suggested.

Students as E-Moderators – An Action Research Project

The use of online tools by Higher Education Institutions (HEI) to develop collaborative working through virtual learning environments (VLE) is becoming common place. This action research project resulted from the belief that students should have more control over their learning and are more likely to participate in VLEs when working collaboratively with their peers. With a focus on a specific internal, module blog, four part-time, distance learning HE students volunteered to become co-moderators for a four-week period. A mixed methods approach to data gathering was taken. Established issues surrounding confidence and technical skill were identified as key inhibitor factors. However, this paper also highlights the emerging issue concerning the individual student’s own understanding of their responsibilities as a distance learner and the effect this has on motivation and participation in VLEs. The results are analysed against existing models of online learning and implications for future practice identified.

Distance Learning in Kenyan Universities

Anchored on the premises that Distance Learning (DL) is fundamentally learner centered (LC), and that universities facilitate DL programs through various forms of media and technologies, this study investigated the contribution of learner characteristics to academic performance among distance learners. Adopting the triangulation design validating quantitative data model, the predictive power of the following variables was examined: age, gender, entry qualification, region of residence, employment status, marital status, academic self-concept, and study strategies. Findings show that learner characteristics were positively related to academic performance. The overall regression model was significant (F (8,162) =2.633, p<.05). While the multiple correlation coefficient was .339, the study found that approximately 11.5% of the variance of academic performance was associated with learner characteristics (r2=.115). Specifically, employment status and study strategies were statistically significant predictors of CGPA [(t=3.16, p<.05) and (t=2.23, p<.05) respectively]. Study recommended that universities should profile distance learner characteristics and align student needs with all the instructional processes of DL.