- Commonwealth of Learning (COL) (10)
- National Association of Distance Education and Open Learning in South Africa (NADEOSA) (9)
- Latchem, Colin (8)
- Kanwar, Asha (6)
- South African Institute for Distance Education (SAIDE) (6)
- Zirkle, Christopher (6)
- Hartzell, Richard E. (4)
- TAFE National Centre for Research and Development (Australia) (3)
- Uvalic-Trumbic, Stamenka (3)
- Western Australia. Department of Employment, Vocational Education and Training (DEVET) (3)
- Aluko, Ruth (2)
- American Association of Community Colleges (AACC) (2)
- Anderson, Tony (2)
- Australia. Parliament. Senate. Employment, Education and Training References Committee (2)
- Australian Flexible Learning Framework (AFLF) (2)
- The implementation of distance learning programme at the National Open University of Nigeria (NOUN): a case study
With a student population of over 180,000 (as at 2013), the National Open University of Nigeria (NOUN) is a leading higher education institution in Nigeria. NOUN’s student enrolment figure is by far higher than enrolment figures in well over 20 private universities put together in Nigeria. It is among the first four leading institutions that have significantly enhanced access into higher education institutions in Nigeria. The implementation of a distance learning programme in a territorially large country like Nigeria is a big challenge. NOUN has taken bold steps in the implementation of its distance learning programme since its establishment. For example, it has many study centres all over the country geared towards expanding access. However, the quality of learning and graduates produced by the distance learning institutions in Nigeria has remained a controversial issue among stakeholders in the education sector. The aim of this study was to assess the extent to which NOUN has effectively implemented its distance learning programme. A descriptive survey design was employed to execute the study. A stratified random sampling technique was used to select 140 respondents out of a population of 2,500 students. A structured questionnaire was the main instrument used for data collection. Both descriptive and inferential statistics were used to analyze the data collected. The findings among others revealed that instructional process used in NOUN was effective; the educational resources were not adequate and satisfactory; and the quality of assessment and feedback mechanism used in NOUN was high. However, the various schools significantly differed with respect to the quality of assessment and feedback mechanism used in NOUN. It was therefore recommended among others, that NOUN should enhance its information and communications technology (ICT) capability in its instructional process and that quality and equity should be the guiding principles behind all learning assessment.
With a student population of over 180,000 (as at 2013), the National Open University of Nigeria (NOUN) is a leading higher ... Show Full Abstract
- The challenges and prospects of access to higher education at UNISA
This article debates access and success at the University of South Africa (UNISA). UNISA is an open distance learning (ODL) institution that provides higher education opportunities to working adults who would otherwise not have the opportunity to acquire a higher education qualification at full-time contact institutions. The article sketches the challenges and prospects of ODL. It teases out the challenges of ODL articulation, learner support, recognition of prior learning, and poor throughput rate. Substantively though, the article argues a case for well managed ODL programs to provide access to quality higher education to previously marginalised individuals and to enable developing countries such as South Africa to make a meaningful contribution to the global economy through knowledgeable citizenry and workforce.
This article debates access and success at the University of South Africa (UNISA). UNISA is an open distance learning (ODL) ... Show Full Abstract
- Factors associated with student persistence in an online program of study: a review of the literature
This integrated literature review examined factors associated with the ability of students to persist in an online course. Lack of persistence in online education and its consequence of attrition, is an identified problem within the United States and internationally. Terminology has wavered between persistence and success, where each has been interchangeably used to characterize a student that completes a course and continues to program completion. Separate searches were conducted in Academic Search Premier, CINAHL Plus, the Directory of Open Access Journals (DOAJ), Education Full Text, Ovid, and the Journal of Online Learning and Teaching (JOLT). Search terms included persistence, distance education, and online learning. Inclusion criteria included published after 1999, articles from a peer-reviewed journal, and articles addressing student factors leading to persistence. Exclusion criteria included articles not related to factors of persistence, no original data, and articles not written in English or not related to online courses. Factors associated with student persistence in an online program include satisfaction with online learning, a sense of belonging to the learning community, motivation, peer, and family support, time management skills, and increased communication with the instructor. Persistence carries the nuance of complexity beyond mere success. Factors unrelated to knowledge have the ability to provide support, thus allowing the student to overcome hardships in completing a course. If persistence factors are not present in sufficient quantity, the student may be at risk of withdrawing from an online course.
This integrated literature review examined factors associated with the ability of students to persist in an online course. ... Show Full Abstract
- Distance education in European higher education: the students
The [Impact of Distance Education on Adult Learning] IDEAL project has been designed to get a better understanding of distance education offered by higher education institutions and to examine how higher education institutions can contribute to adult learning by way of distance education. The central research question of the project is: How can the distance education offer of European higher education institutions be better matched to the needs of adult learners? This report documents the second study in the project which surveyed adult learners enrolled in distance education and analysed their social profile, their motivations, and the barriers they encounter. The report consists of five chapters. Following the introductory chapter, chapter two outlines the research methodology and data set used. Chapter three discusses the data set in the context of existing knowledge about distance education students. In chapter four, the data itself is presented. Chapter five provides a summary of the findings and general conclusions. A glossary of key terms used is included at the end of the report.
The [Impact of Distance Education on Adult Learning] IDEAL project has been designed to get a better understanding of ... Show Full Abstract
- Distance education in European higher education: the offer
The [Impact of Distance Education on Adult Learning] IDEAL project has been designed to get a better understanding of distance education offered by higher education institutions and to examine how higher education institutions can contribute to adult learning by way of distance education. The project aims to: offer insights on the needs of adult learners to both policy makers and distance education providers; strengthen the social dimension of higher education by better meeting the needs of adult learners; and increase the participation of adult learners in higher education through distance education. The central research question of the project is: How can the distance education offer of European higher education institutions be better matched to the needs of adult learners?
The [Impact of Distance Education on Adult Learning] IDEAL project has been designed to get a better understanding of ... Show Full Abstract
- Communications technology and TAFE in South Australia: bringing people together!
This discussion paper presents a range of communications technology applications for both educational and administrative use by TAFE in South Australia. The paper outlines the diverse operations of TAFE, and identifies a system of communications 'pathways' that would enable TAFE to provide greater access to its courses. Current and projected activities are presented, together with the likely implications (both methodological and organisational) of a comprehensive communications network. Both terrestrial and satellite technologies are outlined with their relative advantages and disadvantages for carrying a TAFE communications network. Essentially a 'people-based' view of communications technology and TAFE, this paper aims to provide a basis for policy formulation.
This discussion paper presents a range of communications technology applications for both educational and administrative use ... Show Full Abstract
- Firefighter training in Sweden: from face-to-face learning in training grounds to distance learning - a challenge for exercise instructors?
When distance learning supported by digital technologies was introduced in firefighter training in Sweden some years ago, training exercise instructors accustomed to face-to-face teaching in the field had to adapt their professional roles to an electronic landscape with a number of new opportunities and constraints. Based on activity theory and comparisons between campus and distance mode, this study was aimed at increasing the understanding of how the training exercise instructor role is affected by the shift towards technology-enhanced distance learning. An analysis of interviews with instructors and students, and observations of response exercises, show that contradictions are emerging in the distance mode between instructors' motives, their technology tools and the object of the training they provide, and also between the two types of training, that is, the campus and the distance modes. Structural tensions and personal motives contribute to changes in the division of labour with instructors tending to adopt a much more passive role in the distance mode compared to their more active role in the campus mode.
When distance learning supported by digital technologies was introduced in firefighter training in Sweden some years ago, ... Show Full Abstract
- Making real the dream of Education for All through open schooling and open universities in Ghana
Although the last three decades have witnessed astronomical increases in enrollment in basic education, the challenges of access, equity, and quality continue to confront countries, especially in sub-Saharan Africa. In Ghana, education sector policies and reforms have been unable to deal with low transition rates from primary to junior high schools, from junior high schools to senior high schools, and from senior high schools to tertiary level. Children and young students who are unable to continue fail to re-enter because of the absence of complementary or alternative pathways. The old paradigm of physical expansion continues to dominate policies of access. Although several developed and developing countries have used open schooling and open universities to widen access, the success of these programs has been founded on strong policies, commitment of government, and huge investment in technology. Indeed, the future lies with open schooling and open universities.
Although the last three decades have witnessed astronomical increases in enrollment in basic education, the challenges of ... Show Full Abstract
Authors: Tagoe, Michael
Geographic subjects: Africa; Ghana
Journal title: SAGE open
Resource type: Article
Subjects: Participation; Outcomes; Pathways;Higher education; Providers of education and training; Primary education; Secondary education; Students; Youth; Technology; Disadvantaged; Governance; Policy; Statistics; Teaching and learning; Equity; Quality show more
- A feasibility study for a distance education program for Canadian academic credential assessors
Around 550 organizations undertake academic credential assessments in Canada. They employ about 1,200 full-time and 500 part-time assessors, and conduct around 285,000 assessments per year. The aim of this project was to conduct a feasibility study and market research into the possibility of an on-line learning program for academic credential assessors, in particular to: determine the numbers, characteristics, and attitudes of potential users of the program (e.g. regulatory bodies, assessment agencies, educational institutions); seek input on course information from key stakeholders including assessment agencies; and partner with educational institutions to discuss the development of a distance education program specifically designed for existing credential assessors and for those individuals interested in a future career in credential assessment. The establishment of a common training course would help to improve the consistency of practice by academic credential assessors, who are often separated from other assessors and have mostly learned from experience. It will also build a pool of individuals familiar with the basics of foreign credential assessment best practices whose initial on-the-job training would be shortened.
Around 550 organizations undertake academic credential assessments in Canada. They employ about 1,200 full-time and 500 ... Show Full Abstract
- The economics of online postsecondary education: MOOCs, nonselective education, and highly selective education
[The author] considers how online postsecondary education, including massive open online courses (MOOCs), might fit into economically sustainable models of postsecondary education. [The author] contrasts nonselective postsecondary education (NSPE) in which institutions sell fairly standardized educational services in return for upfront payments and highly selective postsecondary education (HSPE) in which institutions invest in students in return for repayments much later in life. The analysis suggests that MOOCs will be financially sustainable substitutes for some NSPE, but there are risks even in these situations. The analysis suggests that MOOCs will be financially sustainable substitutes for only a small share of HSPE and are likely to collapse the economic model that allows HSPE institutions to invest in advanced education and research. [The author] outlines a non-MOOC model of online education that may allow HSPE institutions both to sustain their distinctive activities and to reach a larger number of students.
[The author] considers how online postsecondary education, including massive open online courses (MOOCs), might fit into ... Show Full Abstract