- Commonwealth of Learning (COL) (12)
- Twining, John (12)
- Latchem, Colin (10)
- Australia. Flexible Delivery Working Party (8)
- Open Training and Education Network (N.S.W.) (OTEN) (8)
- Barnard, Barbara (5)
- Brunei Darussalam. Ministry of Education (5)
- Jasinski, Marie (5)
- Kerr, Jenny (5)
- Universiti Brunei Darussalam (5)
- Watson, Moira (5)
- Wilson, Liz (5)
- Boote, Jeanne (4)
- Kanwar, Asha (4)
- Macnamara, Dennis (4)
- Internationalisation in online distance learning postgraduate education: a case study on student views on learning alongside students from other countries
Internationalisation in higher education has been shown to provide both intellectual and cultural benefits to students which can help in their future employment. This case study describes student views on learning alongside students from different countries in an online distance learning environment. Seventy-three students undertaking the online Master of Public Health programme at Manchester University, UK completed the survey which explored student experiences, views and opinions on aspects of the course. Learning about other countries' health systems and the experiences of public health professionals in other countries were identified as a key benefit of studying alongside students from other countries. Students were able to appreciate other perspectives, reconsider their own attitudes and improve their understanding of the context of public health issues. The benefits of learning alongside students from other countries can be enhanced within an online learning environment through the appropriate use of discussion boards and other online learning strategies.
Internationalisation in higher education has been shown to provide both intellectual and cultural benefits to students which ... Show Full Abstract
- Competences, learning theories and MOOCs: recent developments in lifelong learning
Our societies have come to be known as knowledge societies in which lifelong learning is becoming increasingly important. In this context, competences have become a much discussed topic. Many documents were published by international organisations (UNESCO, World Bank, European Commission) which enumerated 21st century key competences. The field of learning theories has also experienced advances. Findings from neuroscience have promoted a new understanding of what really happens in the brain when we learn. At the same time, the fact that learning increasingly takes place in virtual communities led George Siemens (2004) to propose connectivism as a learning theory for the digital age. Similarly, Roberto Carneiro (2010) suggested a theory he called generativism which aims at describing collaborative learning with digital technologies and open educational resources. These theories might be better able to describe and explain lifelong learning than classical learning theories. In the field of digital technologies, Massive Open Online Courses (MOOCs) have recently received a great deal of attention. While Siemens suggested connectivist MOOCs (MOOCs) as the ideal platform for connectivist learning, other forms of MOOCs were also developed. These MOOCs have spread at a breath-taking pace in the last few years although it is far from clear to what extent they are based on principles from learning theories and really support learning. These developments will be presented and discussed with respect to their relevance for lifelong learning as an integral part of man's quest for meaning.
Our societies have come to be known as knowledge societies in which lifelong learning is becoming increasingly important. In ... Show Full Abstract
Authors: Steffens, Karl
Journal title: European journal of education: research, development and policy
Resource type: Article
Subjects: Lifelong learning; Teaching and learning; Skills and knowledge;
- 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
- Opportunities and challenges of MOOCS: perspectives from Asia
The recent growth of massive open online courses (MOOCs) has led to discussions of technology-based instruction revolutionizing traditional higher education teaching. Here [the author analyzes] the origin of MOOCs, as well as trends in education initiated by these courses, and compares them with OpenCourseWare (OCW), YouTube EDU, and iTunes U. Specifically, this paper will discuss the opportunities and challenges presented by MOOCs, from the perspective of Asian countries, with reference to economics, culture, language, and instruction.
The recent growth of massive open online courses (MOOCs) has led to discussions of technology-based instruction ... Show Full Abstract
- The impact and reach of MOOCs: a developing countries' perspective
[Massive] open online courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world's lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learners from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries' perspective to conclude that due to a complicated set of conditions ('access', language, computer literacy, among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these areas of the world. The paper further shows the need for more data on the demographics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries.
[Massive] open online courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are ... Show Full Abstract
- Understanding the MOOC trend: the adoption and impact of massive open online courses
This paper addresses three questions: What makes [massive open online courses] MOOCs different from previous online and open education efforts? Will MOOCs generate a positive return on investment for their providers? What can be learnt from early entrants into large-scale online instruction?
This paper addresses three questions: What makes [massive open online courses] MOOCs different from previous online and open ... 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