This document summarizes a journal article about managing distance learning programs in Nigeria to effectively achieve objectives. It discusses:
1) The concept of distance education and its role in Nigeria's National Policy on Education.
2) Key areas that must be managed in any distance education system including course development, student support services, and educators' roles.
3) Ways to improve distance education administration with a focus on course development and production, student support services, and defining educators' roles.
Open and distance education as a strategy for improving higher education in t...Alexander Decker
The document discusses open and distance education (ODE) as a strategy to improve access to higher education in Kenya, using the University of Nairobi as a case study. It notes that only 2% of Kenyans have a university education, despite higher demand, and advocates for adopting ODE to increase access. The University of Nairobi has embraced ODE and now offers several degree programs through distance learning with over 10,000 students enrolled. The goals of ODE at the University of Nairobi are to provide learning opportunities for those who cannot secure places in traditional programs and to cater to working professionals by allowing flexible study.
This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. There are four key areas for ICT application: 1) ICT-mediated learning, 2) Internet/intranet access, 3) education management information systems, and 4) distance/lifelong learning support. While ICT provides opportunities to improve and expand education, challenges include lack of infrastructure, resources, and readiness for technological and educational change. Overcoming these challenges could help developing countries better educate their populations and advance socioeconomic development.
The document discusses curriculum review as key to functional basic education in Nigeria. It provides historical context on changes to Nigeria's education system and curriculum over time. Some key points:
- Nigeria has undergone various reforms to its education system including changing from a 7-5-4 to 6-3-3-4 system and implementing Universal Basic Education.
- Curriculum review is important to ensure the curriculum meets the needs of society and remains relevant. However, changes must be properly planned.
- The current justification for reviewing the basic education curriculum included addressing issues like curriculum overload and promoting critical thinking.
- The new basic education curriculum reduced subjects from 20 maximum to 10 to align with international best practices.
ICT Based Non Formal Educational Modules: Nature, Usage and ImpactShipra Sharma
The document discusses ICT-based non-formal educational modules, including their nature, usage, and impact. It describes how ICTs have expanded the scale and scope of non-formal education by enhancing outreach. ICT-based modules are used for literacy applications, livelihood training, and supporting formal education. They have advantages over traditional teaching methods like being interactive and accessible outside the classroom. The production of ICT modules is a participatory, multi-step process involving needs assessment, content development, scripting, multimedia development, and quality review.
Education is the yard stick for every country’s political and socio-economic development; which act as a basis of reducing poverty and inequality by enabling the use of new technologies, creating and spreading knowledge. Despite the large inflows of donor financing and the Government of Uganda through the Ministry of Education and Sports; the sector for the last 29 years is still grappling to balance the increasing access with quality education in secondary schools. Therefore, the main objective of the paper was to explore the new strategies the Ministry of Education and Sports can employ to increase access while improving quality education in the country. The paper also examined the advantages of open schooling and revealed that the programme provides the fast tract options for retaining students; bring dropouts and over-aged learners to school; reducing administrative costs and will enable young people to be effective in live. Furthermore, the researcher discusses the likely challenges of the programme and gave practical working solutions aimed at overcoming the challenges of the programme implementation in Uganda.
The document discusses key topics related to developing teacher competencies for the knowledge society, including:
1. The goals of building a knowledge society through integrating information and communication technologies (ICT) into education.
2. The need for education networks and collective intelligence to develop new knowledge and teaching tools using ICT.
3. The essential role of teachers as mediators between students and knowledge, while also developing their own progressive competencies with ICT.
4. Recommendations for developing ICT pedagogy standards and integrating them into teacher training to meet the needs of African countries.
Open and distance education as a strategy for improving higher education in t...Alexander Decker
The document discusses open and distance education (ODE) as a strategy to improve access to higher education in Kenya, using the University of Nairobi as a case study. It notes that only 2% of Kenyans have a university education, despite higher demand, and advocates for adopting ODE to increase access. The University of Nairobi has embraced ODE and now offers several degree programs through distance learning with over 10,000 students enrolled. The goals of ODE at the University of Nairobi are to provide learning opportunities for those who cannot secure places in traditional programs and to cater to working professionals by allowing flexible study.
This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. There are four key areas for ICT application: 1) ICT-mediated learning, 2) Internet/intranet access, 3) education management information systems, and 4) distance/lifelong learning support. While ICT provides opportunities to improve and expand education, challenges include lack of infrastructure, resources, and readiness for technological and educational change. Overcoming these challenges could help developing countries better educate their populations and advance socioeconomic development.
The document discusses curriculum review as key to functional basic education in Nigeria. It provides historical context on changes to Nigeria's education system and curriculum over time. Some key points:
- Nigeria has undergone various reforms to its education system including changing from a 7-5-4 to 6-3-3-4 system and implementing Universal Basic Education.
- Curriculum review is important to ensure the curriculum meets the needs of society and remains relevant. However, changes must be properly planned.
- The current justification for reviewing the basic education curriculum included addressing issues like curriculum overload and promoting critical thinking.
- The new basic education curriculum reduced subjects from 20 maximum to 10 to align with international best practices.
ICT Based Non Formal Educational Modules: Nature, Usage and ImpactShipra Sharma
The document discusses ICT-based non-formal educational modules, including their nature, usage, and impact. It describes how ICTs have expanded the scale and scope of non-formal education by enhancing outreach. ICT-based modules are used for literacy applications, livelihood training, and supporting formal education. They have advantages over traditional teaching methods like being interactive and accessible outside the classroom. The production of ICT modules is a participatory, multi-step process involving needs assessment, content development, scripting, multimedia development, and quality review.
Education is the yard stick for every country’s political and socio-economic development; which act as a basis of reducing poverty and inequality by enabling the use of new technologies, creating and spreading knowledge. Despite the large inflows of donor financing and the Government of Uganda through the Ministry of Education and Sports; the sector for the last 29 years is still grappling to balance the increasing access with quality education in secondary schools. Therefore, the main objective of the paper was to explore the new strategies the Ministry of Education and Sports can employ to increase access while improving quality education in the country. The paper also examined the advantages of open schooling and revealed that the programme provides the fast tract options for retaining students; bring dropouts and over-aged learners to school; reducing administrative costs and will enable young people to be effective in live. Furthermore, the researcher discusses the likely challenges of the programme and gave practical working solutions aimed at overcoming the challenges of the programme implementation in Uganda.
The document discusses key topics related to developing teacher competencies for the knowledge society, including:
1. The goals of building a knowledge society through integrating information and communication technologies (ICT) into education.
2. The need for education networks and collective intelligence to develop new knowledge and teaching tools using ICT.
3. The essential role of teachers as mediators between students and knowledge, while also developing their own progressive competencies with ICT.
4. Recommendations for developing ICT pedagogy standards and integrating them into teacher training to meet the needs of African countries.
Contemporary issues & trends in educationsobia sultan
Family, schools, mosques, and communities all play important roles in population education. Schools and families should work together to promote student health, development, and social responsibility. Mosques serve as important educational and community centers, traditionally teaching the Qur'an and hadith. Effective population education planning involves pre-planning, formulating plans, elaborating plans for implementation, and evaluating outcomes. Planning can occur at both the macro national level and micro local level using individual, family, or group-based approaches. Pollution comes in many forms including air, water, soil, noise, radioactive, thermal, light, and visual pollution, and degrades the environment.
Status and Trends of Educational Media in India: Allusion to Dr Bhupen Hazari...CEMCA
This document summarizes Dr. Bhupen Hazarika's 1952 doctoral dissertation which proposed using audio-visual techniques for adult education in India. Some of the key ideas from Hazarika's dissertation discussed are that education should be accessible to all, foster critical thinking, and use visual symbols. Audio-visual media like radio can impart ideas without barriers and educate adults. The talk will review educational media development in India, including early experiments with radio, TV and satellites for education, challenges with implementation and teacher training, and emerging opportunities with new technologies.
Distance Education: Alternative Learning System Beyond Bordersphyscibio14
This document provides an overview of distance education. It begins by outlining the objectives of familiarizing learners with distance education concepts, citing advantages and disadvantages, describing interactions and technology, and affirming it as a viable higher education strategy. It then discusses the concept and context of distance education, how it has evolved historically using different technologies. It also defines distance education, describes its characteristics like flexibility and learner-centered approach. The document outlines advantages like accessibility and convenience, different interactions and key players. It concludes by discussing different distance education technologies.
Social Theory and Contemporary EducationLisa MacLeod
The document discusses several social theories that have influenced perspectives on education, including functionalism, interpretivism, Marxism, and post-modernism. It argues that traditional theories have structured education in ways that limit students' opportunities and identities based on social class and culture. A post-modern perspective seeks to uncover these limitations and allow students to freely discover their personal identities and potentials beyond societal stereotypes.
This document summarizes a study on mainstreaming inclusion in teacher education in Zimbabwe. The study explored challenges lecturers face in equipping teacher trainees with inclusive teaching skills. Major findings were that lecturers were aware of inclusive education but did not mainstream it due to their own limited knowledge and skills in inclusion and a lack of supportive policies. The document recommends enacting clear pro-inclusion policies, developing lecturers' skills, and redefining the type of teacher Zimbabwe needs for inclusive classrooms.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
This document discusses various modes of alternative education, including distance education, e-learning, synchronous and asynchronous learning, open learning, and home study. It provides definitions and examples of each type as well as the technologies used to enable different modes. Distance education focuses on delivering education to off-site students, while e-learning utilizes electronic technologies and aims to improve access and performance. Synchronous learning occurs when students learn at the same time in the same or different places, and asynchronous learning is self-paced and allows students to access materials on their own schedule. Open learning is a flexible approach designed to make education more accessible, and relies on course materials to drive the learning process.
This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. Key opportunities include using ICT to support distance learning and lifelong learning, as well as for education management systems. However, there are also significant challenges, such as lack of infrastructure, resources, and resistance to new technologies. Overall, the document argues that ICT could help address education issues, but only if countries make meaningful investments and prepare their education systems and populations for technological change.
This document discusses new models and trends in e-learning for teacher education and professional development. It identifies emerging international trends and developments from research. Modern technology has created opportunities for distance education and global teacher networks. However, teacher education must prepare educators to face changing technological contexts and model new pedagogies. Effective professional development takes into account how adults learn differently than children. It should encourage interaction and treat adult learners as self-directed. In the 21st century, teachers must be able to design optimal learning environments and respond to student needs through high standards, inquiry, continuous learning, and adaptability.
PERCEPTIONS OF ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC IN B...IJITE
This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.
Distance education case study 1 describes an online distance learning program offered by Coleg Sir Gâr. The program delivers fully online ICT certificate courses through a virtual learning environment. Learners complete self-paced study of online course materials and assessments with tutor support available. The program aims to provide flexible, online education to workers and individuals in rural areas with limited campus access.
This document discusses the history and development of non-formal education from a global perspective. It provides definitions of non-formal education and discusses how distance education has expanded across borders due to advances in technology and globalization. Examples are given of leading distance education universities in countries around the world, including the US, Europe, Australia, China, India, Japan, and Malaysia. Non-formal education models have evolved and grown significantly over time to increase access to learning opportunities internationally.
A global outlook to the interruption of education due to COVID-19 Pandemic: N...eraser Juan José Calderón
A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis.
Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov,
Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha
Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos
Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine
Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Melissa Bond, Kamel
Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova,
Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael
Paskevicius
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
Powerful Voices for Kids: Media Literacy and Technology Integration in Urban ...Renee Hobbs
Powerful Voices for Kids is a university-school partnerships that offers a comprehensive program to strengthen children's ability to think for themselves, communicate effectively using language and technology tools, and use their powerful voices to contribute to the quality of life in their families, their schools, their communities and the world.
Alternative Learning Delivery Modalities (ALDM) of Secondary Social Studies T...AJHSSR Journal
ABSTRACT ; This research study explored the aspects of different Alternative Learning Delivery Modalities
(ALDMs)such as Home-Based/Modular Learning, the Blended Learning and Online Class Learning for
utilization of Secondary Social Studies Teachers aimed to address teaching pedagogies in the new normal. It
also focused on ascertaining the preferred support from their school on ALDMs. The respondents were the
Junior and Senior Social Studies teachers from Secondary Schools of Zone 2, DepEd, Division of Zambales,
Philippines. It was conducted during the second quarter of the school year 2020-2021. The research study is
descriptive and quantitative in its analysis. The Social Studies teachers are very much ready in ALDM mainly
on Home-Based/Modular Learning. The Social Studies teachers strongly agreed that they preferred to be
supported on ALDMs primarily on technological infrastructures and trainings and seminars. Specifically, the
teachers aimed and needs to be more familiar on the guidelines of blended learning utilization inside the
classroom and the need to be supplied with sufficient, strong and stable Internet bandwidth or speed. The
analysis of variance result revealed a significant difference in the perceived readiness/preparedness in the
ALDMs.
KEYWORDS: Alternative Learning Delivery Modalities, Home-Based/Modular Learning, Blended Learning,
Online Class Learning, Secondary Social Studies Teachers, COVID19 Pandemic
Curriculum Content and the Issue of Relevance in the 21st Century ClassroomSubmissionResearchpa
The need to make curriculum content relevant so that learners can apply what they learned in school upon graduation, has been emphasized. Issues bothering on curriculum content, philosophy of pragmatism, 21st-century classroom, and relevance have been highlighted in this paper. It was recommended that: All stakeholders in education - teachers, school administrators, the government should adapt to changes that the 21st Century presents particularly in the area of technological advancements; For the fact that knowledge can quickly become obsolete in this era, learners should be equipped with problem-solving skills so that they will be able to face a contemporary problem; Curriculum content should be made relevant to the extent that what learners learn will be useful to them in their day-to-day activities. by Marilyn U. Ochoma 2020. Curriculum Content and the Issue of Relevance in the 21st Century Classroom. International Journal on Integrated Education. 3, 9 (Sep. 2020), 158-164. DOI:https://doi.org/10.31149/ijie.v3i9.611. https://journals.researchparks.org/index.php/IJIE/article/view/611/584 https://journals.researchparks.org/index.php/IJIE/article/view/611
Quality of Secondary Schools Trained Geography Teachers in Universities and D...MOHAMEDMUCHIRI
There has been a concern about the quality of secondary schools teachers being prepared and produced by University and Teachers Training Colleges especially in pedagogy and use of instructional resources which is naturally and technically a pedagogical issue. The study was guided by Shulman`s concept of pedagogical content knowledge. A total sample of the study was ten (10) secondary schools, ten (10) Heads of department, fifty (50) Geography teachers and five hundred (500) Geography students. Schools, Geography teachers and Heads/Chairs of departments were purposively selected while form three (3) and form four (4) classes were selected by simple random method. The researcher used a descriptive cross-sectional survey research design involving both qualitative and quantitative methodologies. Data were collected using questionnaires for Geography Teachers and interview schedules for Heads/Chairs of departments, observation schedules, and resources checklist. The major findings were most of University trained Geography teachers were not competent enough in pedagogy and faced difficulties in utilization of educational technology in teaching/ learning process which included: insufficient knowledge of meaningful instructional activities, fewer lessons in the timetable as recommended by the ministry, inadequacy of teaching/learning resources, examination oriented programme, cheating and inadequate teacher professional development in Geography. It was also noted most of TTCS trained teachers had been effectively oriented on the use of instructional resources but follow- up a mechanism like in-service training was inadequate. Based on research findings, the study recommended that Geography teachers should be in-service in the use of practical approaches and at least have six lessons per week to enable them to cover syllabus on time. It was also recommended that the ministry of education modernize all secondary schools in Kenya by technologizing them to make them tandem with the expectation of modern education. In addition, it was further recommended that most of the Geography departments should have Geography rooms which should be well equipped.
Management of distance learning programmes for effective achievement of objec...Alexander Decker
This document discusses distance learning programs in Nigeria and how to effectively manage them. It begins by stating that no country can adequately meet increasing educational demands through conventional systems alone, and that distance education can help accelerate human resource development. It then discusses key concepts around distance education, including definitions, its role in Nigeria's National Policy on Education, and characteristics outlined by Keegan. The document emphasizes that distance education can increase access to education and help address gaps between supply and demand for skilled workers in Nigeria's economy. It argues that effective management of distance learning programs, including course development, student support services, and educators' roles, is needed to achieve desired results.
Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Res...ijtsrd
Globally, Information and Communication Technology ICT curriculum is significant in realising sustainable science education. Despite this laudable global impact, curriculum crisis in ICT have plagued sustainable science education in Nigeria. The Unified Theory of Acceptance and Use of Technology UTAUT was adopted as the conceptual framework in this study. UTAUT model claims that the benefits of using technology and the factors that drive users’ decision to use it, is what determines users’ acceptance behaviour. The authors explored a narrative review, analysis, and synthesis of vast works of literature that revealed significant information on impact of curriculum Crisis in ICT on sustainable science education in Nigeria. The authors also used some keywords such as “Curriculum Crisis in ICT” , “ICT curriculum Crisis effect on science education” , and so on, to extract peer reviewed articles within the last five years. Results revealed that inclusion of good ICT curriculum design, policies, guidelines, equipment, motivations, high speed internet, etc., may leverage curriculum crisis in ICT. Results from this study may positively impact research and innovations in Nigerian following the absence of curriculum crisis in ICT resulting from inclusion of ICT policies, laws, guidelines. Obiokafor, Ifeyinwa Nkemdilim | Dr. Felix Chukwuma, Aguboshim | Abana, Chinenye Helen O "Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Research and Innovations in Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35860.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/35860/curriculum-crisis-in-ict-and-its-impact-on-sustainable-science-education-research-and-innovations-in-nigeria/obiokafor-ifeyinwa-nkemdilim
An appraisal of the open and distance learning programme in nigeriaAlexander Decker
The document discusses the open and distance learning (ODL) program in Nigeria. It notes that the inability of qualified candidates to gain admission to conventional universities in Nigeria has led to a need to strengthen ODL programs to enroll more undergraduate students. ODL programs have helped address this issue by providing more educational opportunities. However, ODL programs in Nigeria still face challenges, such as inadequate government funding and poor electricity infrastructure, which hamper effective implementation. The author recommends that the government increase subsidies to ODL programs and improve electricity supplies to enhance these programs.
This document presents a study on national strategic imperatives in South Africa that need to be met, with a focus on education goals. It discusses challenges like poor education standards, unemployment, and service delivery issues. National goals are outlined to address injustices, improve education quality, health, employment and service delivery. International initiatives for teacher development are also summarized, including the UNESCO ICT competency framework, guidelines for ICT teacher training, and ICT-enhanced Teacher Standards for Africa. The presentation provides insights into knowledge society goals and using technology and education to meet future national objectives in South Africa.
Contemporary issues & trends in educationsobia sultan
Family, schools, mosques, and communities all play important roles in population education. Schools and families should work together to promote student health, development, and social responsibility. Mosques serve as important educational and community centers, traditionally teaching the Qur'an and hadith. Effective population education planning involves pre-planning, formulating plans, elaborating plans for implementation, and evaluating outcomes. Planning can occur at both the macro national level and micro local level using individual, family, or group-based approaches. Pollution comes in many forms including air, water, soil, noise, radioactive, thermal, light, and visual pollution, and degrades the environment.
Status and Trends of Educational Media in India: Allusion to Dr Bhupen Hazari...CEMCA
This document summarizes Dr. Bhupen Hazarika's 1952 doctoral dissertation which proposed using audio-visual techniques for adult education in India. Some of the key ideas from Hazarika's dissertation discussed are that education should be accessible to all, foster critical thinking, and use visual symbols. Audio-visual media like radio can impart ideas without barriers and educate adults. The talk will review educational media development in India, including early experiments with radio, TV and satellites for education, challenges with implementation and teacher training, and emerging opportunities with new technologies.
Distance Education: Alternative Learning System Beyond Bordersphyscibio14
This document provides an overview of distance education. It begins by outlining the objectives of familiarizing learners with distance education concepts, citing advantages and disadvantages, describing interactions and technology, and affirming it as a viable higher education strategy. It then discusses the concept and context of distance education, how it has evolved historically using different technologies. It also defines distance education, describes its characteristics like flexibility and learner-centered approach. The document outlines advantages like accessibility and convenience, different interactions and key players. It concludes by discussing different distance education technologies.
Social Theory and Contemporary EducationLisa MacLeod
The document discusses several social theories that have influenced perspectives on education, including functionalism, interpretivism, Marxism, and post-modernism. It argues that traditional theories have structured education in ways that limit students' opportunities and identities based on social class and culture. A post-modern perspective seeks to uncover these limitations and allow students to freely discover their personal identities and potentials beyond societal stereotypes.
This document summarizes a study on mainstreaming inclusion in teacher education in Zimbabwe. The study explored challenges lecturers face in equipping teacher trainees with inclusive teaching skills. Major findings were that lecturers were aware of inclusive education but did not mainstream it due to their own limited knowledge and skills in inclusion and a lack of supportive policies. The document recommends enacting clear pro-inclusion policies, developing lecturers' skills, and redefining the type of teacher Zimbabwe needs for inclusive classrooms.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
This document discusses various modes of alternative education, including distance education, e-learning, synchronous and asynchronous learning, open learning, and home study. It provides definitions and examples of each type as well as the technologies used to enable different modes. Distance education focuses on delivering education to off-site students, while e-learning utilizes electronic technologies and aims to improve access and performance. Synchronous learning occurs when students learn at the same time in the same or different places, and asynchronous learning is self-paced and allows students to access materials on their own schedule. Open learning is a flexible approach designed to make education more accessible, and relies on course materials to drive the learning process.
This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. Key opportunities include using ICT to support distance learning and lifelong learning, as well as for education management systems. However, there are also significant challenges, such as lack of infrastructure, resources, and resistance to new technologies. Overall, the document argues that ICT could help address education issues, but only if countries make meaningful investments and prepare their education systems and populations for technological change.
This document discusses new models and trends in e-learning for teacher education and professional development. It identifies emerging international trends and developments from research. Modern technology has created opportunities for distance education and global teacher networks. However, teacher education must prepare educators to face changing technological contexts and model new pedagogies. Effective professional development takes into account how adults learn differently than children. It should encourage interaction and treat adult learners as self-directed. In the 21st century, teachers must be able to design optimal learning environments and respond to student needs through high standards, inquiry, continuous learning, and adaptability.
PERCEPTIONS OF ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC IN B...IJITE
This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.
Distance education case study 1 describes an online distance learning program offered by Coleg Sir Gâr. The program delivers fully online ICT certificate courses through a virtual learning environment. Learners complete self-paced study of online course materials and assessments with tutor support available. The program aims to provide flexible, online education to workers and individuals in rural areas with limited campus access.
This document discusses the history and development of non-formal education from a global perspective. It provides definitions of non-formal education and discusses how distance education has expanded across borders due to advances in technology and globalization. Examples are given of leading distance education universities in countries around the world, including the US, Europe, Australia, China, India, Japan, and Malaysia. Non-formal education models have evolved and grown significantly over time to increase access to learning opportunities internationally.
A global outlook to the interruption of education due to COVID-19 Pandemic: N...eraser Juan José Calderón
A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis.
Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov,
Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha
Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos
Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine
Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Melissa Bond, Kamel
Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova,
Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael
Paskevicius
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
Powerful Voices for Kids: Media Literacy and Technology Integration in Urban ...Renee Hobbs
Powerful Voices for Kids is a university-school partnerships that offers a comprehensive program to strengthen children's ability to think for themselves, communicate effectively using language and technology tools, and use their powerful voices to contribute to the quality of life in their families, their schools, their communities and the world.
Alternative Learning Delivery Modalities (ALDM) of Secondary Social Studies T...AJHSSR Journal
ABSTRACT ; This research study explored the aspects of different Alternative Learning Delivery Modalities
(ALDMs)such as Home-Based/Modular Learning, the Blended Learning and Online Class Learning for
utilization of Secondary Social Studies Teachers aimed to address teaching pedagogies in the new normal. It
also focused on ascertaining the preferred support from their school on ALDMs. The respondents were the
Junior and Senior Social Studies teachers from Secondary Schools of Zone 2, DepEd, Division of Zambales,
Philippines. It was conducted during the second quarter of the school year 2020-2021. The research study is
descriptive and quantitative in its analysis. The Social Studies teachers are very much ready in ALDM mainly
on Home-Based/Modular Learning. The Social Studies teachers strongly agreed that they preferred to be
supported on ALDMs primarily on technological infrastructures and trainings and seminars. Specifically, the
teachers aimed and needs to be more familiar on the guidelines of blended learning utilization inside the
classroom and the need to be supplied with sufficient, strong and stable Internet bandwidth or speed. The
analysis of variance result revealed a significant difference in the perceived readiness/preparedness in the
ALDMs.
KEYWORDS: Alternative Learning Delivery Modalities, Home-Based/Modular Learning, Blended Learning,
Online Class Learning, Secondary Social Studies Teachers, COVID19 Pandemic
Curriculum Content and the Issue of Relevance in the 21st Century ClassroomSubmissionResearchpa
The need to make curriculum content relevant so that learners can apply what they learned in school upon graduation, has been emphasized. Issues bothering on curriculum content, philosophy of pragmatism, 21st-century classroom, and relevance have been highlighted in this paper. It was recommended that: All stakeholders in education - teachers, school administrators, the government should adapt to changes that the 21st Century presents particularly in the area of technological advancements; For the fact that knowledge can quickly become obsolete in this era, learners should be equipped with problem-solving skills so that they will be able to face a contemporary problem; Curriculum content should be made relevant to the extent that what learners learn will be useful to them in their day-to-day activities. by Marilyn U. Ochoma 2020. Curriculum Content and the Issue of Relevance in the 21st Century Classroom. International Journal on Integrated Education. 3, 9 (Sep. 2020), 158-164. DOI:https://doi.org/10.31149/ijie.v3i9.611. https://journals.researchparks.org/index.php/IJIE/article/view/611/584 https://journals.researchparks.org/index.php/IJIE/article/view/611
Quality of Secondary Schools Trained Geography Teachers in Universities and D...MOHAMEDMUCHIRI
There has been a concern about the quality of secondary schools teachers being prepared and produced by University and Teachers Training Colleges especially in pedagogy and use of instructional resources which is naturally and technically a pedagogical issue. The study was guided by Shulman`s concept of pedagogical content knowledge. A total sample of the study was ten (10) secondary schools, ten (10) Heads of department, fifty (50) Geography teachers and five hundred (500) Geography students. Schools, Geography teachers and Heads/Chairs of departments were purposively selected while form three (3) and form four (4) classes were selected by simple random method. The researcher used a descriptive cross-sectional survey research design involving both qualitative and quantitative methodologies. Data were collected using questionnaires for Geography Teachers and interview schedules for Heads/Chairs of departments, observation schedules, and resources checklist. The major findings were most of University trained Geography teachers were not competent enough in pedagogy and faced difficulties in utilization of educational technology in teaching/ learning process which included: insufficient knowledge of meaningful instructional activities, fewer lessons in the timetable as recommended by the ministry, inadequacy of teaching/learning resources, examination oriented programme, cheating and inadequate teacher professional development in Geography. It was also noted most of TTCS trained teachers had been effectively oriented on the use of instructional resources but follow- up a mechanism like in-service training was inadequate. Based on research findings, the study recommended that Geography teachers should be in-service in the use of practical approaches and at least have six lessons per week to enable them to cover syllabus on time. It was also recommended that the ministry of education modernize all secondary schools in Kenya by technologizing them to make them tandem with the expectation of modern education. In addition, it was further recommended that most of the Geography departments should have Geography rooms which should be well equipped.
Management of distance learning programmes for effective achievement of objec...Alexander Decker
This document discusses distance learning programs in Nigeria and how to effectively manage them. It begins by stating that no country can adequately meet increasing educational demands through conventional systems alone, and that distance education can help accelerate human resource development. It then discusses key concepts around distance education, including definitions, its role in Nigeria's National Policy on Education, and characteristics outlined by Keegan. The document emphasizes that distance education can increase access to education and help address gaps between supply and demand for skilled workers in Nigeria's economy. It argues that effective management of distance learning programs, including course development, student support services, and educators' roles, is needed to achieve desired results.
Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Res...ijtsrd
Globally, Information and Communication Technology ICT curriculum is significant in realising sustainable science education. Despite this laudable global impact, curriculum crisis in ICT have plagued sustainable science education in Nigeria. The Unified Theory of Acceptance and Use of Technology UTAUT was adopted as the conceptual framework in this study. UTAUT model claims that the benefits of using technology and the factors that drive users’ decision to use it, is what determines users’ acceptance behaviour. The authors explored a narrative review, analysis, and synthesis of vast works of literature that revealed significant information on impact of curriculum Crisis in ICT on sustainable science education in Nigeria. The authors also used some keywords such as “Curriculum Crisis in ICT” , “ICT curriculum Crisis effect on science education” , and so on, to extract peer reviewed articles within the last five years. Results revealed that inclusion of good ICT curriculum design, policies, guidelines, equipment, motivations, high speed internet, etc., may leverage curriculum crisis in ICT. Results from this study may positively impact research and innovations in Nigerian following the absence of curriculum crisis in ICT resulting from inclusion of ICT policies, laws, guidelines. Obiokafor, Ifeyinwa Nkemdilim | Dr. Felix Chukwuma, Aguboshim | Abana, Chinenye Helen O "Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Research and Innovations in Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35860.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/35860/curriculum-crisis-in-ict-and-its-impact-on-sustainable-science-education-research-and-innovations-in-nigeria/obiokafor-ifeyinwa-nkemdilim
An appraisal of the open and distance learning programme in nigeriaAlexander Decker
The document discusses the open and distance learning (ODL) program in Nigeria. It notes that the inability of qualified candidates to gain admission to conventional universities in Nigeria has led to a need to strengthen ODL programs to enroll more undergraduate students. ODL programs have helped address this issue by providing more educational opportunities. However, ODL programs in Nigeria still face challenges, such as inadequate government funding and poor electricity infrastructure, which hamper effective implementation. The author recommends that the government increase subsidies to ODL programs and improve electricity supplies to enhance these programs.
This document presents a study on national strategic imperatives in South Africa that need to be met, with a focus on education goals. It discusses challenges like poor education standards, unemployment, and service delivery issues. National goals are outlined to address injustices, improve education quality, health, employment and service delivery. International initiatives for teacher development are also summarized, including the UNESCO ICT competency framework, guidelines for ICT teacher training, and ICT-enhanced Teacher Standards for Africa. The presentation provides insights into knowledge society goals and using technology and education to meet future national objectives in South Africa.
This study examined the effect of Guided-Discovery (GD) technique on
Colleges of Education Social Studies students’ learning outcome in Nigeria.
The study employed 2x2x2 randomized research design. A total of 100
students participated in the study, consisted of 50 GD and 50 Lecture
Technique. Social Studies Performance Tests (SSPT) was used to collect
data. It was designed using National Commission for Colleges of Education
curriculum and validated by four Social Studies experts. The reliability value
of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and
t-test were used for data analyses. This study found that GD technique of
teaching Social Studies was next in producing higher significant effect in
students’ learning outcome than LT. Gender has no significant interactive
effect on students’ learning outcome in Social Studies. The mode of entry
had no significant interactive effect in the learning outcome of Colleges of
Education Social Studies Students. The study concluded that GD was found
to be more effective in enhancing Social Studies Students’ learning outcome
in Colleges of Education. It was recommended that GD technique should be
used in teaching Social Studies in Colleges of Education.
TRADITIONAL VERSUS BLENDED LEARNING METHOD: A COMPARATIVE STUDY ON ITS EFFECT...ijait
ABSTRACT
This article presents a descriptive comparative study on two methods of teaching, the traditional and blended learning pedagogical approach in a Business Communication course. Forty-four (44) students from the two controlled groups were enrolled in the course for the first semester of school year 2017-2018 participated in the study. The findings indicated that respondents’ performance in ENGL118 (English Composition) had an effect on their performance in BUS261(Business Communication) and there was a significant positive relationship between year level and final grade in BUS261. Therefore, it was concluded that the year level and grade in ENGL118 have correlationson student’sperformance in BUS261. The results of the assessments of the two groups were compared and indicated a significant difference in the results which was influenced by respondents’ year level and mode of conducting assessments. It is further concluded, that if the characteristics of both groups were the same, blended would have been more effective than the traditional method.This study recommends adopting the blended pedagogical approach not only in BUS261 course but also to other courses as applicable.
Emerging Trends of Remote Learning in the Higher Education Challenges and Opp...YogeshIJTSRD
The COVID 19 pandemic has not only affected higher education on a global scale, but it has also brought numerous challenges to the higher education community. Remote learning refers to situations where learners and lecturers or information sources, separated by time and distance, and therefore cannot meet their needs in a traditional classroom environment. It can encompass a wide variety of learning opportunities. This could include exploring the natural world, activities to support students’ local communities with appropriate social distancing , and engaging in hands on projects and artistic creations that stem from students’ passions and experiences. The purpose of the study is to emphasize the benefits and impact of remote learning on higher education. The research method of this study used the second hand data listed in different databases of books, research papers and related articles on remote learning and higher education on the Internet. The research results of the paper show that higher education in India lacks challenges in terms of declining institutional income and national budget cuts, deterioration of financial conditions among students, quality problems of remote learning, and inefficient credit transfers. The study also reports on various opportunities for higher education. Researchers have found that remote learning can help promote flexible schedules. Learn important skills enhance technical knowledge a safer and more accessible environment a world full of possibilities walk your own way and build long remote friendships. Higher education institutions need to improve their quality and reputation. Colleges and universities should have good infrastructure to attract students. The government must promote cooperation between Indian higher education institutions and top international institutions. It can also establish links between national research laboratories and research centers of top institutions to improve quality and conduct collaborative research. Mrs. Ani Smriti | Mr. Rajesh Kumar "Emerging Trends of Remote Learning in the Higher Education: Challenges and Opportunities after COVID -19 Situation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41132.pdf Paper URL: https://www.ijtsrd.commanagement/general-management/41132/emerging-trends-of-remote-learning-in-the-higher-education-challenges-and-opportunities-after-covid-19-situation/mrs-ani-smriti
Encumbrances in Digitization of Education: A Schema of NEPVandanaSharma356
Futuristic Education is technology driven as we have seen the pandemic situation and the terror of being completely locked again and again. The pandemic has changed the education system overnight from offline teaching to online teaching and the technological driven education system has came up with different constraint. The National Education Policy 2020 (NEP 2020), is a widespread framework for elementary education to higher education as well as vocational training in urban and rural India. The policy aims to renovate India's education structure by 2021the policy proposes several measures for promoting digital learning and enhancing infrastructure requirements. The NEP 2020 emphasizes on the advantages of technology and making the youth ready for the future to face all kinds of challenges. India being a country with socio-economic dimension and regional diversity and for proper implementation of policy, emphasis should be done on the reachability of online teaching and training to all for the betterment of society and knowledge enhancement. Present study emphasizes on the different roadblocks which are there in the way of online teaching and learning.
Information and Communication Technology in Distance Learning.pptxDonMarfil
This document provides an overview of a learning session on ICT and distance learning. It defines key terms like ICT and distance learning. It outlines the session objectives which are to enhance understanding of ICT components and applications, advantages and disadvantages of distance learning, and the role of ICT in distance learning. The document also includes introductory content on ICT and distance learning, as well as activities for participants.
UDLnet: A Framework for Adressing Learner VariabilityAlan Bruce
Grounded on new research in neuroscience and the Design for All principles, Universal Design for Learning constitutes an educational approach that promotes access, participation and progress in the general curriculum for all learners. UDL recognizes the need to create opportunities for the inclusion of diverse learners through providing curricula and instructional activities that allow for multiple means of representation, expression, and engagement.
This document provides an overview of distance education. It defines distance education as formal learning where students and instructors are separated by geography or time. Distance learning materials are delivered through various media including print, audio, video, broadcasts, software, and online technologies. Teachers support distance learners through communication methods like mail, phone, email, or online technologies. The document discusses the history and key elements of distance education, as well as its growth and implementation in India and globally with new technologies.
Increasing Access to and Quality of Open and Distance Learning Programmes thr...iosrjce
This study sought to explore how technology-driven pedagogy can be utilised in order to increase
access to and quality of Open and Distance Learning (ODL) programmes at Zimbabwe Open University (ZOU).
The study adopted the qualitative research methodology and utilised the case study design. The population of
the study comprised all Regional Programme Coordinators (RPCs) in the 10 regional centres of ZOU. A sample
of 30 (N=30) RPCs from all the Regional Centres was used while Convenience sampling was adopted in coming
up with the sample. The researchers were the primary research instruments and they utilised Questerviews and
Focus Group Discussions (FGDs) in gathering data. Thematic content analysis (TCA) was used to discuss and
analyse research findings. The study found out that ZOU’s Regional Centres have functional computer
laboratories and that students accessed e-resources including e-books and journals from regional libraries.
Face-to-face tutorials and use of print modules are still dominant and in instances where students do not have
hard copy modules, RPCs emailed them soft copies for use. The study also revealed that RPCs encourage
students to utilise technology for research and communication and ZOU has since introduced Students Chatgroup
and the use of Turnitin originality check as well as My-Vista which are both platforms for ODL through
ICT use. The study concluded that technology-driven pedagogy has the potential to increase access to and
improve the quality of ODL programmes. It further concluded that despite the perceived challenges, ZOU is on
course to embrace technology-driven pedagogy as evidenced by its current level of ICT utilisation. The study
recommended that there is need for a University policy to guide the implementation of technology-driven
pedagogy and that ZOU as well as other similar institutions should maximally utilize technology in teaching
and learning in order to increase access to and quality of ODL. Future research on technology driven-driven
pedagogy should be university wide instead of focusing on a single area as in the current study.
The Policy and Practice of Preparing the Nigerian Teacher for the Challenges ...iosrjce
Nigeria like all other countries in the world has a National Policy on Education which provides the
template to guide among other things the preparation of its teachers for the challenges of the new generation.
While this is on paper, its implementation is a serious challenge thereby making it difficult for the state to
effectively use the teacher as a tool of development to execute his mandate. This will make the state not to fulfil
its role in the new generation. It is therefore, the opinion of the authors that the Nigerian Government and other
stakeholders should brace up by summoning the political courage to faithfully implement its provisions on
teacher preparation as provided in the NPE so that the country will be a key player in the new generation.
Distance education is defined as delivering education to students who are not physically present in a traditional classroom setting. It involves the separation of teacher and learner as well as among learners. Technology is used to bridge this instructional gap and facilitate interaction through communication channels like voice, video, and print. Distance education has evolved from using older technologies like radio to more modern uses of computers and the internet that allow for full online curricula and virtual schools/universities. It provides more educational opportunities without increased budgets.
FOR PPT AND SCRIPT ON INTERNATIONAL PRESENTATION.docxEDWINCFUEGO
This document discusses the importance of integrating information and communication technology (ICT) into education. It provides context on how ICT has transformed education globally and discusses various organizations and policies that support ICT integration. The document also outlines a study conducted to develop an ICT skills-based program for high school teachers in the Philippines. The study assessed teachers' ICT knowledge and skills, identified areas for improvement, and developed a program to address gaps. The program considered teachers' profiles and was validated by experts.
A wee evaluative study of the academic orientationAlexander Decker
This document summarizes a study that investigated the academic orientation of junior secondary school teachers in Lagos, Nigeria. 384 teachers across 6 educational districts participated. The study found that teachers in Arts/Religion departments had slightly higher academic orientation than others. Teachers in Educational District 5 had the highest mean orientation, followed by District 6. In general, teachers' academic orientation was rated as "fair". No significant differences were found based on discipline or district. The document discusses the concept of academic orientation for teachers, which emphasizes subject matter expertise and transmitting knowledge. Effective teacher training is important for transforming education systems.
A wee evaluative study of the academic orientationAlexander Decker
This document summarizes a study that investigated the academic orientation of junior secondary school teachers in Lagos, Nigeria. 384 teachers across 6 educational districts participated. The study found that teachers in Arts/Religion departments had slightly higher academic orientation than others. Teachers in Educational District 5 had the highest mean orientation, followed by District 6. In general, teachers' academic orientation was rated as "fair". No significant differences were found based on discipline or district. The document discusses the concept of academic orientation for teachers and different approaches to teacher training internationally and in Nigeria. It emphasizes the importance of subject matter knowledge and conceptual understanding for effective teaching.
CHALLENGES OF DISTANCE, BLENDED, AND ONLINE LEARNING: A LITERATUREBASED APPROACHIJITE
The objectives of the study were to show the basic differences between Distance, Blended and Online
learning, and establish their common challenges from literature. Approximately 35 categories/sets of
research results or findings from more than 65 publications were reviewed and used for this work. Articles
were obtained from sources such as Google Scholar, ResearchGate, Academia.edu, Google Search Engine,
and Elsevier. The key themes used for the search are Distance education, Distance learning, Online
learning, Blended learning, Differences between face-to-face and online learning, and the use of the
internet for learning. The differences between Distance, Blended, and Online Learning (DBOL) modes
were summarized, and 11 challenges of DBOL were realized. These 11 challenges were summarized into
six themes namely, lack of infrastructure, low or no IT skills, self-disciplinary problems, content issues,
policy issues, and social issues. It was strongly advised that, for effective DBOL implementation and
operation, there must be in place a solid DBOL policy, adequate infrastructure, and constant training of
stakeholders on the use of learning management systems and the development of related IT skills in
general.
Perception of Students on Modular Distance Learning [Autosaved].pptxJunalynDajotoy
The document discusses modular distance learning and the challenges students face with this format. It provides background on distance learning and how the COVID-19 pandemic necessitated this approach in the Philippines. The study aims to understand the difficulties senior high school students encounter with modular distance learning in terms of content and instruction quality. It establishes the problem, scope, significance and theoretical frameworks for examining students' perceptions of modular learning.
11.lecturers assessment of teaching practice exerciseAlexander Decker
The document examines education lecturers' assessments of the quality of teaching practice exercises in Nigerian universities. A survey was conducted of 691 lecturers across Nigeria who rated the quality of teaching practice as fairly above average. The study also found that experience and job status influenced assessments, while gender did not, and it recommends allotting more time to teaching practice and training lecturers on best practices.
11.lecturers assessment of teaching practice exerciseAlexander Decker
The document examines education lecturers' assessments of the quality of teaching practice exercises in Nigerian universities. A survey was conducted of 691 lecturers across Nigeria who rated the quality of teaching practice as fairly above average. The study also found that experience and job status influenced assessments, while gender did not, and it recommends allotting more time to teaching practice and training lecturers on best practices.
Similar to 11.management of distance learning programmes for effective achievement of objectives in the 0021www.iiste.org call for paperst century (20)
Abnormalities of hormones and inflammatory cytokines in women affected with p...Alexander Decker
Women with polycystic ovary syndrome (PCOS) have elevated levels of hormones like luteinizing hormone and testosterone, as well as higher levels of insulin and insulin resistance compared to healthy women. They also have increased levels of inflammatory markers like C-reactive protein, interleukin-6, and leptin. This study found these abnormalities in the hormones and inflammatory cytokines of women with PCOS ages 23-40, indicating that hormone imbalances associated with insulin resistance and elevated inflammatory markers may worsen infertility in women with PCOS.
A usability evaluation framework for b2 c e commerce websitesAlexander Decker
This document presents a framework for evaluating the usability of B2C e-commerce websites. It involves user testing methods like usability testing and interviews to identify usability problems in areas like navigation, design, purchasing processes, and customer service. The framework specifies goals for the evaluation, determines which website aspects to evaluate, and identifies target users. It then describes collecting data through user testing and analyzing the results to identify usability problems and suggest improvements.
A universal model for managing the marketing executives in nigerian banksAlexander Decker
This document discusses a study that aimed to synthesize motivation theories into a universal model for managing marketing executives in Nigerian banks. The study was guided by Maslow and McGregor's theories. A sample of 303 marketing executives was used. The results showed that managers will be most effective at motivating marketing executives if they consider individual needs and create challenging but attainable goals. The emerged model suggests managers should provide job satisfaction by tailoring assignments to abilities and monitoring performance with feedback. This addresses confusion faced by Nigerian bank managers in determining effective motivation strategies.
A unique common fixed point theorems in generalized dAlexander Decker
This document presents definitions and properties related to generalized D*-metric spaces and establishes some common fixed point theorems for contractive type mappings in these spaces. It begins by introducing D*-metric spaces and generalized D*-metric spaces, defines concepts like convergence and Cauchy sequences. It presents lemmas showing the uniqueness of limits in these spaces and the equivalence of different definitions of convergence. The goal of the paper is then stated as obtaining a unique common fixed point theorem for generalized D*-metric spaces.
A trends of salmonella and antibiotic resistanceAlexander Decker
This document provides a review of trends in Salmonella and antibiotic resistance. It begins with an introduction to Salmonella as a facultative anaerobe that causes nontyphoidal salmonellosis. The emergence of antimicrobial-resistant Salmonella is then discussed. The document proceeds to cover the historical perspective and classification of Salmonella, definitions of antimicrobials and antibiotic resistance, and mechanisms of antibiotic resistance in Salmonella including modification or destruction of antimicrobial agents, efflux pumps, modification of antibiotic targets, and decreased membrane permeability. Specific resistance mechanisms are discussed for several classes of antimicrobials.
A transformational generative approach towards understanding al-istifhamAlexander Decker
This document discusses a transformational-generative approach to understanding Al-Istifham, which refers to interrogative sentences in Arabic. It begins with an introduction to the origin and development of Arabic grammar. The paper then explains the theoretical framework of transformational-generative grammar that is used. Basic linguistic concepts and terms related to Arabic grammar are defined. The document analyzes how interrogative sentences in Arabic can be derived and transformed via tools from transformational-generative grammar, categorizing Al-Istifham into linguistic and literary questions.
A time series analysis of the determinants of savings in namibiaAlexander Decker
This document summarizes a study on the determinants of savings in Namibia from 1991 to 2012. It reviews previous literature on savings determinants in developing countries. The study uses time series analysis including unit root tests, cointegration, and error correction models to analyze the relationship between savings and variables like income, inflation, population growth, deposit rates, and financial deepening in Namibia. The results found inflation and income have a positive impact on savings, while population growth negatively impacts savings. Deposit rates and financial deepening were found to have no significant impact. The study reinforces previous work and emphasizes the importance of improving income levels to achieve higher savings rates in Namibia.
A therapy for physical and mental fitness of school childrenAlexander Decker
This document summarizes a study on the importance of exercise in maintaining physical and mental fitness for school children. It discusses how physical and mental fitness are developed through participation in regular physical exercises and cannot be achieved solely through classroom learning. The document outlines different types and components of fitness and argues that developing fitness should be a key objective of education systems. It recommends that schools ensure pupils engage in graded physical activities and exercises to support their overall development.
A theory of efficiency for managing the marketing executives in nigerian banksAlexander Decker
This document summarizes a study examining efficiency in managing marketing executives in Nigerian banks. The study was examined through the lenses of Kaizen theory (continuous improvement) and efficiency theory. A survey of 303 marketing executives from Nigerian banks found that management plays a key role in identifying and implementing efficiency improvements. The document recommends adopting a "3H grand strategy" to improve the heads, hearts, and hands of management and marketing executives by enhancing their knowledge, attitudes, and tools.
This document discusses evaluating the link budget for effective 900MHz GSM communication. It describes the basic parameters needed for a high-level link budget calculation, including transmitter power, antenna gains, path loss, and propagation models. Common propagation models for 900MHz that are described include Okumura model for urban areas and Hata model for urban, suburban, and open areas. Rain attenuation is also incorporated using the updated ITU model to improve communication during rainfall.
A synthetic review of contraceptive supplies in punjabAlexander Decker
This document discusses contraceptive use in Punjab, Pakistan. It begins by providing background on the benefits of family planning and contraceptive use for maternal and child health. It then analyzes contraceptive commodity data from Punjab, finding that use is still low despite efforts to improve access. The document concludes by emphasizing the need for strategies to bridge gaps and meet the unmet need for effective and affordable contraceptive methods and supplies in Punjab in order to improve health outcomes.
A synthesis of taylor’s and fayol’s management approaches for managing market...Alexander Decker
1) The document discusses synthesizing Taylor's scientific management approach and Fayol's process management approach to identify an effective way to manage marketing executives in Nigerian banks.
2) It reviews Taylor's emphasis on efficiency and breaking tasks into small parts, and Fayol's focus on developing general management principles.
3) The study administered a survey to 303 marketing executives in Nigerian banks to test if combining elements of Taylor and Fayol's approaches would help manage their performance through clear roles, accountability, and motivation. Statistical analysis supported combining the two approaches.
A survey paper on sequence pattern mining with incrementalAlexander Decker
This document summarizes four algorithms for sequential pattern mining: GSP, ISM, FreeSpan, and PrefixSpan. GSP is an Apriori-based algorithm that incorporates time constraints. ISM extends SPADE to incrementally update patterns after database changes. FreeSpan uses frequent items to recursively project databases and grow subsequences. PrefixSpan also uses projection but claims to not require candidate generation. It recursively projects databases based on short prefix patterns. The document concludes by stating the goal was to find an efficient scheme for extracting sequential patterns from transactional datasets.
A survey on live virtual machine migrations and its techniquesAlexander Decker
This document summarizes several techniques for live virtual machine migration in cloud computing. It discusses works that have proposed affinity-aware migration models to improve resource utilization, energy efficient migration approaches using storage migration and live VM migration, and a dynamic consolidation technique using migration control to avoid unnecessary migrations. The document also summarizes works that have designed methods to minimize migration downtime and network traffic, proposed a resource reservation framework for efficient migration of multiple VMs, and addressed real-time issues in live migration. Finally, it provides a table summarizing the techniques, tools used, and potential future work or gaps identified for each discussed work.
A survey on data mining and analysis in hadoop and mongo dbAlexander Decker
This document discusses data mining of big data using Hadoop and MongoDB. It provides an overview of Hadoop and MongoDB and their uses in big data analysis. Specifically, it proposes using Hadoop for distributed processing and MongoDB for data storage and input. The document reviews several related works that discuss big data analysis using these tools, as well as their capabilities for scalable data storage and mining. It aims to improve computational time and fault tolerance for big data analysis by mining data stored in Hadoop using MongoDB and MapReduce.
1. The document discusses several challenges for integrating media with cloud computing including media content convergence, scalability and expandability, finding appropriate applications, and reliability.
2. Media content convergence challenges include dealing with the heterogeneity of media types, services, networks, devices, and quality of service requirements as well as integrating technologies used by media providers and consumers.
3. Scalability and expandability challenges involve adapting to the increasing volume of media content and being able to support new media formats and outlets over time.
This document surveys trust architectures that leverage provenance in wireless sensor networks. It begins with background on provenance, which refers to the documented history or derivation of data. Provenance can be used to assess trust by providing metadata about how data was processed. The document then discusses challenges for using provenance to establish trust in wireless sensor networks, which have constraints on energy and computation. Finally, it provides background on trust, which is the subjective probability that a node will behave dependably. Trust architectures need to be lightweight to account for the constraints of wireless sensor networks.
This document discusses private equity investments in Kenya. It provides background on private equity and discusses trends in various regions. The objectives of the study discussed are to establish the extent of private equity adoption in Kenya, identify common forms of private equity utilized, and determine typical exit strategies. Private equity can involve venture capital, leveraged buyouts, or mezzanine financing. Exits allow recycling of capital into new opportunities. The document provides context on private equity globally and in developing markets like Africa to frame the goals of the study.
This document discusses a study that analyzes the financial health of the Indian logistics industry from 2005-2012 using Altman's Z-score model. The study finds that the average Z-score for selected logistics firms was in the healthy to very healthy range during the study period. The average Z-score increased from 2006 to 2010 when the Indian economy was hit by the global recession, indicating the overall performance of the Indian logistics industry was good. The document reviews previous literature on measuring financial performance and distress using ratios and Z-scores, and outlines the objectives and methodology used in the current study.
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11.management of distance learning programmes for effective achievement of objectives in the 0021www.iiste.org call for paperst century
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Vol 3, No 2, 2012
Management of Distance Learning Programmes for Effective
Achievement of Objectives in the 21st Century
– Nigeria Aas a Case Study
Adeyemi Muyiwa *, Oguntimehin Biodun
Olabisi Onabanjo University, P O Box 2002, Ago-Iwoye, Ogun State, Nigeria, Africa.
*E – mail: adeyemiaristotle@yahoo.com. 234-8059906505
Abstract
It is obvious that no country, anywhere, will be able to respond adequately to the demands for increased
educational opportunity, or improve its quality of education by relying on conventional systems only. It is
equally obvious that the application of distance education will help in accelerating human resource
development by widening access to education in Nigeria. Many tertiary institutions in the country have
embarked on distance education programmes, not because of the economic gains alone; but also in
response to the increasing demand for further education by those new knowledge and skills in their areas of
interest. This paper focused on ways to improve distance education administration, with particular
reference to course development and production, students’ supportive services and educators roles. In
addition, the concept of distance education and its place in the National Policy on Education were
discussed.
Key words: Distance Education, Management, Achievement of objectives and Effectiveness
1. Introduction
Education system the world over has witnessed tremendous structural changes and expansion. The role
which education plays in national development is quite immense. The immensity of the role has prompted
the successive governments in Nigeria since independence to accord it a high priority in the national
discourse. The budgetary allocation, which is not commensurate with the demand for education, has caused
severe setback in manpower development, hence, the imperativeness of distance education.
Adeyemi (2010), while cross-examining the issues affecting further development of education in the world
today and Nigeria inclusive notes the following:
• Private demand for all types of education has far exceeded the provision of education services in
the country.
• Educational system has not succeeded in adjusting teaching/learning conditions to the fast
changing social environment. In other words, there has been disequilibrium between the
educational output and the nation’s manpower needs.
• The gap between the supply of and demand for the financial resources required to sustain the
educational system is becoming wider and deeper.
Distance education programmes are adequate when placed within the backdrop of an undeveloped
economy lacking in skilled personnel. To this extent therefore, distance education (part-time) programmes
are supplements to the conventional full-time education programmes.
In order to realize fully the potentials of the contributions of education to the achievement of the national
goals and values, distance education has to be in operation, in view of the dwindling economy,
organizations (private and public) hardly offer study-leave with pay, employees are only encouraged to
improve their skills by registering for part-time training programmes, if they want to be abreast of new
technologies and retain their jobs. Though numerous advantages accrue from distance education in Nigeria
and other countries of the world, the administrative structure/ operational strategies in running it need
special attention for desired results.
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2. Concept of Distance Education
The term “distance education” or “distance learning” has been applied interchangeable my many different
researchers to a great variety of programmes, providers, audience and media. Its hallmarks are the
separation of training learner in space and/or time (Perraton 1988), the volitional control of learning by the
student rather than the distance instructor (Jonasser 1992), and non contiguous communication between
standard and training, mediated by print or some form of technology (Abdullah, 2003; Jurich, 2003;
Garrison & Shale, 1987 & Keegan, 1986).
In today’s world, “Education off the main campus is known by many names: distance education, distance
learning, virtual courses, Internet courses, satellite courses, cyber courses, and extended studies” Hoyle
(2002). Adeyemi (2011), Oguntimehin and Adeyemi (2005),Abdullah (2003), Jurich (2003), Fagbamiye
(2002) and Holmberg (1977) defines distance education as forms of study that are not led or controlled by
teacher’s present in classrooms or similar localities but nevertheless benefit from planning guidance and
teaching of tutors. Distance Education in most cases implies that the students are responsible for the pace
and completion of their studies.
Distance education is one of the greatest innovations in education industry the worldover. Adeyemi (2011)
citing Fagbamiye (2002)and Merriam (2002) states that
…distance education has become popular because it has made it
possible for large number of people in many countries, who might have
been denied the opportunity of formal education to have access to
quality education in spite of constraints of time and location. etc. pp
337-338.
Nakabayashi (2003), Merriam (2002), and Keegan (1990) describes Distance education as a generic term
that includes the range of teaching/learning strategies referred to as ‘correspondence education’ or
‘correspondence study’ as further education level in the United Kingdom. As ‘home study’ as ‘further
education level’ and ‘independent study’ at higher educational level in the United States. As ‘external
studies’ in Australia; and as ‘distance teaching’ or ‘teaching at a distance’ by the Open University of the
United Kingdom. In French it is referred to as ‘tele-enseignement’; fernstudium/fermunterricht in German;
‘educationa distancia’ in Spanish and ‘teleducacao’ in Portuguese.
Adeyemi (2011), Nakabayashi (2003) and Dodds (1991) opines that distance education is any form of
organized educational experience in which teaching and learning take place, with the teachers at a distance
from the learners most of the time. It is a form of education that enables a limited number of teachers to
reach a very large number of learners, which could pave ways to cost reduction.
At its simplest form, distance education can comprise a single teacher who develops and writes lessons or
instructions and sends them to some students with questions, which the students answer once they have
completed the lesson. The teacher sends back the corrections with comments to the students. While in its
purest form, distance education requires no face-to-face interaction between the learner and the tutor and
those involved in the general administration of learning. In principle, it thus means that the learner does not
only have no face-to-face involvement with the tutor, but also that “the learner can be registered to
undertake the learning, and, if appropriate, awarded a qualification without being in the same building as
anyone associated with the organization offering the learning” (Chivers, 1999)
Perhaps, the most comprehensive general definition of distance education is that first proposed by Keegan
(1980) and subsequently modified in 1986. Rumble (1991) quoting Keegan (1986) lists some principal
characteristics of which he regarded as being essential for the definition of distance education as follows:
- the influence of an education organization which distinguishes it from private study;
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- the use of technical media, mainly print to unite teachers and students and carry the educational
content;
- the provision of two-way communication so that students may benefit from or even initiate
dialogue participation;
- participation in the most individualized form of education;
- the separation of teacher and student which distinguishes it from the traditional face-to-face
lecturing;
- the possibility of occasional meeting of both didactic and socialization process; and
- the privatization of learning (in that learning occurs away from group).
3. Distance Education and Nigeria Philosophy of Education
Formal education, popularly called western education dated back to 1842 in Nigeria. Since then, western
education has been very costly and unbearable for an average Nigerianand with rising social demand for
education. It is noteworthy that the Federal Government of Nigeria with time came to realize that formal
education should not be an individual or private enterprise. This thought gave rise to a seminar of experts in
education and other interest groups in 1973, under the chairmanship of Chief Adebo, S. O. The National
curriculum conference of 1969 was a prelude to experts’ seminer of 1973. Their recommendations gave
birth to the much-valued document known as National policy on Education (NPE) of 1977, and revised in
1981, 1998 and another new edition in 2004 respectively. As a National Policy on Education, it also served
as a vehicle for achieving government’s national objectives through the medium of education.
The five main national goals of Nigeria, which have been endorsed as the necessary foundation for the
National Policy on Education, are the building of
• a free and democratic society;
• a just and egalitarian society;
• a united, strong and self-reliant nation;
• a great and dynamic economy; and
• a land full of bright opportunities for all citizens.
Naturally, everyone need education, either for its theoretical values or for its practical and
economic values, even for both reasons. As a result of this realization, the Nigeria National Policy
on Education, which is hinged on the philosophy of life-long education, stipulates the following as
the objectives of adult and continuing education (as form of distance education).
(a) to provide functional literacy education for adults who have never had the advantages
(b) to provide functional and remedial education for those young people who prematurely dropped out
of the formal school system.
(c) to provide further education for different categories of completers of the formal education system
in order to improve their basic knowledge and skills.
(d) to provide in-service on-the job, vocational and the practical training for the professionals in order
to improve their skills; and
(e) to give the adult citizens of the country necessary aesthetic, cultural and civic education for public
enlightenment
The Federal Government of Nigeria (2004) which also has the national objectives as its substratum, placed
emphasis on the integration of the individual into a sound and effective citizen and equal educational
opportunities for all citizens of the nation. In addition, the NPE (2004) stated that “government will
implement the policy by encouraging the use of modern educational techniques and encouraging
individuals in combing work with study” or “embarking on full-time employment without including the
prospect of resuming studies later on”. In response to the philosophical basic of the National Policy on
Education and to ensure equal educational opportunity for all citizens, distance education has to exist.
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Adeyemi (2011), Jurich (2003) and Okike (1997) identifies the aims of distance education in contemporary
society as follows:
• to encourage and widen the dimension of research;
• to advance the frontiers of learning;
• to promote the expansion of knowledge;
• to enhance people’s right to education at all levels, according to UNESCO Declaration
of Human Right in Education;
• to assist both illiterate and semi-illiterate youths and adults realize their educational
potentials.
• to create consciousness and awareness needed to mobilize the people for giving
collaborative action through learning and doing; and
• to bring about a change of system that will benefit the individual as well as the
collectivity.
Nwanchukwu (1991) opines that
… … by rational extension, national development
Presupposes personal development of the individuals which
Connotes intellectual, moral and physical development of
a person, based on the theoretical and practical reason
for education pp. 33.
Oguntimehin and Adeyemi (2005) and Nwosu (1997) summarizes the objectives of Distance Education in
Nigeria as follows:
i. To enrich and develop the individual mentally and physically.
ii. To satisfy the national desire to educate every citizen as persons of worth both inside and outside
the formal school system.
iii. To satisfy personal desire for education inspite of out-of-school constraints.
iv. To build a strong united and egalitarian democratic and just society of successful people through
Distance Education learning
v. To supply the needed high level and middle level and educated manpower for social
reconstructions and national development through distance education.
vi. To break the myth of remoteness of education based on full-time educational techniques and
compliment the government in the encouragement of self-learning through extra moral and
distance education.
In line with the philosophy of National Policy on Education (2004) distance education is expected
to develop the individual who should contribute to national development.
A few of these distance education programmes include:
(a) The Correspondence and Open Studies unit (COSIT) of the University of Lagos, which handles
both diploma and first-degree courses.
(b) The National Teachers’ Institute, Kaduna, which handles Grade Two Teachers’ Certificate (Gr.II)
and Nigeria Certificate in Education (NCE) programmes.
(c) The centre for Sandwich Progrmmes (CESAP) of Olabisi Onabanjo University, which handles
diploma and first-degree courses.
(d) The Abia State University’s Institute for Distance Education, which runs first degree courses by
distance learning.
(e) The Distance Learning Centre of University of Abuja.
(f) The University of Ibadan’s External Studies’ Degree Progrmme.
4. Managing and Improving Distance Education for the Achievement of Objectives
In any distance education system, the following areas must exist
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• Central academic faculties, schools, and departments, responsible for curriculum development
and the development of materials. The may be assisted by specialists in educational technology.
• A Department organizing the tutorial and other local services provided to students and enquiries.
This usually consists of a small central co-ordinating section and decentralized offices at local
level;
• A production department, covering print, audio, video, etc (including editing designing and
production);
• A distribution department (warehouses mailing facilities, etc);
• An administration unit, covering finance, personnel, data processing, estates and buildings,
secretariat, and student administration (Rumble, 1992).
Fagbamiye (2000) observes that:
The organizational structure of the Open University is similar
to that of the traditional university. It is usually governed by
Council Senate and various committees. Nevertheless, there
are some far reaching difference in the actual administration
of single mode distance education institution partly because
open universities have regional units which coordinate the
activities of study centers and perform some of the functions of
the headquarters and partly because cooperative work group
are more in evidence in the single mode distance education
institution. Teamwork is certainly more evident in distance
learning institution pp 339-340
The success of any organized programme depends solely on the management strategies. Management is the
process of planning, organizing, leading and controlling the efforts of organizational members and the use
of other organizational resources in order to achieve stated objectives. Organizational resources in this
context encompass, within the armpit of men, money machines and materials. These resources must by
combined and utilized in a given way by people in order to achieve set goals.
In managing distance education therefore, the following functions have to be planned, implemented and
assessed: course development, course presentation, teacher-student contact, student evaluation, motivation
and counseling. These functions, to some extent, determine the structure of administration in distance
education institutions.
4.1. Course Development and Production
Wills (1992) identifies four parts of instructional development for distance education, these are design,
development, evaluation and revision.
With regards to these, special attention must be paid to:
• Range of courses available: This should be made relevant to the needs and demands of the
students and the society at large.
• Quality of academic staff involved must be competent in terms of
qualifications required and the display of professional competence at all
times.
• There should be ontext compliance with curriculum, in reference to coverage and objectivity. This
should be such that will affect positively what is to be taught in the course programme.
• Printing-legibility: Materials that will serve the purpose of instruction should be bold enough for
average readers to use. Also, attention must be paid to colour separation, paper durability, design
layout (which will appeal to the students) and binding style.
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• Presentation-sequence of the chapters and topics, brevity, clarity of expression, easy
comprehension and relevant illustrationare the various aspects of the content of the course
materials that due cognisance must be given.
• Self evaluation-statement of behavioural objectives exercise and solutions to problems. These will
enable the students prepare for lessons on their own and also do self evaluation as effectively as
possible.
• Availability and affordability relative cost and external production facilities and delivery of
material to schedule.
• Editing of use of English (grammartenses) avoidance of typographical errors: These will make the
materials to be used to be reader friendly.
• Dynamism-current information, ability to meet future challenges, educative and entertaining.
• Referencing: Copyright(originality)authenticity of referencing and aid to other sources msut be
ensured
4.2. Students’ Supportive Services
The main goal of education, whether through conventional or distance learning, is the production of “the
total man” an individual who is not only useful to himself, but also useful to the society in which heshe
lives. The ‘Educational services’ may be secondary in teaching-learning processes, but their absence could
jeopardize the realization of the main goal of education. Education service, viewed from administrative
perspective is the provision of the following service: guidance and counseling, library, health, co-
curricularrecreational etc. Some of the under mentioned points as stated by Adeyemi (2011) citing
Rumbles (1992), should be noted for consideration:
• range of services available relative to needs and demand
• proportion of clients aware of the services available;
• accurate comprehensive information in all handbooks circulars, etc. set
to students.
• number of students taking up the services;
• rapid and courteous treatment of all enquiries whether by letter, telephone or in person;
• The accurate maintenance of student records, including courses statuses;
• analysis of student complaints on services;
• number of reason for detected administrative errors;
• the proportion of tutors and guidance counselors attending briefing, and training sessions; etc
The operators of distance education might concentrate on the quality of the learning materials alone, since
these are the most visible part of the teaching learning activities. Rumble (1992), citing Sewart (1989),
observes that “the production of a standard high class package of learning materials through a quasi-
industrialized process in no way guarantee learning on the student … there is a need for interaction between
students and or between students and teachers in order that the experience of the teaching package can be
properly obtained”. Sherry (1996) corroborating Sewart (1989), opines that successful distance education
system involve interactivity between teacher and students, between students and learning environment and
among student themselves, as well as active learning in the classroom. It is therefore imperative for
distance education managers to design means of making the social interactions between students and those
they meet or communicate with, such as the tutors, guidance counselors, administrative personnel.
4.3. The Distance Learning Educators
All the teachers involved in training the distance students must be certified for the appropriate grade level,
knowledgeable in their areas of discipline and trained in effective distance education strategies. Jayeola-
Omoyeni (2000) citing Race (1989) summarized the may which tutor can assist the distance learner, they
are as follows
• Try to understand the feelings of the learners and the problems faced by them
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• Be a good listener to their problems and help solve their individual problems and to guide them to
study diligently and with less difficulty.
• Offer them whatever help that is required. Encourage them whenever possible, to ask for help so
that they will not feel studying in isolation.
• Ask them to form study groups and the group members can mutually arrange to meet and help
each other in their studies.
• Explain to them the role of the tutor is there to help them, not only to assess or grade their
intellectual ability.
• Build their confidence in their studies by assuring them that the tutor is only a telephone call away
and help can be obtained either over the telephone or during the contract session.
• Tutor should not fall into the trap of delivering lectures at tutorials. Scholosser and Anderson
(1993) identify the new skills which teachers must learn as they assume the role of distance
educators:
• Understanding the nature and philosophy of distance education
• Identifying learner characteristics at distance sites;
• Designing and developing interactive courseware to suit each new technology,
• Adapting teaching strategies to deliver instruction at a distance;
• Organizing instructional resources in a format suitable for independent study.
• Training and practice in the use of telecommunication systems.
• Becoming involved in organization, collaborative planning, and decision making
• Evaluating student achievement, attitudes, and perceptions at distance sites
• Dealing with copyrights issues
The underlisted observed anomalous behaviours of some distance learning tutors should be
discouraged if the desired results are to be achieved
• Compulsory asking the students to buy “handouts and or textbooks at exorbitant prices, these are
in addition to the authorized materials provided by the respective institution.
• Irregular attendance at lectures
• Coming to read modules during tutorials
• Impolite derogatory speeches
• Sexual harassment
4.4. Students’ Academic Assessment
The main purpose of learning is to have an expected outcome, therefore, learning cannot be said to have
taken place if these outcomes are not, observed in the learners. In Nigeria education system, students are
evaluated through ‘continuous assessment’ pattern, embracing marks, on class tests, practicals, assignments
and examinations. The computations of these marks, with the examination having the lion portion of
between 60-70%, are used for certification at the end of the progrmme.
This type of assessment was informed by the fact that a single sessional or terminal examination for
students on the subjectscourse cannot test the true knowledge of the subjectscourses of such students.
Dada (1987) explains that teachers, lecturers, examination bodies, parents, sponsors, ministers and indeed
learners, all base their judgments concerning the quality of educational outcomes most of the time on the
performance of examinations. Students, both full-time and part-time consequent upon this strive to put in
their best in examinations, including adopting unacceptable means to pass at all cost.
Distance education operators need to consider some factors militating against proper conduct of
assessmentexaminations. Chacko (1981), identifies a sitting pattern for conductive examination as:
• Understanding that students have to be tested under relaxed and conductive condition.
• Remembering that the purpose of testing was to collect data and not to instruct.
• Being thorough in the invigilation and marking
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5. Summary and Conclusions
Distance education has been in existence for many years. It involves obtaining knowledge outside
the conventional learning institutions. The provision of distance education programmes in many Nigeria’s
tertiary institution is in pursuance of life-long education policy of the Federal Government. These
opportunities are mainly to remove deficiencies and to keep abreast of the technological advancement, so
as to transform individuals’ life.
Any learning institution that aims to operate without the regular face-to-face contact between the students
and tutors will have to be well thought out and structured. Many matters relating to organization of the
distance learning system have to be explained clearly, especially when writing the course contents. The
learning materials will have to be well designed and presented logically, because, the learners and the tutors
are not in regular dialogue with each other. The tutors, in addition to being effective and efficient in
teaching strategies of instructions at a distance should be motivators and of sound human relations
practitioners.
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Educational Telecommunications.
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Production Service No Ed. 351 007).
First Author
Dr. Muyiwa Adeyemi (ARISTOTLE) is an erudite academic with high capacity for creative thinking and
research endeavors. As a very young scholar, he has been engaged in teaching, research and community
service at the tertiary level of education for well over a decade. He holds a Doctoral and Master Degrees in
Educational Management with specialization in Human Resource Management and Psychology, Bachelor
of Arts Degree in Counseling Psychology, Certificate in Law and a Postgraduate Diploma in Theology. His
experience as a University lecturer has culminated into keen interest in the study of the implementation of
the Universal Basic Education (UBE) in all ramifications of the scheme, including the production of the
book – Universal Basic Education (UBE) - Implications of Facilities Provision on Primary Education in
Nigeria and the first ever Nigerian Education Report. Adeyemi currently teaches at the Olabisi Onabanjo
University on a full time basis, Lagos State University and Tai Solarin University of Education as an
Associate Lecturer. He’s the Assistant Coordinator of Leadership Advocacy Concept (LAC), Africa and the
Coordinator of Life-Line Consultancy International. Adeyemi is a consultant on Human Resource
Management (HRM).
Second Author
Dr.Biodun Oguntimehin is a lecturer at the Olabisi Onabanjo University. He
has several national and international articles published in reputable journals
around the world.
48
11. International Journals Call for Paper
The IISTE, a U.S. publisher, is currently hosting the academic journals listed below. The peer review process of the following journals
usually takes LESS THAN 14 business days and IISTE usually publishes a qualified article within 30 days. Authors should
send their full paper to the following email address. More information can be found in the IISTE website : www.iiste.org
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