Distance Learning for Health Workshop: Open and distance learning for health worker training: Learning from experience - Tony Dodds, ODL specialist

Introduction and background
learning-at-a-distance has been around a long time: correspondence ed., ed. broadcasting, distance education, ODL, supported open learning, e-learning, etc.
two most important historical events were probably the creation of the Open University (1969), its emphasis on quality, and the introduction of on-line learning through the internet (early ’90s) making internationalisation possible
open and distance learning (ODL) and e-learning have been used and are being used for most levels of education.
early examples of their use for health-worker training in mid-’60s and on; proliferation from mid-’90s.
purpose of this study is to identify lessons from ODL’s experience in general which can guide and maximise impact of its use for health-education in future

Pedagogical, theoretical concerns: how adults learn at-a-distance
Learning en masse: how to cater for all the individuals
Quality learning: specialist materials and support structures
Bridging the distance by dialogue, interaction and feedback
Maintaining motivation by relevance to life/jobs
Combining learning by reading/seeing, doing and applying
Providing for/supervising hands-on practical learning
Independence/interaction; student control/student support
Creating communities of learners at-a-distance

current issues in the development of ODL
ever-changing nature of information and communication technologies (ICT) their use, and effectiveness
a blurring of the distinctions between ODL and traditional on-campus teaching and learning (because of ICT)
the growing internationalisation, or globalisation, of tertiary education whereby programmes, courses and qualifications can be shared across international boundaries
the expected widening of successful access to tertiary education through ODL has not been fully realised and the consequent expected economies of scale have not always been realised either

Changes in availability of media/technologies
From print/post thru radio/TV and audio/video-cassettes, telephone tutorials to audio/video teleconferencing, on-line delivery and group tutoring and mobile phones…what next?
Common-sense guidance about particular advantages of one medium over another: e.g. immediacy of feedback on-line or by telephone compared to postal tutorials/ of visual media over audio for certain subjects etc….but:
The theory of media equivalence/no-significant difference
Continuing importance/predominance of print, even if delivered on-line
Continuing potential/effectiveness of traditional media not to be ignored
Significant cost implications of certain technologies…both for students and institutions…especially of on-line technologies
Most crucial concern is student access to the technology proposed

Student support and interaction centre-stage
effective ODL/e-learning depends primarily on effective student-support
student support needed at all stages of study: before, during and after; it takes many forms and serves many purposes: cognitive, affective and systemic
possible by via traditional correspondence as well as thru face-to-face meetings and on-line: a mixed approach probably desirable
especially important for practical learning
even more crucial in medical training; where clinical practice is included, immediacy of feedback essential
face-to-face and on-line student support inevitably increases cost, but also increases effectiveness and probably success/through-put rates

Programme design: organisational options: a blurring of the edges
single-mode: specialisation of design, delivery, support and management…but expensive, only justified by large numbers
dual-mode: capitalises on existing resources, can work for small numbers…but harder to develop specialisms and achieve equal status
But the distinctions between ODL and on-campus learning are being blurred thru use of new ICTs in both
mixed-mode: allows experience of both ODL and on-campus learning, especially advantageous for professional training…but expensive and limits intakes
consortia: can bring teaching, subject-matter and ODL specialisms together for particular courses (e.g. health worker training)… but v. hard to manage and sustain
Last three options most likely to be suitable for health-worker training

Globalisation: cross-border learning and internationalisation
internet and on-line delivery have hugely facilitated international sharing of courses/programmes
at best and in theory this allows hugely expanded access to quality learning and to potential economies…and can do so
BUT: it can also lead to the opposite and to exploitation and very bad quality sharing
essential that controls be put in place by all ‘partners’ on:
1. quality management 2. curriculum relevance 3. student support 4.accreditation 5. recognition of qualifications 6. contractual and financial arrangements
it’s here to stay, especially in health-worker training; but the dangers remain also, and caution must be exercised: hence this study!

Conclusion
as Perraton and others have pointed out, all our earlier hopes about increased access and economies of scale have not always been realised
ODL/e-learning can be used effectively generally and for high quality health worker training
to achieve this, lessons from the past, including the cautions raised in this paper, should be noted.
Thank-you

Distance Learning for Health Workshop: Open and distance learning for health worker training: Learning from experience - Tony Dodds, ODL specialist

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Distance Learning for Health Workshop: Open and distance learning for health worker training: Learning from experience - Tony Dodds, ODL specialist Presentation Transcript