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Managing Open/distance learning: Opportunities and challenges
1) The document discusses opportunities and challenges of open learning and distance education in global and Nepalese contexts. It outlines the history and models of distance education from correspondence to current internet-based models. 2) In Nepal, distance education began with radio education programs in the 1950s and has expanded to programs at Tribhuvan University and Kathmandu University using third and fourth generation models. 3) A 2010 workshop in Houston proposed establishing an Open University of Nepal to expand access to tertiary education, and the government approved legislation for this in 2011. Barriers to distance education include communication, technical infrastructure, faculty experience, and course design, but these can be managed through policy frameworks.
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Managing Open/distance learning: Opportunities and challenges
- 1. Tara N Poudel,PhD Kathmandu University, Nepapl Open learning and Distance Education: Opportunities and challenges
- 2. Session Overview • Introduction& Context of Distance Education • Models of Distance Education • Open and Distance Learning in Global Context • Open and Distance Learning in Nepalese Context • Distance Education in TU and KU • The Houston Workshop & Open University of Nepal • What are the Barriers and How to manage?
- 3. Introduction & Context •A set of teaching & learning strategies used to overcome spatial & temporal separation between educators and learners. • Flexible learning opportunities to learners • Correspondence study materials delivered by post in 1800s • Radio & then television were used- 1925 • Combination of Audio visual media is popular • Advance technology replace face to face visit & started personal & office visit in distance mode.
- 4. Models of DistanceEducation 1st Generation The Correspondence Model: Based on print technology/ materials 2nd Generation The Multi-Media Model: Print, Audio/Video tape, Interactive Video The Tele-learning Model: Audio/Video Conferencing, Broadcast TV/Radio Flexible Learning Model: Internet & Computer mediated communication Intelligent Flexible Learning Model: 4th model with Automated response system 3rd Generation 4th Generation 5th Generation
- 5. Open & DistanceLearning in Global Context • 1840 UK started through the letters in Bath. • 1873 USA started home to home study society • 1914 Australia started to teach children’s of workers in Australian Jungles. • 1919 Canada launched OS to teach scattered residential Children’s. • 1970 UK makes an act to establish Open University. • 1979, India established open school (1.3 m students). • 1985, India established the Indira Gandhi Open University
- 6. Open & DistanceEducation in Nepal • College of Education started Radio Education program 1957 • Radio program based curriculum- 1973 • Distance Education Center Setup -1994 • TU running B Ed program relating to 3rd generation distance education with on campus curriculum. • KU has been starting M Ed program in distance mode using 4th generation model (An unique and mixed model; Self instructional module/online course area, some contact sessions, e feedback)
- 7. Houston Workshop &Open University of Nepal • UNESCO reported 9% age adjusted group in tertiary education in Nepal, World Bank states it requires 40-50% for sustainable development. • Believing that Houston workshop, held in Houston, TX, 28-30 Mar 2010, was organized to deliberate the academic, management, and business aspects of the establishment of Open University of Nepal (OUN) • Oct 2010, Ministry of Education (MoE) & Non- Resident Nepali Association (NRNA) signed on a resolution to launch a collaborative venture
- 8. Houston Workshop &OUN contd…. • NRNA & Canada Foundation for Nepal (CFFN) has brought forward an initiative to support GON build an Open University of Nepal (OUN). • Athabasca University of Canada & International Council for Open and Distance Education (advisory body to UNESCO on DE) is supporting to the initiative. • The Cabinet Meeting of GoN (28 Jan, 2011) approved the Umbrella University Act 2067 and tabled to the Parliament for approval.
- 9. What are thebarriers & how to manage? 1. Communication /Feedback/ Contact 2. Support and Services (technical, hard/software) 3. Faculty Experiences ( from teacher to facilitator) 4. Infrastructure and Technology Problems 5. Inadequacy of Telecommunication 6. Undependable web Resources 7. Course & Curriculum (similar to traditional course) 8. Assessing Student performance
- 10. Policy Framework tomanage Distance Education Policy Area Key Issues Academic Calendar, Course integrity, Student/Course evaluation, Admission Governance/F iscal Tuition rate, Technology fee, Administration cost Faculty Compensation, workload, faculty training, Faculty support & evaluation Support /Services Advising &Counseling, Materials delivery, Student training, Videotaping, Computer accounts, Financial aid, Labs Technical Systems reliability, Connectivity/access, Hardware/software, Setup concerns, Infrastructure, Technical support (staffing).
- 11. References Butcher, N. (2000).Distance education in developing countries (Knowledge bank paper 3). UNESCO international institute for educational planning Paris 2006. Chaney, D. (2008). The Context of Distance Learning Programs in Higher Education: Five Enabling Assumptions. Florida: University of Florida. Galusha, J. M. (2008). Barriers to Learning in Distance Education. Mississippi: University of Southern Mississippi. MoE National Center for Educational Development (NCED) (2068). Distance Education. Sanothimi Bhaktapur: Author. MoE, National Center for Educational Development (NCED) (2064). Distance Education. Sanothimi, Bhaktapur: Author. University of North Carolina. (n.d.). Retrieved September 15, 2011, from http://technologysource.org/article/distance_learning__implications_for _higher_education_in_the_21st_century/
- 12. Comments & Suggestionsare Welcome...
Editor's Notes
- #2 Slides and Notes Pages were developed by: Patricia J. Bland, M.A. CCDC, Trainer, Providence Health System Family Violence Program at Medalia HealthCare Leigh Nachman Hofheimer, M.A., Education Coordinator, Washington State Coalition Against Domestic Violence Ramoncita Maestas, M.D., Faculty Family Physician at the Providence Family Practice Residency Program and Clinical Associate Professor, U.W. School of Medicine, Department of Family Medicine Roy G. Farrell, M.D., Chair, Violence Prevention Committee, Washington State Medical Association; Immediate Past President, Washington Physicians for Social Responsibility. Kristine Stewart, MSW, ACSW, Perinatal Social Worker, Swedish Medical Center Division of Perinatal Medicine Note: This program may be freely used, copied and distributed as long as this cover page is included. Significant portions of slides & notes originally adapted from the publication entitled, “Improving the Health Care System’s Response to Domestic Violence: A resource Manual for Health Care Providers,” produced by the Family Violence Prevention Fund in collaboration with the Pennsylvania Coalition Against Domestic Violence. Written by Carole Warshaw, M.D. and Anne L. Ganley, Ph.D, with contributions by Patricia R. Salber M.D. Other sources cited also. Special thanks to the following for technical assistance: Mary Pontarolo, Executive Director, Washington State Coalition Against Domestic Violence; Lois Loontjens, Executive Director, New Beginnings for Battered Women and their Children; Ann Forbes, Director, Alcohol Drug Help Line; Margaret Hobart, Program Manager, Domestic Violence Fatality Review; Marian Hilfrink, Program Coordinator; Pamela Rhoads, Program Assistant; Kara Laverde, former Coordinator; Providence Health System Family Violence Program - Linda Klein, Washington State Hospital Association and Linda Chamberlain, Ph.D., Director, Alaska Family Violence Prevention Project, DHSS, Public Health, Section of Maternal, Child &Family Health.