- Open University (21)
- Commonwealth of Learning (COL) (12)
- McBeath, Clare (7)
- Open Training and Education Network (N.S.W.) (OTEN) (7)
- Webb, Greg (7)
- Barnard, Barbara (6)
- Rumble, Greville (6)
- Benson, Angela D. (5)
- Johnson, Scott D. (5)
- Kerr, Jenny (5)
- Latchem, Colin (5)
- Wilson, Liz (5)
- Adelaide College of TAFE (4)
- Atkinson, Roger (4)
- Cilesio, Cecelia (4)
- 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
- Experiences with blended learning program delivery for apprenticeship trades: a case study
In many trades the demand for training seats has strained the conventional delivery capacity of training providers in Canada. Manitoba, along with other Canadian provinces is experiencing a shortage of skilled tradespersons required to enable current and future economic expansion. Due to the deficiency in the skilled labor force, a community college in Manitoba designed, developed and delivered an alternate model of program delivery for apprenticeship trades education comprised of distributed learning using blended learning methodology. The objective was to realize fruition by employing the use of an online blended delivery model as an alternative to traditional block release training typically comprised of eight-10 weeks of face-to-face instruction at a community college. The delivery objectives focused on creating course content that could be delivered through the Internet to any apprentice regardless of location. The model would permit apprentices living in remote northern regions to remain in their communities to complete their level training as opposed to leaving family and community to complete their training at one of Manitoba's technical colleges. This case study is founded on the requirement in the project Request for Proposal to collect data for continuous improvement purposes for subsequent component development and/or delivery. The data indicates that apprentices identify the opportunity to remain at home in their community to take their level training as the programs greatest strength. The challenges associated with designing, developing and delivering a blended model of apprenticeship training center around institutional engagement, subject matter expert availability and instructor preparedness for using technology for teaching and learning. This case study is significant as the literature is void of empirical data pertaining to an alternative model of apprenticeship training in Canada.
In many trades the demand for training seats has strained the conventional delivery capacity of training providers in ... 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
- Harnessing the potential of ICTs for literacy teaching and learning: effective literacy and numeracy programmes using radio, tv, mobile phones, tablets, and computers
The examples of literacy and numeracy programmes included in this compilation confirm that the use of [information and communications technologies] ICTs to support the acquisition and further development of reading, writing and numeracy skills is usually part of broader blended learning strategies. Traditional classroom teaching and learning approaches are complemented by self-directed learning, where learners can practice and progress at their individual pace, at their own time, and in different places. These strategies contain also possibilities for learners to interact with each other and share the learning experience from different places. A number of programmes featured in this selection are enabling learners to connect with each other and exchange information about health, nutrition, religion and other important day-to-day topics or to coordinate their community development activities. These inspiring programmes arose from different cultural backgrounds and are transferable to a variety of contexts.
The examples of literacy and numeracy programmes included in this compilation confirm that the use of [information and ... Show Full Abstract
Authors: Hanemann, Ulrike
Geographic subjects: Africa; Cabo Verde; Kenya;Niger; Nigeria; Senegal; Somalia; Arab countries; Iraq; Lebanon; Middle East; Afghanistan; Cambodia; India; Mongolia; Pakistan; Oceania; Solomon Islands; South America; Brazil; Colombia; Central America and the Caribbean; Costa Rica; Jamaica; Panama; North America; Europe; Germany; Great Britain; Ireland; Turkey show more
Resource type: Report
Subjects: Technology; Research; Literacy;Numeracy; Skills and knowledge; Adult and community education; Teaching and learning; Gender; Disadvantaged show more
- 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
- Factors affecting students' retention and attrition in the open and distance learning system
This study was undertaken to find the factors that affect student retention and attrition in the open and distance learning (ODL) system in the Punjab region in India. The main objectives of the study were to find out: (1) retention and attrition rates among the learners pursuing graduate and postgraduate programmes; (2) rate of attrition among the learners pursuing other professional and non-professional programmes; (3) percentage of retention and attrition among male and female, rural and urban students; and (4) factors that cause the attrition rate among the learners pursuing the professional and non-professional programmes. For the purpose of finding the retention and attrition rates of the learners who had opted to pursue their study through distance mode, the admission data of selected degree programmes from selected districts in Punjab was collected and analyzed. After analysis of the data, it was found that the attrition rate was high among the learners pursuing the non-professional programmes in comparison to those pursuing the professional programmes. The number of dropouts among rural learners was larger in comparison to those of urban students. For uncovering the factors that cause the retention and attrition rates among the distance learners pursuing these programmes, a questionnaire was developed for collecting feedback from the learners of the mentioned districts. It was found that factors like the non-receipt of counselling schedule in time from the learner support centre, writing of the study material in tough language, non-availability of self-instructional material in local language, delay/non-receipt of study material, non-receipt of the evaluated assignments in time, inadequate guidance at the study centre level, and delay in updates of student data on the website are the factors responsible for the high attrition rate among the learners.
This study was undertaken to find the factors that affect student retention and attrition in the open and distance learning ... Show Full Abstract
- Accreditation of prior learning experiences of adult learners in open and distance learning
In 2001 the Zimbabwe Open University (ZOU) embarked on the recruitment of adult learners through accreditation of prior learning (APL). This was in recognition that adult learners who embark on open and distance learning (ODL) have a variety of learning experiences which relate to the world of work which can be incorporated into their degree programmes. The ZOU in recognition of the above philosophy and practice went ahead and admitted students into the counselling degree programme using the APL route. The assumption was that the learner's would achieve personal development and growth through their involvement in APL advisement and assessment. This qualitative study therefore aimed to find out what the APL students' experiences were. Convenient sampling was used to select the students. An extensive open interview was carried out with them. Lecturers and administrators were also interviewed to solicit their views on the students' experiences. The findings revealed that the students lacked adequate support. ODL institutions need to improve awareness of APL and support to students.
In 2001 the Zimbabwe Open University (ZOU) embarked on the recruitment of adult learners through accreditation of prior ... Show Full Abstract