Learning Skills for open and distance learners = Group
Higher education systems throughout the world are coming under increasing public and government
scrutiny with respect to what they do , how well they do it and at what the cost. It is expanding at a
faster rate and cutting across national and regional boundaries. With the advent and spread of
information and communication technology (ICT), distance education has embarked on a path of
collaboration, networking and globalisation. Quality and accreditation of distance learning programmes
and experiences have become highly significant in the ICT-enabled education system. Distance
education has always been especially accountable because it has generally been viewed as outside the
mainstream of university education. The identification of an appropriate set of measures becomes a
major part of the challenge in formulating performance indicators for distance education. A useful
characterisation of performance indicators is according to their primary use and to use them to guide
institutional resource allocation and institutional planning.
The aim of this program is to encourage regional and cross-sector development of open and distance
learning by sharing resources, knowledge and technologies of learning. This knowledge base also
hopes to enhance the thrust for educational accessibility and intellectual freedom through efficient
organisation and management of educational endeavour in every country in the region. The
organization is committed to the provision of free and fair access to information on open and distance
education and to enhance educational training and development through the use of leaning
technologies.
The scheduling option of the distance learning is so unique among schools of library and information
science, and it provides significant advantages in a field increasingly involved in organizing and using
electronic information. The faculty combine very brief periods of on-campus instruction with the used
of Internet instruction and independent learning. The students could complete the overwhelming of
majority of course work at the site they choose. They can usually do their work at home or office and
not a university satellite site.
While talking about the open leaning as the whole program itself, now it is the time to concentrate on
the students themselves. Students are expected to be strong academically, able to learn independently,
and willing to collaborate with the faculty in refining new ways to deliver instructions. They are from a
variety of backgrounds in the humanities, and the social and technical sciences, which is indicative of
the multidisciplinary nature of the fields. The students when finish their study , they are likely to be
employed. In many cases potential employers value the technical skills that students have developed, as
well as their knowledge of library and information science, and are favourably impressed with the
students as risk-takers and innovators who successfully pursued their degree online. Normally, the
students will consult with the faculty advisors or the program manager to plan programs of study that
suit individual needs and specific career goals.
The common competencies that required and mostly expected are the elementary computer literacy ,
email and bulletin board skills and information retrieval skills. The students also will get some hard
copies too. Such materials are as their handouts and the course syllabus which usually will be prepared
by the academic department. Some materials are well designed, interactive and learner-centred. The
activities facilitate cognitive development at all levels of the taxonomy of educational objectives.

Learners have found the materials relevant and useful. Moreover, the programme is well linked to the
wider development goals.
Students should score well in this type of program too because it carries the same credits as regular on-
campus courses; therefore, the same amount of time and effort is required to achieve a satisfactory
grade.