The document discusses open and distance learning (ODL) and the role of different media in ODL systems. It defines ODL as flexible educational opportunities that remove barriers to education by allowing students to study what they want, when they want, and where they want. It discusses the strengths and weaknesses of print media and audio media in ODL. Print media is accessible, cost-effective, and familiar but is limited to some subjects and requires reading skills. Audio media allows learner control and is inclusive but requires scheduling and is limited to oral interaction only. An effective ODL system requires blending different media to support different learning needs and contexts.

1. The term open and distance learning reflects both the fact that all or most of the teaching is
conducted by someone removed in time and space from the learner, and that the mission aims
to include greater dimensions of openness and flexibility, whether in terms of access,
curriculum or other elements of structure (UNESCO, 2002).
Open distance learning refers to education and training in which using the learning resources,
rather than attending classroom sessions, is the central feature of the learning experience
(Commonwealth of Learning, 2003).
Therefore Open and distance learning can be defined as the provision of flexible educational
Opportunities in terms of access and multiple modes of knowledge acquisition. Flexible in
the sense that availability of choices for educational endeavours anywhere, anytime and
anyhow. Access in terms of opportunity made available to all, freeing them from constraints
of time and place. ODL is distinguished from the conventional systems based on two aspects;
a philosophy that aims to; remove barriers to education, and allow students to study what
they want, when they want and where they want and the use of technology.
Media; according to Oxford English dictionary, defined media as the main means of mass
communication, such as radio, television and newspaper. Simply media refer to the means
through which something is communicated. Media has been classified into two categories
which are print and non print.
According to Kemp and Dayton (1985), defined print media as materials used to inform,
motivate or instruct learners. But also they made a clear division of print media into learning
aid, these involves guide sheets, also the other category is training materials, these involves
Handouts and the last category is informational materials which involves brochures,
newsletters and reports.
Print media; refers to the media that convey information through printed materials such as
text books, Pamphlets and handout.

2. Non print media; refers to the electronic media that include both one way and two way
media. One way media includes TV, radio cassette, audio graphics and two way media
involves video conferencing and audio conferencing. Non print media involves both hard
ware and software. Hard ware these are things that can be touched while software includes
pictures, video and other computer programmes that control a machine.
In respect to Open and Distance Learning, there are several factors to be considered when
choosing for a media to be used. Siddique (1987) stated that selection of appropriate media
for a learning package is a complex decision influenced by a variety of considerations, such
as the specific learning objectives of the unit, the nature of subject matter, learner’s,
background and experiences and the characteristics of the target group as well as practical
constraints including availability of infrastructure and financial resources. These factors can
be simplified into an acronym ACTION which means Accessibility, Cost, Teaching
functions, Interaction and user friendliness and Novelty.
SAIDE, 1999, print media are likely to be remain the best choice for most of African ODL
institutions. Even in organisations that use telecommunications technologies to pass on the
bulk of information and learning materials to the learners, some hard copy or print materials
are still essential.
The following are the strengths of print media in ODL system:-
Print media is an accessible media; it is accessible in the sense that the technology for
production is widely available almost throughout the nation (in case of Tanzania). All
learning centres under the Open University of Tanzania make use of print media based on
their accessibility in terms of technology.
Cost effective; Dr. Mohammad Habibur Rahman, a tutor at Bangladesh Open University,
argues that, Print is the core of medium of instruction in BOU, it has not adopted computing

3. media and technologies for teaching, for obvious reasons like cost and poor access. The
technologies for producing print are widely available, although initial development costs can
be high, provided sufficient copies are made; print is also a fairly cheap medium to produce.
Materials can be created and duplicated with little expense. Print media are of relatively low
cost specifically when black and white material production is used. Cost is considered at both
institutional and to the learners. For instance the Open University of Tanzania plan, develop
and distribute materials to its learning centres throughout the country but all these activities
cannot be accomplished without money, in respect to the use of print and audio media the
cost become very lower due to the widely and accessible technology to produce the required
materials. On the side of the learners, it is very easy for them to buy the materials like
textbooks and handouts.
Print media are extremely portable and flexible to use, print media have very high user
friendliness and give a great privilege to the learners in interacting with the materials. It
allows a person to read and take notes, photocopy a page, module or unit, it is a learner paced
materials. Learners have vital role in deciding at what time and where to use the material.
With such flexibility a learner is able to master various levels of Bloom Taxonomy such as
remembering, understanding and applying.
It is a familiar and attractive medium; by referring to Bobo Segoes’ research (2014), students
acknowledged that even tutors are not comfortable in using ICTs but they are familiar at
using print media, one of a direct quote from students showed that, “at times those tutors
trying to use power point presentations struggled to set up computers and data projectors and
it seems as if they are not familiar with these technologies” according to John Thomas
(2001), argued that, print media is traditionally associated with teaching and learning and it
carries legitimacy and authority as a means of transmitting and receiving knowledge. By

4. recognising this primary idea of learners, tutors make use of print media even if their
institutions are technologically ok.
Although there are uncountable merits of print media in ODL system, yet there are some
weaknesses of print media, and the following are the weaknesses:-
Print media is limited to some of the subjects; although printed texts can teach most subjects,
there are some subjects which it is either very difficult, or in some cases, almost impossible,
to teach effectively using print on its own. For instance courses that require practical training
like music, drama, nursing programmes, listening and speaking skills.
Requires reading skills; if learners lack reading skills, print media would not be effective. For
instance some of the learners fail to make optimal use of the materials, by recognising this
instance; tutors prepare materials which are self explanatory in the sense that learners can
identify easily the key information. The effectiveness of a particular media depends on how
familiar you’re in using such media. In respect to print media in open and distance learning,
learners who are lacking some reading skills perhaps may face a lot of challenges that
necessitate for other medium to be integrated. For instance, the integration of audio media for
the learning process to become effective.
Time delay, Segoes’ research (2014) showed learners comment that “Most students stated
that at times they received their marked assignments late, that is, immediately before or after
writing their examinations. For feedback to be effective, it has to be timely”. Delay in giving
students’ response diminishes their learning process. It may take days or weeks for printed
materials to travel between student and teacher. In open and distance learning the material
distribution chain that begins with production up to the distribution of the materials takes
some days to reach the respective learners. For instance from the institution materials are
taken to the postal offices then to the regional centres and sometimes to the district centres

5. then to the particular learner. With this chain sometimes the materials get lost through this
complex chain.
Lacks interaction; Print is essentially a one-way medium. In any ODL setting, the provision
of a two-way feedback communication is of utmost importance as it builds rapport between a
learner and a tutor1. Also according to the study conducted by Lynette Anderson and his
fellows at the Institute of Distance and Continuing Education in Guyana, it was
acknowledged that Print is the basic medium of instruction in an open and distance learning
but Teleconferencing and audio cassettes are meant to provide valuable support. Print
materials do not generally provide built-in interaction. Additional technologies, such as e-
mail and teleconferencing must be supplemented or embedded to ensure that student in open
and distance learning get away of learning difficulties. For instance, when students using
print media, sometimes get use of e-mails to communicate with their tutors, so as to get some
clarifications on a particular problem.
The followings are the strengths of audio media in Open and Distance Learning
system:-
Audio media offer learners higher level of control over the learning process; learners can
listen, stop, start, rewind and fast-forward the tape, and this means you can use the material as
often as you like. These uniqueness, audio media strengthening students’ ability in various
aspects, such as listening and speaking skills and applying knowledge. Learners in open and
distance learning during the second generation, audio media became a most preferable media
by students due to its flexibility.
Useful in direct teaching, out of using print or face to face teaching process, audio media like
radio also is useful in direct teaching process and become a teaching and learning materials in
ODL, example of uses of radio in Open and Distance Learning (ODL), The Cooperatives in
1 Bedford A, 2007.CES Analysis Project

6. Zambia since early 1980s launched the first of its national study group campaign it consisted
of a series of periods offered in 7 official Zambia’s Vernacular languages also English for
Teachers in Namibia established since 1990s used as the bases for 1 year course, designed to
help primary teachers to improve their listening skills and speaking skills under the period
known as “Lets Speak English” which covered Half an hour per period, Thomas (2001)
Audio media are inclusive, handicapped people or people with disability like blind enjoy
learning through this kind of media. For instance the required materials like a book can be
produced in form of audio book. Therefore the Open and distance learning institutions like
Bangladesh Open University (BOU) use this kind of media in the sake of including learners
with disability to enjoy learning.
Audio media are very effective with higher interactivity, students may have learning
difficulties in course material delivered entirely via this medium, audio-conferencing can be
a valuable support technology if students need to receive modification or updates to course
content quickly, or have the need to interact with instructors and fellow students.
It is easy to record audio conferences on audiotapes; it is very easy to record an audio
conference. That way, you can distribute the tapes for students who were unable to participate
in the conference and for those who would like to review the content. Audio media does not
require higher level of understanding and comprehensive devices in recording or for
conversation, for instance an individual require only a mobile phone to participate in the
conference.
Despite of the strengths of audio media in Open and Distance Learning, the following are the
weakness of using audio media:-

7. Limited to oral interaction only, audio medium does not support visuals. Learners’ discussion
or learner to tutors conversation is limited in terms of audio only.
Require scheduling; some of the voice technologies such as audio conferences are
synchronous, meaning that they must be scheduled at a convenient time for the students and
teacher. Audio media tries to neglects features of adult learners, adult learners have multiple
roles sometimes fail to communicate with their tutors regularly just because of fixed time
table. Segoe (2014), Participants mentioned that as they were adults and DE learners, many
demands are made on their time and they sometimes have to prioritise those demands.
Therefore to them communicating in a scheduled time might not be their first priorities but to
accomplish their family commitment.
However with the strengths of print and audio media in Open and Distance Learning system,
these two media cannot be successful by their own in teaching and learning process in ODL
institutions. Other media should be blended in, for instance ITV (Instructional Television), as
it has the ability to emulate a live classroom when coupled with audio conference, and also
ITV does not limit tutors to use any kind of instructional medium that could be used in a
traditional classroom. It can also provide high levels of synchronous oral interaction and
immediate feedback to questions despite the distance between instructor and students. But the
selection of the media to be used in an ODL institution depends on multifactor like cost,
learners’ background, infrastructures, ability of tutors to use a particular selected media

8. References
Bangladesh Open University at a glance (1999).Publishing, Printing and Distribution
Division, Gazipur.
Bangladesh) Bangladesh Open University, November.
Bates A.W. (1995). Technology, Open Learning and Distance Education, London:
Bates, A W (1981). The Planning and management of audio- visual media in distance
learning institution; Paris International Institute for Education
Routledge
Rumble G. (1995). Media use at Open University, The Guardian, (Dhaka,
Segoe B. (2014). Tutor Support in an Open Distance Learning (ODL) Environment for
Upgrading Teachers: University of South Africa, South Africa.
Segoe B. (2014) .Tutor Support in an Open Distance Learning (ODL) Environment for
Upgrading Teachers:University of South Africa, South Africa.
Thomas, J (2001). Audio for Distance Education and Open Learning: The Commonwealth of
Learning and the International Extension College