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.
This document discusses blended learning in higher education institutions in Malaysia. It begins by explaining the limitations of traditional classroom learning and pure online learning. Blended learning combines the strengths of face-to-face and online learning. The document then provides background on higher education in Malaysia, including the growth of online programs. It explains how universities are implementing information and communication technologies but still lack strategic plans for online learning. The benefits of blended learning are that it addresses constraints of both traditional and online-only methods.
This document discusses research being conducted as part of the MLEARN project, which is exploring mobile learning practices and teacher training in four European countries. The research aims to inform the development of a teacher training program on using mobile technologies in pedagogically appropriate ways. Initial research included analyzing the contextual backgrounds and training needs of teachers involved in the pilot. The training program will focus on developing teachers' technological, content, and pedagogical knowledge for using mobile devices. Research will continue to gather outcomes from teachers and students using mobile devices in classrooms after receiving training.
ICT in the Teaching Learning Process in Higher Education- Dr J D Singhjd singh
ICT plays an important role in higher education. It provides new opportunities for teaching and learning by making information easily accessible. Some key ways ICT impacts education include enabling e-learning, blended learning approaches, use of interactive whiteboards, mobile learning, and flipped classroom models. However, integrating technology also presents challenges around access, quality, infrastructure, faculty capacity, and financing. Overall, ICT has the potential to enhance learning when used appropriately in the teaching process.
This document provides background information on Al-Quds Open University (QOU) in Palestine and discusses its efforts to modernize its distance learning model. QOU previously used a print-based correspondence model but underwent a course redesign project in 2008 to transition to a blended learning model integrating more technology and online learning. This posed challenges for faculty who had to redesign courses, but was seen as necessary for QOU to remain current and credible. The document describes QOU's history and previous model, the evaluation that prompted changes, challenges faced in the redesign process, and may provide insights for other universities undergoing similar transitions to distance learning.
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.
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.
Media Education through Open and Distance Learning in IndiaAnkuran Dutta
Media education has become an important area of study in the last two decades in India. There is a growing demand of skilled professionals in the media sectors, but the data displays that the demand is not met by the existing conventional system. In such a situation, open and distance learning can play a significant role to meet the demand of the skilled manpower. Hence, media education has been offering by educational institutions from school level to the research degrees. The National Institute of Open Schooling has about 75 vocational courses with the objectives to meet the need of the skilled manpower for the growing sectors of economy, to prepare students for self-reliance and to enhance individual employability . In addition to that media courses have also been offering by Indira Gandhi National Open University (IGNOU), 13 state open universities and a few of 150 dual mode universities at various levels. But what are the SWOT analyses on the media education through open and distance learning in India?
This document discusses blended learning in higher education institutions in Malaysia. It begins by explaining the limitations of traditional classroom learning and pure online learning. Blended learning combines the strengths of face-to-face and online learning. The document then provides background on higher education in Malaysia, including the growth of online programs. It explains how universities are implementing information and communication technologies but still lack strategic plans for online learning. The benefits of blended learning are that it addresses constraints of both traditional and online-only methods.
This document discusses research being conducted as part of the MLEARN project, which is exploring mobile learning practices and teacher training in four European countries. The research aims to inform the development of a teacher training program on using mobile technologies in pedagogically appropriate ways. Initial research included analyzing the contextual backgrounds and training needs of teachers involved in the pilot. The training program will focus on developing teachers' technological, content, and pedagogical knowledge for using mobile devices. Research will continue to gather outcomes from teachers and students using mobile devices in classrooms after receiving training.
ICT in the Teaching Learning Process in Higher Education- Dr J D Singhjd singh
ICT plays an important role in higher education. It provides new opportunities for teaching and learning by making information easily accessible. Some key ways ICT impacts education include enabling e-learning, blended learning approaches, use of interactive whiteboards, mobile learning, and flipped classroom models. However, integrating technology also presents challenges around access, quality, infrastructure, faculty capacity, and financing. Overall, ICT has the potential to enhance learning when used appropriately in the teaching process.
This document provides background information on Al-Quds Open University (QOU) in Palestine and discusses its efforts to modernize its distance learning model. QOU previously used a print-based correspondence model but underwent a course redesign project in 2008 to transition to a blended learning model integrating more technology and online learning. This posed challenges for faculty who had to redesign courses, but was seen as necessary for QOU to remain current and credible. The document describes QOU's history and previous model, the evaluation that prompted changes, challenges faced in the redesign process, and may provide insights for other universities undergoing similar transitions to distance learning.
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.
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.
Media Education through Open and Distance Learning in IndiaAnkuran Dutta
Media education has become an important area of study in the last two decades in India. There is a growing demand of skilled professionals in the media sectors, but the data displays that the demand is not met by the existing conventional system. In such a situation, open and distance learning can play a significant role to meet the demand of the skilled manpower. Hence, media education has been offering by educational institutions from school level to the research degrees. The National Institute of Open Schooling has about 75 vocational courses with the objectives to meet the need of the skilled manpower for the growing sectors of economy, to prepare students for self-reliance and to enhance individual employability . In addition to that media courses have also been offering by Indira Gandhi National Open University (IGNOU), 13 state open universities and a few of 150 dual mode universities at various levels. But what are the SWOT analyses on the media education through open and distance learning in India?
This document evaluates Al-Quds Open University's (QOU) management of effective distance learning programs through blended learning. It finds that QOU has generally applied factors like vision/planning, quality assurance, curriculum development, staff training/support, and student training/support effectively. However, participants felt instructor skill/competency courses could be improved. The document provides background on QOU's establishment, blended learning approach which combines online and in-person learning, and systems used like the academic portal, Avicenna virtual campus, and multimedia content production. It outlines the role of the Open Distance Learning Center in achieving goals like training over 1,600 staff and developing 128 blended courses.
This workshop will discuss the impact and future of the Bologna Process beyond 2010 and Europe. Participants from European and non-European higher education institutions will discuss how the Bologna Process has changed higher education systems inside and outside of Europe. They will consider whether the Bologna Process can be "exported" as a brand and examine initiatives in other regions to integrate higher education. The impact on student and faculty mobility, internationalization policies, and the research front will also be addressed.
Promoting Education through Open Distance Learniongjd singh
Dr. J D Singh presented on open and distance learning in India. He began with definitions of open and distance learning as an education system that allows teaching and learning between students and teachers in different locations via technology. He discussed the need for open and distance learning to expand access to education in India. Some key challenges he outlined were the lack of online resources, large class sizes, shortage of qualified faculty, and changing attitudes towards technology-enabled learning. Major initiatives to improve open and distance learning in India include developing digital infrastructure and libraries, applying mobile learning, and offering job-oriented programs.
Distance education reported by:Randy M. Pacifico, EDD,EM Student at Batangas ...randypacifico84
Distance education provides flexibility for students and increased access to learning opportunities. It uses both synchronous technologies like videoconferencing and asynchronous technologies like message boards. There are benefits to both students and institutions, but distance education also faces challenges like social isolation and ensuring academic integrity.
This document summarizes Sanjaya Mishra's lecture on teachers, technology, and transformation delivered at SNDT Women's University in Mumbai. Some key points:
1) Mishra discusses three approaches to using technology in learning - learning from technology, learning in technology, and learning with technology. He argues learning with technology, where students actively create with technology, is most effective.
2) Mishra urges teachers to consider their role in social transformation through appropriately using technology to improve student learning. Teacher educators have a significant role to play in facilitating this.
3) Universities must create enabling environments for open access to research, open educational resources, and appropriate social media use to facilitate educational transformation processes
1) The document discusses various IT-enabled instructional resources that can be used in education, including online resources, videos, YouTube, animations, and film clippings.
2) It provides examples of educational YouTube channels like the Research Channel and National Geographic channels that provide scientific and curious information.
3) Animations are discussed as an engaging way to educate students through visual and verbal learning that develops skills like problem solving.
4) Film clippings and videos are highlighted as powerful educational tools that can create emotional connections and allow sharing content globally.
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. 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.
This document discusses the role of universities in higher education. It begins by defining higher education and universities, noting that universities are institutions that provide degrees and conduct academic research. It then outlines the objectives and philosophy of higher education. The key roles of universities include providing education, developing skills, encouraging independent thought, and exposing students to new ideas and cultures through teaching and research. Universities also contribute to socio-economic development through producing skilled graduates and advancing knowledge. The document discusses different modes of university education and factors influencing their selection. It concludes by emphasizing the importance of university education in developing individuals and countries.
Education is the yardstick for every country’s political and socio-economic development; which acts 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 this article is to explore the new strategies the Ministry of Education and Sports can employ to increase access while improving the quality education in the country. The article is based on literature review and the author’s experience in education. The article examines the advantages of open schooling and reveals that the programme provides the fast-track options for retaining students; bringing dropouts and over-aged learners to school; reducing administrative costs and enabling young people to be effective in life. Furthermore, the researcher discusses the likely challenges of the programme and gives practical working solutions aimed at overcoming the challenges of implementing the programme in Uganda.
Key words: Open Schooling, Access to Education, Quality Education, Dropouts
Open Education Bridging the Gap Inequality of Higher Education opportunityIJRESJOURNAL
ABSTRACT: E-learning system through a variety of applications can encourage the realization of the ideals of education to provide equality of opportunity to all society. The essence of open education is to eliminate the limitations to be able to gain access to higher education for the community at large. Success story of online tutorial services of Universitas Terbuka (UT/Open University) is a proof that can demonstrate more efficient delivery of educational achievement. Perceived satisfaction of students to the online tutorial services became evident that the optimal use of technology to bridge the establishment of an optimal learning process so that students can obtain a quality education is not inferior to conventional universities. This condition will be able to change the paradigm of society that the opportunity to obtain higher education which was originally impossible becomes possible, which is easy, comfortable, flexible and affordable.
This document discusses several programs aimed at expanding access to basic education in the Philippines and improving equity. It outlines distance education programs that deliver education to students who cannot attend regular classes, including those in remote areas or with disabilities. It also describes programs for early childhood education, teacher training, dropout prevention, and literacy improvement like the Every Child a Reader Program, which provides reading materials and trains teachers to make every student a reader by 3rd grade. The goal of these programs is to address problems like large class sizes, lack of access to schooling, and low literacy rates.
Educational technology is the backbone of the educational system. It is defined as the development, application, and evaluation of systems, techniques, and aids to improve the process of human learning. It aims to maximize educational effects by controlling relevant factors like educational purposes, contents, teaching materials, methods, and the relationship between students and instructors. Educational technology has characteristics like including input, process, and output aspects of education. It emphasizes developing effective learning methods and techniques by applying scientific knowledge to education and training. It facilitates learning by controlling the environment, media, and methods. Educational technology provides many benefits like access to varied learning resources, immediacy to information, anytime learning, collaborative learning, multimedia learning approaches, authentic and up-to-date
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.
The document defines distance education as education where the learner and tutor are separated, there is influence from an educational organization, technical media is used to connect tutor and learner, two-way communication is provided, and occasional meetings are possible. It lists the major objectives of distance education as providing alternative education, reducing pressure on conventional universities, providing second chances, democratizing education, and providing continuing education. It also discusses the major causes of and statistics regarding distance education in India.
Open, Distance and eLearning in India: Status and TrendsCEMCA
Presentation on 22 September 2013 at the National Conference on Higher Education: Emerging trends organised by Raj Bhawan, Bihar. (uses some slides from other other sources)
Open and Distance Learning: History, Status and TrendsSanjaya Mishra
The document discusses the history and concepts of open and distance education. It outlines some key terms like open learning, distance learning, and generations of distance education models. The document notes that over 90 open universities exist worldwide today, addressing issues like access, equity, quality, and cost-effectiveness in education. Challenges for open and distance learning include ensuring quality of teaching and learning, reducing dropout rates, and balancing flexibility with professional demands.
ICT in the teaching learning process with respect to bio-zoologyDr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
When discussion technology to reach the unreach, the focus shall be supporting the learners. What happens now, happens in the shift to a new paradigm of Lifelong Learning. While India as a young has great opportunities, one have to think on the changes taking place within the perspective of the huge innovations and technological changes that (will) take place.
The discussion on the trends observed, gives input to the message suggested to be:
Learners first. Learners are the future. They are here. Now. For a quality learning experience. Quality as priority 1.
Lead digital transformation. Lead transformation of education for SDG 4: Ensure inclusive and quality education for all and promote lifelong learning.
Go Open, Innovative and Collaborative.
Although some people tend to equate distance learning with online education , a fine line exists between them.While all online degree programs can be termed as distance learning courses, it is difficult to call distance-learning courses as online courses.
Case studies on OER - based eLearning by Som Naidu and Sanjaya MishraCEMCA
The document describes a case study of the Open University of Sri Lanka's efforts to integrate open educational resources into one of its teacher education courses. Specifically, it focuses on the Master of Arts in Teacher Education program and its course "Teacher Educator as an Educational Technologist". The course is being revised to incorporate more open and flexible learning opportunities using ICT and OER. The revision aims to provide more effective learning experiences for students within the program's scenario-based learning approach. The capacity of academic staff is also being developed to identify, evaluate, develop, adapt and integrate OER to improve teacher education courses. The revised course is expected to pilot in late 2013.
Case studies on OER based e-learning-CEMCA, 2014Pat Toh
This document provides a summary of a case study on the Open University of Sri Lanka's efforts to integrate open educational resources into one of its teacher education courses. The Open University of Sri Lanka established its Faculty of Education in 2003 to offer professional development programs for teachers and educators. This case study focuses on how the faculty built capacity among its academic staff to incorporate OER into its Master of Arts in Teacher Education program, specifically a course called "Teacher Educator as an Educational Technologist".
This document evaluates Al-Quds Open University's (QOU) management of effective distance learning programs through blended learning. It finds that QOU has generally applied factors like vision/planning, quality assurance, curriculum development, staff training/support, and student training/support effectively. However, participants felt instructor skill/competency courses could be improved. The document provides background on QOU's establishment, blended learning approach which combines online and in-person learning, and systems used like the academic portal, Avicenna virtual campus, and multimedia content production. It outlines the role of the Open Distance Learning Center in achieving goals like training over 1,600 staff and developing 128 blended courses.
This workshop will discuss the impact and future of the Bologna Process beyond 2010 and Europe. Participants from European and non-European higher education institutions will discuss how the Bologna Process has changed higher education systems inside and outside of Europe. They will consider whether the Bologna Process can be "exported" as a brand and examine initiatives in other regions to integrate higher education. The impact on student and faculty mobility, internationalization policies, and the research front will also be addressed.
Promoting Education through Open Distance Learniongjd singh
Dr. J D Singh presented on open and distance learning in India. He began with definitions of open and distance learning as an education system that allows teaching and learning between students and teachers in different locations via technology. He discussed the need for open and distance learning to expand access to education in India. Some key challenges he outlined were the lack of online resources, large class sizes, shortage of qualified faculty, and changing attitudes towards technology-enabled learning. Major initiatives to improve open and distance learning in India include developing digital infrastructure and libraries, applying mobile learning, and offering job-oriented programs.
Distance education reported by:Randy M. Pacifico, EDD,EM Student at Batangas ...randypacifico84
Distance education provides flexibility for students and increased access to learning opportunities. It uses both synchronous technologies like videoconferencing and asynchronous technologies like message boards. There are benefits to both students and institutions, but distance education also faces challenges like social isolation and ensuring academic integrity.
This document summarizes Sanjaya Mishra's lecture on teachers, technology, and transformation delivered at SNDT Women's University in Mumbai. Some key points:
1) Mishra discusses three approaches to using technology in learning - learning from technology, learning in technology, and learning with technology. He argues learning with technology, where students actively create with technology, is most effective.
2) Mishra urges teachers to consider their role in social transformation through appropriately using technology to improve student learning. Teacher educators have a significant role to play in facilitating this.
3) Universities must create enabling environments for open access to research, open educational resources, and appropriate social media use to facilitate educational transformation processes
1) The document discusses various IT-enabled instructional resources that can be used in education, including online resources, videos, YouTube, animations, and film clippings.
2) It provides examples of educational YouTube channels like the Research Channel and National Geographic channels that provide scientific and curious information.
3) Animations are discussed as an engaging way to educate students through visual and verbal learning that develops skills like problem solving.
4) Film clippings and videos are highlighted as powerful educational tools that can create emotional connections and allow sharing content globally.
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. 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.
This document discusses the role of universities in higher education. It begins by defining higher education and universities, noting that universities are institutions that provide degrees and conduct academic research. It then outlines the objectives and philosophy of higher education. The key roles of universities include providing education, developing skills, encouraging independent thought, and exposing students to new ideas and cultures through teaching and research. Universities also contribute to socio-economic development through producing skilled graduates and advancing knowledge. The document discusses different modes of university education and factors influencing their selection. It concludes by emphasizing the importance of university education in developing individuals and countries.
Education is the yardstick for every country’s political and socio-economic development; which acts 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 this article is to explore the new strategies the Ministry of Education and Sports can employ to increase access while improving the quality education in the country. The article is based on literature review and the author’s experience in education. The article examines the advantages of open schooling and reveals that the programme provides the fast-track options for retaining students; bringing dropouts and over-aged learners to school; reducing administrative costs and enabling young people to be effective in life. Furthermore, the researcher discusses the likely challenges of the programme and gives practical working solutions aimed at overcoming the challenges of implementing the programme in Uganda.
Key words: Open Schooling, Access to Education, Quality Education, Dropouts
Open Education Bridging the Gap Inequality of Higher Education opportunityIJRESJOURNAL
ABSTRACT: E-learning system through a variety of applications can encourage the realization of the ideals of education to provide equality of opportunity to all society. The essence of open education is to eliminate the limitations to be able to gain access to higher education for the community at large. Success story of online tutorial services of Universitas Terbuka (UT/Open University) is a proof that can demonstrate more efficient delivery of educational achievement. Perceived satisfaction of students to the online tutorial services became evident that the optimal use of technology to bridge the establishment of an optimal learning process so that students can obtain a quality education is not inferior to conventional universities. This condition will be able to change the paradigm of society that the opportunity to obtain higher education which was originally impossible becomes possible, which is easy, comfortable, flexible and affordable.
This document discusses several programs aimed at expanding access to basic education in the Philippines and improving equity. It outlines distance education programs that deliver education to students who cannot attend regular classes, including those in remote areas or with disabilities. It also describes programs for early childhood education, teacher training, dropout prevention, and literacy improvement like the Every Child a Reader Program, which provides reading materials and trains teachers to make every student a reader by 3rd grade. The goal of these programs is to address problems like large class sizes, lack of access to schooling, and low literacy rates.
Educational technology is the backbone of the educational system. It is defined as the development, application, and evaluation of systems, techniques, and aids to improve the process of human learning. It aims to maximize educational effects by controlling relevant factors like educational purposes, contents, teaching materials, methods, and the relationship between students and instructors. Educational technology has characteristics like including input, process, and output aspects of education. It emphasizes developing effective learning methods and techniques by applying scientific knowledge to education and training. It facilitates learning by controlling the environment, media, and methods. Educational technology provides many benefits like access to varied learning resources, immediacy to information, anytime learning, collaborative learning, multimedia learning approaches, authentic and up-to-date
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.
The document defines distance education as education where the learner and tutor are separated, there is influence from an educational organization, technical media is used to connect tutor and learner, two-way communication is provided, and occasional meetings are possible. It lists the major objectives of distance education as providing alternative education, reducing pressure on conventional universities, providing second chances, democratizing education, and providing continuing education. It also discusses the major causes of and statistics regarding distance education in India.
Open, Distance and eLearning in India: Status and TrendsCEMCA
Presentation on 22 September 2013 at the National Conference on Higher Education: Emerging trends organised by Raj Bhawan, Bihar. (uses some slides from other other sources)
Open and Distance Learning: History, Status and TrendsSanjaya Mishra
The document discusses the history and concepts of open and distance education. It outlines some key terms like open learning, distance learning, and generations of distance education models. The document notes that over 90 open universities exist worldwide today, addressing issues like access, equity, quality, and cost-effectiveness in education. Challenges for open and distance learning include ensuring quality of teaching and learning, reducing dropout rates, and balancing flexibility with professional demands.
ICT in the teaching learning process with respect to bio-zoologyDr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
When discussion technology to reach the unreach, the focus shall be supporting the learners. What happens now, happens in the shift to a new paradigm of Lifelong Learning. While India as a young has great opportunities, one have to think on the changes taking place within the perspective of the huge innovations and technological changes that (will) take place.
The discussion on the trends observed, gives input to the message suggested to be:
Learners first. Learners are the future. They are here. Now. For a quality learning experience. Quality as priority 1.
Lead digital transformation. Lead transformation of education for SDG 4: Ensure inclusive and quality education for all and promote lifelong learning.
Go Open, Innovative and Collaborative.
Although some people tend to equate distance learning with online education , a fine line exists between them.While all online degree programs can be termed as distance learning courses, it is difficult to call distance-learning courses as online courses.
Similar to Increasing Access to and Quality of Open and Distance Learning Programmes through Technology-Driven Pedagogy: the Case of Zimbabwe Open University.
Case studies on OER - based eLearning by Som Naidu and Sanjaya MishraCEMCA
The document describes a case study of the Open University of Sri Lanka's efforts to integrate open educational resources into one of its teacher education courses. Specifically, it focuses on the Master of Arts in Teacher Education program and its course "Teacher Educator as an Educational Technologist". The course is being revised to incorporate more open and flexible learning opportunities using ICT and OER. The revision aims to provide more effective learning experiences for students within the program's scenario-based learning approach. The capacity of academic staff is also being developed to identify, evaluate, develop, adapt and integrate OER to improve teacher education courses. The revised course is expected to pilot in late 2013.
Case studies on OER based e-learning-CEMCA, 2014Pat Toh
This document provides a summary of a case study on the Open University of Sri Lanka's efforts to integrate open educational resources into one of its teacher education courses. The Open University of Sri Lanka established its Faculty of Education in 2003 to offer professional development programs for teachers and educators. This case study focuses on how the faculty built capacity among its academic staff to incorporate OER into its Master of Arts in Teacher Education program, specifically a course called "Teacher Educator as an Educational Technologist".
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.
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.
A Case Study On The Advantages And Disadvantages Of Using Blackboard Collabor...Melinda Watson
This document presents a case study on the use of Blackboard Collaborate by the Health Sciences Faculty at the University of the Free State in South Africa. The study used qualitative interviews with 7 lecturers and staff to understand the effectiveness of Blackboard Collaborate in supporting online learning. Key findings were that Blackboard Collaborate improved student access to classes and engagement, as seen in improved grades in modules that relied on the tool. It was found to effectively assist students who cannot attend in-person by providing recorded videos and online seminars. Recommendations included noting both the advantages and disadvantages of Blackboard Collaborate, as well as feedback on experiences and improvements for sustainable open education practices.
Advancement In Massive Open Online Courses (MOOCs) To Revolutionize Disruptiv...Jody Sullivan
This document summarizes research on students' awareness and perceptions of Massive Open Online Courses (MOOCs) in Pakistan. Interviews were conducted with 24 students, 12 who had taken MOOC courses and 12 who had not. The findings showed that students with no MOOC experience had minimal awareness of such programs and their potential benefits, which included knowledge gain, skills development, professional development, learning opportunities, employability, and usefulness for their jobs. Experts on distance education were also interviewed using the Delphi method. The research uncovered that students' inclination towards MOOCs in Pakistan is still in the early stages.
Emerging technologies in Higher Education - A guide for South African Higher ...Daniela Gachago
This document provides an overview of a research project conducted between 2011-2013 that investigated how emerging technologies can transform teaching and learning practices in South African higher education institutions. The project involved researchers from 8 universities and 1 international NGO. Key findings from the research included that the understanding and use of emerging technologies is context dependent, that technologies like learning management systems can still be considered emerging, and that adoption of emerging technologies is primarily driven by individual passion for teaching and learning rather than systemic institutional support. This practitioner's guide shares case studies from the research on innovative uses of technologies like social media, blogs and mobile phones to address challenges in higher education.
Impact of lecture method on students learning in islamic study at secondary l...Zaffar Ali
This document provides an overview of a research synopsis on the impact of lecture methods on student learning in Islamic studies at the secondary level in Faiz Ganj, Pakistan. The 3-sentence summary is:
The study aims to analyze the current practices of using lecture methods and school environments to strengthen student learning in secondary schools in Faiz Ganj. It will examine perceptions of teachers, head teachers, and students on the purpose and processes of school environments and the challenges of implementing lecture methods. The justification for the research is the need to improve education quality and equip students with 21st century skills through effective use of lecture methods and technological school environments.
The document discusses a study that evaluated ICT skills and their impact on students' use of the National Open University of Nigeria (NOUN) web portal. It finds that students have very low ICT skills levels. Key activities conducted on the portal include submitting assignments and registering for courses. While the portal is frequently used for such activities, low ICT skills pose a constraint. The study recommends improving ICT training for students.
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.
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.
Attitude Of Students Towards E-Learning A Study Of English Language Learners...Jim Webb
This study examined English language learners' attitudes toward e-learning at Taif University English Language Centre in Saudi Arabia. A questionnaire was administered to 100 undergraduate students to assess their access to computers and the internet, attitudes toward using technology for learning English, and views on how curriculum and classroom activities could be improved with technology. The results showed that most students had access to computers and the internet but were not highly motivated to use technology for learning. Students felt curriculum and classroom activities should be better integrated with technology. However, teachers were reluctant to use educational technologies. The study concluded that training teachers and incorporating technology into the curriculum could create a better learning environment.
The article describes a proposed model for assessing the quality of higher distance education based on the technologies of the Information and Communication. This model can be adopted by higher education institutions in order to ensure proper use of Information Technologies and Communication in teaching and learning processes, and strategic processes that support the distance education. This research will use models and success stories from other countries as a basis for generating a preliminary model. Furthermore, this research contains initial reports and results as to justify the contribution of it.
11.management of distance learning programmes for effective achievement of ob...Alexander Decker
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.
Academic Support Services And Administration In ODL SystemsBecky Gilbert
This document discusses academic support services and administration in open and distance learning (ODL) systems. It defines learner support services and explains their importance in ODL, noting they help meet students' academic and socio-psychological needs. It describes different models of study centers, which are important for providing support services. It outlines the roles of various staff in delivering academic support, including study center directors, instructional facilitators, and knowledge technologists. Overall, the document emphasizes that academic support is crucial for students' success in ODL systems by providing guidance, facilitating learning, and supporting their progress.
Examples of successful Open Education strategies in Higher EducationFabio Nascimbeni
The presentation introduces some successful strategies of universities that have opened up their offer, together with some reflections on how this could be done in the Mediterranean region.
This document discusses a study on the experiences of novice e-learning users at the University of Hargeisa in Somalia. The study explored barriers and facilitators to e-learning usage through interviews with students. Overall, students had a positive attitude towards e-learning and felt it enhanced their educational experience. The communication aspect of e-learning was especially important for Somali students as it helped alleviate the country's isolation caused by civil war and connected them to the global community of students and scholars. However, some socio-cultural factors in students' communities negatively impacted their e-learning experience. The document provides context on Somalia's education system and the adoption of e-learning at the University of Hargeisa.
An ICT-Mediated Constructivist Approach For Increasing Academic Support And T...Andrew Parish
This document summarizes a study that examined using an ICT tool called DFAQ (Dynamic Frequently Asked Questions) to both increase academic support for students and teach critical thinking skills. The study compared a project management course over two years, using DFAQ in the second year. DFAQ allowed anonymous student questioning and consultation. The results showed that DFAQ improved academic support for students and had a positive effect on student learning of project management concepts and development of questioning skills, as evidenced by exam performance. The study concluded that a constructivist approach mediated by ICT can effectively increase support and teach critical thinking, but requires proper facilitation by instructors.
Open educational practices and resources in the Global South: Recommendations...ROER4D
Open educational practices and resources in the Global South: Recommendations for government from the ROER4D project
Cheryl Hodgkinson-Williams
Africa Regional Consultation on OER, 2-3 Mar 2017, Mauritius
RESEARCH AND PRACTICE OF A BLENDED TEACHING MODE BASED ON SMALL PRIVATE ONLIN...IJCI JOURNAL
The document summarizes research on a blended teaching mode based on small private online courses (SPOC) for a heat transfer course. Key points:
1) The mode combines online and offline teaching to address issues with traditional teaching and leverage digital technologies. It classifies students and differentiates instruction.
2) A "1-5-6" approach is used, with the student as the center (1), five combinations of elements (theory/practice, online/offline, etc.), and six optimized elements including iterative analysis of learning situations and effects.
3) Results showed the mode improved learning outcomes and abilities compared to traditional teaching. Rules for blended teaching were explored to guide improvement.
Similar to Increasing Access to and Quality of Open and Distance Learning Programmes through Technology-Driven Pedagogy: the Case of Zimbabwe Open University. (20)
An Examination of Effectuation Dimension as Financing Practice of Small and M...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Does Goods and Services Tax (GST) Leads to Indian Economic Development?iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Childhood Factors that influence success in later lifeiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Emotional Intelligence and Work Performance Relationship: A Study on Sales Pe...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Customer’s Acceptance of Internet Banking in Dubaiiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
A Study of Employee Satisfaction relating to Job Security & Working Hours amo...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Consumer Perspectives on Brand Preference: A Choice Based Model Approachiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Student`S Approach towards Social Network Sitesiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Broadcast Management in Nigeria: The systems approach as an imperativeiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
A Study on Retailer’s Perception on Soya Products with Special Reference to T...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
A Study Factors Influence on Organisation Citizenship Behaviour in Corporate ...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Consumers’ Behaviour on Sony Xperia: A Case Study on Bangladeshiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Design of a Balanced Scorecard on Nonprofit Organizations (Study on Yayasan P...iosrjce
1. The document describes a study that designed a balanced scorecard for a nonprofit organization called Yayasan Pembinaan dan Kesembuhan Batin (YPKB) in Malang, Indonesia.
2. The balanced scorecard translated YPKB's vision and mission into strategic objectives across four perspectives: financial, customer, internal processes, and learning and growth.
3. Key strategic objectives included donation growth, budget effectiveness, customer satisfaction, reputation, service quality, innovation, and employee development. Customers perspective had the highest weighting, suggesting a focus on public service over financial growth.
Public Sector Reforms and Outsourcing Services in Nigeria: An Empirical Evalu...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Media Innovations and its Impact on Brand awareness & Considerationiosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Customer experience in supermarkets and hypermarkets – A comparative studyiosrjce
- The document examines customer experience in supermarkets and hypermarkets in India through a survey of 418 customers.
- It finds that in supermarkets, previous experience, atmosphere, price, social environment and experience in other channels most influence customer experience, while in hypermarkets, previous experience, product assortment, social environment and experience in other channels are most influential.
- The study provides insights for retailers on key determinants of customer experience in each format to help them improve strategies and competitive positioning.
Social Media and Small Businesses: A Combinational Strategic Approach under t...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Secretarial Performance and the Gender Question (A Study of Selected Tertiary...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Implementation of Quality Management principles at Zimbabwe Open University (...iosrjce
This document discusses the implementation of quality management principles at Zimbabwe Open University's Matabeleland North Regional Centre. It begins with background information on ZOU and the importance of quality management in open and distance learning institutions. The study aimed to determine if quality management and its principles were being implemented at the regional centre. Key findings included that the centre prioritized customer focus and staff involvement. Decisions were made based on data analysis. The regional centre implemented a quality system informed by its policy documents. The document recommends ensuring staffing levels match needs and providing sufficient resources to the regional centre.
Organizational Conflicts Management In Selected Organizaions In Lagos State, ...iosrjce
IOSR Journal of Business and Management (IOSR-JBM) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of business and managemant and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications inbusiness and management. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Increasing Access to and Quality of Open and Distance Learning Programmes through Technology-Driven Pedagogy: the Case of Zimbabwe Open University.
1. IOSR Journal of Research & Method in Education (IOSR-JRME)
e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 5, Issue 5 Ver. II (Sep. - Oct. 2015), PP 74-80
www.iosrjournals.org
DOI: 10.9790/7388-05527480 www.iosrjournals.org 74 | Page
Increasing Access to and Quality of Open and Distance Learning
Programmes through Technology-Driven Pedagogy: the Case of
Zimbabwe Open University.
Professor Onias Mafa and Mr. Douglas Gasva
Zimbabwe Open University.
Abstract: 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 Chat-
group 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.
Key Terms: Quality in education, Open and Distance Learning, Technology Driven Pedagogy.
I. Introduction
Open and Distance Learning (ODL) is a relatively new concept in the educational fraternity. However,
it seems to have become the education of the moment and century as it suits different people in different social
contexts. Fundamentally, ODL is a mode of study that suits different individuals as it is quite flexible in its
implementation, unlike conventional education which restricts learners to the boundaries of the classroom and
full-time face-to-face teaching and learning interaction. While ODL is suitable for almost everyone, it is more
particularly so for the employed, as it allows them to „learn while they earn‟. It is within the broad ODL
framework that the current study sought to explore opportunities sanctioned by technology driven pedagogy in
ODL as a way of increasing access to and quality of ODL programmes at Zimbabwe Open University (ZOU).
Background to the Study
Generally, Open and Distance Learning (ODL) has since received widespread acceptance in Zimbabwe
and other parts of the world. The origin of ODL may be traced to the 19th
Century in England and continental
Europe, during which period adult education institutions used postal services for providing education by means
of correspondence (Keegan, 2006). As noted by Holmberg (1999), ODL was formally recognized as an
international mode of educational delivery in 1982, when the then International Council for Correspondence
Education (ICCE) changed its name to the International Council for Distance Education (ICDE). Since then,
ODL appears to have taken significant strides and importance as an academic field of study and mode of
delivery.
ADEA (2002) cited by the Commonwealth of Learning (2004:1) notes that “with increasing demand
for access to educational opportunities at all levels, and often decreasing budgets in real terms for educational
provision, there has been growing interest in many parts of the world including Sub-Saharan Africa (SSA), in
the possibilities of distance education and open learning (DEOL) as a credible alternative to replicating and/or
complementing traditional contact-based schools, colleges and universities”. With the general increasing access
and opportunity to technological utilization in education the world over, ODL, particularly at tertiary level,
2. Increasing Access to and Quality of Open and Distance Learning Programmes through…
DOI: 10.9790/7388-05527480 www.iosrjournals.org 75 | Page
becomes more relevant especially where its pedagogy is backed by technology. It is in this luminosity that an
institution like Zimbabwe Open University (ZOU) was founded and established.
ZOU was created by a Zimbabwean Act of Parliament (Chapter 25:20), on 1 March 1999 and started as
a Center for Distance Education in 1993 which was transformed into a College of Distance Education, later
becoming a fully - fledged university with its own Charter and Vice Chancellor in 1999 (Benza, 2001). As
further described by Benza (ibid: 18), “ZOU is a multi-disciplinary inter-faculty institution offering degree and
non-degree courses through distance teaching and open learning to youth and adult learners and evolved after
the Zimbabwean government had realized that there was need to develop distance education and open learning
to cater for a substantial component of the populace, who, intentionally or unintentionally, could not be
accommodated in conventional universities”. ZOU, therefore, came on board to essentially offer qualifying
Zimbabweans the opportunity to study in the comfort of their homes and workplaces through ODL, a
development that was necessitated by the fact that many citizens had been disadvantaged and/or marginalized by
the Rhodesian colonial education system, hence, could not access tertiary education.
ZOU operates through a National Centre based in the capital metropolitan Harare, 10 Regional Centres
dotted across the country‟s 10 provinces and a Virtual region which caters for clients in different parts of the
world particularly Southern Africa. ZOU provides knowledge, competencies and dispositions necessary for the
development of competitive human resources using well developed distance teaching and open learning
methods (Kurasha, 2010). Kurasha (ibid) further elaborates that lifelong learning for social inclusion in a
dynamic and fast changing global village is ZOU‟s fundamental beacon. It is against this background that the
current study sought to investigate how technology can be utilised to facilitate high quality teaching and
learning for sustainable development in ODL with special reference to ZOU.
Statement of the Problem
Against the background that ODL through technology driven pedagogy has become a panacea for
accessible quality education particularly in higher and tertiary education, the problem is how and to what extent
technology can be used to deliver high quality teaching and learning in ODL with special reference to ZOU.
Purpose and Research Questions
This study aimed at exploring how technology driven pedagogy can be utilised in order to increase access
to and quality of ODL programmes at ZOU. The following specific research questions guided the study:
What are the current trends of technology at ZOU?
What are the benefits of technology driven pedagogy in ODL?
What are the challenges associated with technology-driven pedagogy in ODL?
How can the challenges be addressed so as to increase access to and improve quality in ODL at ZOU?
Significance of the Study
The importance of the current study is fundamentally premised on the broad significance of utilizing
information and communication technology (ICT) in educational delivery, particularly in ODL. Its findings are
meant to benefit the various stakeholders in the ODL sorority; including students, tutors (academic staff),
administrative support staff, researchers as well as the general community. The study is of use to institutions and
policy makers, as its findings instigate more preference and support for technologically supported ODL
delivery. Thus, technology driven pedagogy in ODL ensures that it is considered as a panacea for addressing the
long-standing challenges of accessing quality tertiary education by large numbers of dispersed individuals,
allowing them to learn while they earn and while separated from the lecturer/tutor and classroom.
II. Review Of Related Literature
Concept ‘Quality in Education’
In the field of quality management, one of the most essential adage is „quality is everybody‟s business‟!
Essentially, quality‟ is related more to the relevance and value of an organisation‟s mission, purpose, goals and
objectives, as well as the achievement of identified outcomes (Liston, 2009). „Quality in education‟ according to
Hoy et al (2000:10) entails „an evaluation of the process of educating which enhances the need to achieve and
develop the talents of the customers of the process, and at the same time, meets the accountability standards set
by the clients who pay for the process or the outputs from the process of educating‟. In the same vein, Grisay
and Mahlck (2001) are of the view that evaluating the quality of any education system typically involves
examining the:
extent to which the products or the results of the education provided (the knowledge, skills, values and
attitudes attained by the learners) meet the standards stipulated in the system‟s educational objectives,
extent to which the knowledge, skills, values and attitudes acquired in the learning process are relevant to
human and environmental needs,
3. Increasing Access to and Quality of Open and Distance Learning Programmes through…
DOI: 10.9790/7388-05527480 www.iosrjournals.org 76 | Page
extent to which the acquired education is generally utilised by individuals and groups to solve micro and
macro problems in life.
The current study considered how technology driven pedagogy may be utilised to increase access to and quality
of ODL programmes at ZOU.
Concept ‘Open and Distance Learning’
„Distance education‟ or „distance learning‟ which is generally known as ‘Open and Distance
Learning‟(ODL) is a mode of delivering education and instruction, often on an individual basis, to students who
are not physically present in a traditional setting such as a classroom or lecture theatre
(http://en.wikipedia.org/wiki/Open_and_Distance_Learning). Moore and Kearsley (2003) note that ODL entails
planned learning that normally occurs in a different place from teaching and as a result, requires special
techniques of course design, instructional techniques, methods of communication by electronic and other
technology, as well as special organizational and administrative arrangements.
According to the ZOU 2012 Annual Report “ODL is an educational process where all or most of the
teaching is conducted by someone geographically removed from the learner, with all or most of the
communication between tutors and learners being conducted through print or electronic media” (ZOU Annual
Report, 2012:2). The same further defines ODL as “approaches to learning that focus on freeing learners from
constrains of time and place while offering flexible learning opportunities” (ibid, p2). Contemporary ODL,
thus, entails a distinct pedagogical philosophy which is gaining universal acceptance as the most flexible mode
of distance teaching and open learning. It essentially allows education to be attained at a distance while also
allowing employed individuals to „learn while they earn‟ (i.e. in ODL, individuals are able to be employed or
execute self employed errands while at the same time pursuing their education).
Thus, fundamentally, in ODL, the tutor is separated from the learner by distance in the form of both
space and time (Cropley and Kahl, 1993). In the same vein, the concept ODL seems to be mostly used to
describe the process of providing education where the student is learning at a distance, which often implies
being geographically separated from the tutor (Gallagher and McCormick, 1999). In modern times, therefore,
ODL entails to any instructional arrangement in which the tutor and the learner are geographically separated to
an extent that requires communication through some media such as print or other form of technology (Keegan,
2006).
Distance education has, thus, been blended to be described as open and distance learning (ODL) to
imply an education system which provides „access to learning when the source of information and the learners
are separated by time and distance, or both‟ (Sharon and Spring, 2007). ODL courses that require a physical on-
site presence for any reason (excluding taking examinations) have been referred to as hybrid or blended courses
of study. Massive open online courses (MOOCs), aimed at large-scale interactive participation by stakeholders
and open access via the web or other network technologies, are a recent development in ODL (ibib, p121)
The Evolution of Open and Distance Learning (ODL)
As noted by Chimedza (2006:5), “The evolution of distance education has so far seen three generations”.
Chimedza (ibid) summarises these generations in the ZOU New Student‟s Orientation Handbook as follows:
The first generation consisted mainly of correspondence learning where the learner learnt through the print
mode only, without any contact with the tutor and with little or no meeting with other students. The module
and tutorial letters were the only mode of delivery.
In the second generation stage, besides the module and tutorial letter, other means of tutoring in particular,
the face-to-face component was added. The tutor‟s voice and the tutor‟s support to the printed material
became critical. This began to take place through face-to-face situations and through audiocassettes,
videocassettes, television and other media. The student was afforded the opportunity to meet other students
and share ideas and experiences. This mode encouraged interactive and cooperative learning with other
students.
The third and last generation stage in the evolution of ODL is characterised by e-learning. This involves the
use of the Internet, the World Wide Web, E-mail, V-sat and so forth. In this modern mode, students
continue to interact with the tutor and with other students but mostly electronically.
Chimedza (2006:6) acknowledges that “ZOU is currently in the second generation of the evolution of
mode of delivery in distance education”. This implies that ZOU uses a dual mode of distance education, with the
printed module being the key teaching tool, and is complemented by face-to-face tutorials to assist learners to
understand the course and clarify areas they do not understand as they study the course alone.
4. Increasing Access to and Quality of Open and Distance Learning Programmes through…
DOI: 10.9790/7388-05527480 www.iosrjournals.org 77 | Page
Benefits and Challenges associated with the adoption of Technology-driven Pedagogy in ODL
One area in which Information Communication Technology (ICT) has made enormous impact the
world over is in open and distance learning (ODL). Undoubtedly, the demand on the conventional higher
education delivery system in many countries in the developing world is high and ever increasing that the
conventional system is unable to accommodate the number of candidates seeking admission, hence, the need to
advance the prospects of ODL as an alternative system of education (Ibara, 2008). Ibara (ibid), further notes that
considering the level of infrastructural decay in the conventional higher education system in most African
countries, ODL as an alternative system of education has become imperative for the realization of the primary
objectives of education particularly tertiary education. This is particularly so considering that contemporary
ODL does not necessarily require classroom settings for its implementation, as students can still effectively
study on-line through e-learning, accessing information, e-books and e-journals through Internet as well as
communicating with their tutors and peers by e-mail.
Barikor (2003) contends that the modern use of electronic educational technology (also called e-
learning) facilitates distance and independent learning by the extensive use of Information and Communications
Technology (ICT), which consequently replaces traditional or conventional mode of content delivery. This
creates a virtual community of learners sustainable across time and serving large numbers of learners.
Instruction can be synchronous and asynchronous online communication in an interactive learning environment
or virtual communities, in lieu of a physical classroom. In technology driven ODL pedagogy, the focus is shifted
from conventionalism to the education transaction in the form of virtual community of learners sustainable
across time and serving larger numbers of learners (Ibid, 2003:78).
Although the expansion of the Internet blurs the boundaries, distance education technologies are
divided into two modes of delivery: synchronous learning and asynchronous learning (Moore and Kearsley,
2003:76). The same source notes that in synchronous learning, all participants are „present‟ at the same time for
a tutorial. In this regard, it somewhat resembles traditional classroom teaching methods despite the participants
being located remotely. It requires a timetable to be organized. Web conferencing, videoconferencing,
educational television, instructional television are examples of synchronous technology, as are direct-broadcast
satellite (DBS), Internet radio, live streaming, telephone, and Web-based VoIP. Online meeting software such as
Adobe Connect has helped to facilitate meetings in distance learning courses (ibid, p79).
Moore and Kearsley (2003) further clarify that in asynchronous learning, ODL participants access
course materials flexibly on their own schedules. Students are not required to be together at the same time. Mail
correspondence, which is the oldest form of distance education, is a typical example of asynchronous delivery
technology, as are message board forums, E-mail, video and audio recordings, print materials, voicemail, and
fax. The two methods can be combined. Many courses offered by both open universities and an increasing
number of campus based institutions use periodic sessions of residential or day teaching to supplement the
sessional lessons delivered at a distance. This type of mixed distance and campus based education has recently
come to be described as „blended learning‟ or less often „hybrid learning‟. Usually, open universities generally
use a blend of technological pedagogies and a blend of learning modalities (face-to-face, distance, and hybrid)
all under the rubric of „distance learning‟ (Sharon and Spring, 2007). Interestingly, access to and quality of ODL
can also be increased by using interactive radio instruction (IRI), online virtual worlds, digital games, Webinars,
and Webcasts, all of which are referred to as e-Learning (Norman, 2010).
According to Moore and Kearsley (2003), the very rapid spread of radio in the United States and other
parts of the world in the 1930s led to proposals to use it for ODL. By 1938, at least 200 city school systems, 25
state boards of education, and many colleges and universities broadcasted educational programmes by radio.
One line of thought was to use radio as a master teacher (ibid, p99). The same source notes that experts in given
fields broadcasted lessons for pupils within the many schoolrooms of the public school system, asking
questions, suggesting readings, making assignments, and conducting tests. This mechanizes education and
leaves the local teacher only the tasks of preparing for the broadcast and keeping order in the classroom. A
typical setup came in Kentucky in 1948 was when John Wilkinson Taylor, president of the University of
Louisville, teamed up with the National Broadcasting Corporation to use radio as a medium for distance
education. The University was owned by the city, and local residents would pay the low tuition rates, receive
their study materials in the mail, and listen by radio to live classroom discussions that were held on campus.
Charles Wedemeyer of the University of Wisconsin–Madison also promoted new methods. From 1964 to 1968,
the Carnegie Foundation funded Wedemeyer's Articulated Instructional Media Project (AIM) which brought in a
variety of communications technologies aimed at providing learning to an off-campus population (Holmberg,
1989).
The widespread use of Computers and the Internet have made distance learning easier and faster, and
today, virtual schools and virtual universities deliver full curricula online (Ibara, 2008). A typical example is the
African Virtual University, whose operations are now domiciled in a number of African Universities. Following
5. Increasing Access to and Quality of Open and Distance Learning Programmes through…
DOI: 10.9790/7388-05527480 www.iosrjournals.org 78 | Page
the introduction of the Virtual University, the share of students in distance education classes expanded and the
percentage enrolled in distance education degree programmes also increased (ibid). As noted by Sazmand et al
(2013), ODL therefore, has a long history, but its popularity and use has grown exponentially as more advanced
technology has become available. For them, the implementation of technologically compliant ODL mechanisms
such as Internet forum, online discussion group and online learning community contributes to an efficacious
distance education.
This article acknowledges that there have been several benefits of technology driven pedagogy in ODL
include, including the fact that it has incorporated learners into the global-knowledge-village. Thus, there has
been a massive technological revolution worldwide in the field of education and elsewhere. Educational
technological revolution has particularly been relevant in ODL pedagogy, and the many benefits of technology
driven pedagogy in ODL have since been realised and cannot be overemphasised. This has largely been in
response to the changing demands and needs in education and the modern world at large. However,
technologically driven pedagogy in ODL essentially needs several things, which include the appropriate
infrastructure such as physical and software resources such as computers and bandwidth, computer laboratories,
human resource training and so on. It is in the light of the many benefits of technology driven pedagogy in
ODL that this study was conducted as it focused on exploring ways of increasing access to and quality of ODL
programmes at ZOU.
While technology-driven pedagogy is largely characterised by enormous benefits, research has proved that
it is not spared from facing some challenges. According to findings by Mafa and Mpofu (2013), the major
challenge associated with the adoption of technology-driven pedagogy is lack of financial resources. For them,
funds may not be readily available to:
acquire and set up appropriate infrastructure;
train lecturers (tutors) and support staff;
Attract personnel with requisite qualifications to upload learning resources and maintain infrastructure,; and
To pay service providers.
However, ODL institutions, including ZOU, are not at all dissuaded by the various challenges
associated with the use of technology-driven pedagogy for the use of technology-driven pedagogy is apparently
the in-thing in modern educational delivery which was also noted to essentially increase access to and quality of
ODL programmes.
III. Methodology
The study adopted the qualitative research methodology which is appropriate when a social problem
needs to be explored, or because we need a detailed understanding of the problem or issue at stake (Creswell,
2007). The case study design or method was utilised, and focused on Zimbabwe Open University (ZOU) as an
ODL institution. Basically, a case study was considered for its important hallmarks, namely:
it is concerned with a rich and vivid description of events relevant to the case
it provides a chronological narrative of events relevant to the case
it provides a blended description of events and their analysis
it focuses on individual actors or groups of actors, and seeks to understand their perceptions of events
it highlights specific events that are relevant to the case
the researcher is integrally involved in the case
an attempt is made to portray the richness of the case in writing up the report.
(Cohen, Manion and Morrison, 2007).
Some of the major strengths of the case study, for which it was further considered, are that they can
establish phenomenal cause and effect and that they observe effects in real contexts, recognizing that context is
a powerful determinant of both causes and effects (Nisbet and Watt, 2004).
The study population, which Kuhn (2006) defines as „the totality of all subjects that conform to a set of
specifications, comprising of the entire group of persons that are of interest to the researcher and to whom the
research results can be generalized, comprised all Regional Programme Coordinators (RPCs) in the 10 regional
centres of ZOU (excluding ZOU‟s virtual region). According to ZOU‟s human resource structure, RPCs are the
tutors or lecturers for the different Faculties and these are found in all the institution‟s regional centres. A
sample of 30 (N=30) RPCs from ZOU‟s Regional Centres was considered for the study, and of the sample, 20
responded to Questerviews, while 10 took part in Focus Group Discussions (FGDs). The sample was, thus,
considered as part of the population which was considered to be representative of the larger population.
Convenience sampling was employed for the study and using the technique, the researchers managed to identify
data rich sources (Johnson and Christenson, 2014). Thus, participants were chosen on the basis that they were
Regional Programme Coordinators stationed at ZOU‟s regional centres.
6. Increasing Access to and Quality of Open and Distance Learning Programmes through…
DOI: 10.9790/7388-05527480 www.iosrjournals.org 79 | Page
The researchers, who were the main research instruments, mainly used Questerviews to gather research
data. While use of Questerviews did not give the researchers the opportunity to probe and clarify issues, the
anonymity associated with their use resulted in the generation of honest responses (Frankel and Wallen, 2006;
Creswell, 2007). The administration of Questerviews involved the researchers emailing them to Regional
Quality Assurance Coordinators (RQACs) found in every regional centre. We then requested the RQACs to
print the Questerviews and give to RPCs (2 per regional centre to make a total of 20 participants from the 10
regional centres). RPCs returned the completed Questerviews to us and after partial analysis of the Questerview
data, we then conducted two Focus Group Discussions (FGDs) in two Regional Centres for triangulation
purposes. Questerviews were considered appropriate for use in the regional centres as they could collect
information from dispersed participants in a short period of time, while also protecting their anonymity (Patton,
2000). Before use of the Questerviews, the researchers pre-tested them with two RPCs at one of ZOU‟s regional
centres, which enabled the researchers to consolidate some Questerview items which were found to be unclear
to participants.
After collecting the data, Thematic Content analysis (TCA) technique was used. Questerview data
analysis involved face-sheet coding of the Questerviews from the different regional centres, segmenting and
coding data on each Questerview, enumeration of codes and arranging the coded data into themes. FGDs data
analysis involved transcribing, with participants checking, segmenting, coding, enumerating and arranging
coded data into themes and sub-themes.
IV. Discussion Of Findings
The study generally found out that ZOU is gradually embracing the use of technology-driven pedagogy. This
was essentially noted to be necessitated by the following revelations from the study:
ZOU‟s Regional Centres have functional computer laboratories
Face-to-face tutorials and use of print modules are still dominant
In instances where students do not have hard copy modules, RPCs emailed them soft copies for use
Students submit assignments as typed hard copies
RPCs encourage students to utilise technology for research and communication
ZOU‟s Regional Centres for Student Management have put in place a Students Chat-group; which is a
social network for sharing information through use of mobile phones.
Some RPCs have been trained in the use of Turnitin originality check which is an ICT software technique
which subjects students‟ softcopy documents to originality check and therefore determines their extent of
originality or plagiarism
ZOU has recently introduced My-Vista which is a platform that tutors and students can use to share
information through ICT
Students access e-resources including e-books and Journals from regional libraries
Findings from the study also showed that ZOU has since noted some benefits from its utilization of
technology driven pedagogy. Some of the major ones are:
Extensive utilisation of current academic information
After initial set-up, it is less costly
Expedites the transmission of information
All other things being equal, it increases access to and quality of ODL
The study further revealed that though ZOU is progressing well on utilizing technology-driven pedagogy in
offering its ODL programmes, this development is besieged by some challenges. These include:
Inadequate computers at Regional Centres
Limited Bandwidth for Internet connectivity
High initial costs to the University
Limited computer literacy of both tutors and students
Unreliable Internet network coverage in remote areas
Risk of increased cases of plagiarism; there is increasing tendency for cutting and pasting documents in
assignments.
The study found out that the following may be considered as some of the strategies to enhance the adoption of
technology-driven pedagogy:
Training RPCs in the effective use of technology-driven pedagogy
The computer course should be more practical oriented and done by students during the first semester of
admission
Students should be encouraged to use their smart cell phones as learning gargets
Engaging service providers to increase Bandwidth and avail Tablets and Laptops to registered students on
favourable terms.
7. Increasing Access to and Quality of Open and Distance Learning Programmes through…
DOI: 10.9790/7388-05527480 www.iosrjournals.org 80 | Page
V. Conclusion And Recommendations
Based on the above findings, 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. In line with Chimedza (2006), ZOU is,
therefore, steadily assuming the third and last generation stage in the evolution of ODL which is largely
characterised by e-learning.
The study recommended that there is need for a University policy to guide the implementation of
technology-driven pedagogy. In the same view, ZOU and other institutions of kind 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/Unit as in the
current study.
References
[1]. Barikor, C.N. (2003). A handbook on distance and open education. Port Harcourt: Sarel Printers and Publishers.
[2]. Benza, T. (2001). Zimbabwe Open University extends the frontiers of tertiary education beyond the traditional
boundaries in Zimbabwe. International Journal of Open and Distance Learning, Volume 1 pp. 17- 30: ZOU. Harare.
[3]. Chimedza, R. (2006). New Student‟s Orientation Handbook. Harare. Zimbabwe Open University
[4]. Cohen, L., Manion, L. And Morrison, K. (2007). Research Methods in Education. New York. Routledge
[5]. Commonwealth of Learning (2004). Distance Education and Open Learning in Sub-Saharan Africa: Criteria and Conditions for
Quality and Critical Success Factors. Southern African Institute for Distance Education.
[6]. Creswell, J.W. (2007). Qualitative Inquiry and Research Design. London. Fage Publications.
[7]. Croppley, A. J., and Kahl, T. N. (1993). Distance Education and Distance learning: Some psychological considerations. Distance
education. London: Croon Helm.
[8]. Frankel, J.R. and Wallen, N. E. (2006). How to Design and Evaluate Research in Education. New York, McGraw Hill.
[9]. Gallagher P. And McCormick, K. (1999). Student Satisfaction with two way Interactive Distance Education for delivery of Early
childhood special education. Journal of Special education Technology Vol. 14 (1) P. 32-47.
[10]. Grisay, A. And Mahlck, L. (2001). The Quality of Education in Developing Countries: a Preview of Research Studies and Policy
Documents. Paris. IIEP.
[11]. Holmberg B. (1989). Theory and Practice of Distance Education. London. Routledge
[12]. Ibara, G. (2008). Open and Distance Learning: the African Experience. Abuja. IIEP.
[13]. Keegan, D. (1986). The Foundations of Distance Education. London. Croom Helm.
[14]. Kuhn, R. (2006). Research in Education. New York. Allyn and Bacon.
[15]. Kurasha, P. (2010). Quality Assurance Unit Workshop Presentation paper. Harare. Zimbabwe Open University.
[16]. Hoy, L., Bayne, J.C. and Wood, M. (2001). Improving Quality in Education. London. Falmer Press.
[17]. Liston, C. (2009). Managing Quality Standards in Education. Burkingham. Open University Press
[18]. Moore, M. G. and Kearsley, G. (2003). Distance education: A Systems View. Washington DC. Wadsworth Publishing Company.
[19]. Nisbet, J. and Watt, J. (1984). Case study. In J. Bell, T. Bush, A. Fox, J. Goodey and S. Goulding (eds). Conducting Small-Scale
Investigations in Educational Management. London: Harper and Row, 79–92.
[20]. Norman D. (2010). Blended Learning: An Introduction to Distance Education: Understanding Teaching and Learning in a New Era.
p. 165. ISBN 0-415-99598-1. Retrieved 23 January 2011.
[21]. Patton, M.Q. (2000). Qualitative Evaluation and Research Methods. Newbury Park. UNFPA.
[22]. Sharon, T. and Spring, W. (2007). Narrowing the Distance: Implementing a Hybrid Learning Model. Quarterly Review of Distance
Education (IAP) 8 (1): 48–49. ISSN 1528-3518. Retrieved 23 January 2011.
[23]. Sazmand, Y., Shirzad, F., Baradari, F., Salimi, M., and Salehi, M. (2013). Presentation paper on Open and Distance Learning. Paris.
IIEP.
[24]. Zimbabwe Open University 2012 Annual Report. Harare. ZOU.
[25]. http://en.wikipedia.org/wiki/Open_and_Distance_Learning.