Open and Distance Learning for Sustainable Development

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Areas of Need The respondents identified the following areas of needs for collaboration between ODL and conventional institutions. They include: - content experts, to assist with course material development/authorship/editing and updating of course materials - examiners /supervisors - script markers/moderators - unlimited access to online course materials from other institutions - sourcing for relevant materials and published course materials from sister institutions for adoption - organisation of regular workshops/induction courses for course material developers and facilitators - prompt remuneration and motivation of course material developers - regular updating of staff through participation in international workshops, conferences and seminars - sourcing of adequate facilities for practical sessions - collaboration in curriculum development Benefits The respondents recognise the followings as benefits derivable from collaborative practices between the two classes of institutions. They are: - reaching the unreached - manpower development through usage of staff as course developers/writers and tutorial facilitators - enhancing standardisation of educational system and maintenance of academic quality - promoting the adoption of true life long learning - production of learning materials of high quality - encouraging interaction between students/staff of the two divides - useful in research situations, since one could serve as a control during comparative analysis of either system - facilitates exchange of current academic ideas, materials and personnel as may occur during sabbaticals leave. - use of laboratories, lecture theatres and offices of the conventional institutions - increase access to qualitative higher education - reduction in cost of production and ODL delivery Challenges with Course Material Development The common challenges in the development of course materials as posted by the respondents are: - time constraint - dearth of senior academics that could assist with course material development - identifying potential writers - follow up/monitoring of course writers to ensure timely delivery - issues bothering on copyright and royalties to writers - delayed remuneration to course developers, lack of motivation and incentives - unwillingness by many to participate - lack of current literature for use - erratic power supplies - unavailability of regular/easy access to the internet - issues of intellectual property rights - slow pace of writing by many developers/delay in publishing - substandard products from some authors (quality assurance) Evaluation of Learning Outcomes The learning outcomes of students in the NOUN are evaluated through the following means: 631
- Self Assessment Exercises (SAEs) - Tutor-Marked Assignments (TMAs) - End of Semester Examinations (ESE) - Student Industrial Work Experience Schemes (SIWES) - Practicals - Projects Challenges with Assessment The respondents were able to identify the followings as challenges encountered with regards to assessment of students learning out comes: - undue delay with processing of results - ambiguity with registration of courses for examination - delivery of question papers to various centres - leakage of examination questions - examination malpractice/impersonation at venues - failure on the part of some students to properly write their matriculation/identification numbers on answer scripts - disobedience of rules and regulations governing the conduct of examinations by some students - missing examination results/TMAs - incomplete results - enormous cost of conducting examinations - lack of proper/adequate supervision of facilitators in assessing students - lack of feedback to students on the outcome of graded TMAs - inadequate facilities for conduct of examinations - use of ambiguous/substandard questions - poor editing of some questions used for assessments - organisational lapses- non inclusion of some question papers e.t.c. Suggestions After a careful perusal of the inputs from the respondents, the following suggestions are advanced. The researchers are of the opinion that these may advance the frontier in open and distance learning. • ICTs should not only be considered, but used as a vital tool for improved productivity and interactivity in open and distance learning, since with satellite technology and video conferencing, OFL institutions can collaborate in the dissemination of knowledge, e.t.c. • As opined by Gupta (2006), other avenues of collaboration may also be exploited for enhanced productivity, such as with governmental departments, corporate bodies, banking/insurance institutions and Non Governmental Organisations. • Aside from domestic conventional universities, collaborative activities should be encouraged with foreign universities which could in the final analysis lead to the sharing of infrastructure, ICTs, and intellectual resources. • The enactment of a national policy on distance education should be on the front burner. This could facilitate the establishment of a ‘National Distance Education Council’ that would serve as a regulatory body for open and distance learning. • ODL institutions should strive towards self reliance, by engaging in such practices that may generate funds through sponsored projects, consultancy and detour as much as possible from bogus projects. Conclusion This study has established the needs for collaboration, challenges and benefits, therein, with the National Open University of Nigeria (NOUN) in focus. Open and distance learning is the vogue. Its benefits are obvious. Like an adage which says ‘two hands can wash each other better than one’, the role of collaborative practices, not just between 632
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2 nd Lagos, Nigeria A C D E C o n f
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Prof. Babatunde Ipaye (Chair, Plann
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Page Foreword i Contents ii - xi CO
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Increasing Teacher Quantity and Qua
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Role of Open / Distance Learning in
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Facilitating the Learning of Wildli
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Ibadan Open Digital Village (IODIV)
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THINKING OPEN AND DISTANCE LEARNING
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inaugurating at the time from exter
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country would be changed for good a
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Introduction 7 ELEARNING ON THE FAR
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There is a major omission in that d
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There are now close to a hundred of
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2008. We have already done face to
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affordable by students, parents, go
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their communities with no vocationa
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operating grants. A similarly sized
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• Innovation: In North America un
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mercantile investment tools exploit
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THE CHALLENGE OF THE MILLENNIUM DEV
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Quite clearly ODL practices have a
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Distance learning methods can be us
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We should not forget the strength o
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Introduction It is indeed a great p
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estructuring efforts will be geared
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37 Table 4: Internet Penetration in
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Given that ODL is a relatively new
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globalised and competitive world, h
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43 • The sharing of experiences t
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References Arbo, P., & Benneworth,
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Well functioning teacher education
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49 • The possibility of achieving
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51 • Education or professional st
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getting teacher-students to engage
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Thus, if the intention is to prepar
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over 3 three years Trained 1,200 Te
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Purpose-driven programme design inf
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We would argue the need for site-ba
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63 • How will we know whether we
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Robinson, B. & Latchem, C. Eds. (20
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pattern emerging, they need to anal
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Language and National Development N
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These programmes exist in many univ
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Survey Research; Introspection and
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The point made here is that univers
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77 access to French, the language o
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vehicular cross border languages or
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References Bamgbose, A. (1991). Lan
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83 SUSTAINABLE DEVELOPMENT FROM INT
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85 • Romania - National Centre fo
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87 Consumption and Production Patte
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the structure to coordinate nationa
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conservation in protected areas and
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mind the colonial and historical le
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involved in the evaluation of cours
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staff and students to information a
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otherwise open and distance learnin
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We agree with Okolie (2003) that th
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means of education to become member
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REFERENCES Adekanmbi, G. (2000). A
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Gravett, S. (2004). Teaching and le
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109 SUB THEME I OPEN & DISTANCE LEA
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Definition of Social Emotional Lear
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1988). The learners in developmenta
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Table 1 Proportional Sampling of Pr
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Confidence 752 4.11 0.91 Independen
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References Association for Childhoo
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QUALITY ASSURANCE IN OPEN AND DISTA
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Concept of Quality Assurance Qualit
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The vision of the National Open Uni
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(e) To provide forum where individu
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AN APPRAISAL OF THE IMPLEMENTATION
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e mo v e d in s p a c e a n d /o r
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T h e o r e t ica l Framework T h e
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h a v e th e larg e s t n u mb e r
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T a b l e 2 : C o mparison o f A d
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I t e m S /N f r o m r e s u l ts i
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141 p o p u l a t io n a d e q u a
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I t e m S /N S p e c if ic a lly, r
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D iscussio n F i v e r e s e a r c
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R e f e r e n c e s A ya d i, Fe l
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traders, unqualified medical worker
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Table 1: Mean, Standard Deviation a
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From table 2 above, it is observed
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ape, drug abuse and in unhealthy se
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Introduction Education has become o
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The Early Childhood Education progr
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In a bid to deliver quality educati
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(a) Self-assessment: These are assi
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OPEN AND DISTANCE LEARNING (ODL) AN
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Most of the ODL programmes at the U
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Director but the basic admission le
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THE USE OF AN ONLINE LEARNING SYSTE
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online education, also called dista
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Program Knowledge Performance Learn
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DEED618: College Teaching (CRN# 301
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Dreamweaver, etc. Providing additio
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Table 2 - Ten Largest Distance-lear
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USA Today, April 33, 2008: 6D. Wrig
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systems such as water, and land and
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Teachers face a widening range of d
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189 ii. gender: It is difficult to
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191 Robinson, B. and Colin, L. (200
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University of United Kingdom (OUUK)
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to lack of potential for sustainabi
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elements are: leadership, governmen
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Education for Sustainability Sustai
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The National Teachers’ Institute,
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- The Federal Government directive
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References: Adeagbo, Sen (2004). Co
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Introduction Distance learning is a
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This undeniable huge number of illi
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210 At the level of M.A Urdu in th
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Siddique, H.M. (2004). Distance Lea
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Annexure-3:Table 3 Gender Wise, Lev
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Annexure -8:Table 8 Gender Wise, Le
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9 Education Teacher Pakistan educat
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INCREASING TEACHER QUANTITY AND QUA
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teacher ratios very high (for insta
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Teacher Education in Kenya and Expe
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Postgraduate Diploma in Education (
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228 AN APPRAISAL OF ODL MODEL FOR P
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I n d i s c u s s in g th e po t e
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P u r p o s e of th e s t u d y T h
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D a t a a n a l y s i s B o th q u
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I t e m S / N T a b l e 3 C o m p a
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T a b l e 5 R a t i n g o f a d e q
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l e c t u r e s r e gu l a r l y an
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Figure 1 Summary of panel’s repor
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244 a d e q u a t e f e e d b a c k
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G a b r ie l , A . ( 20 0 0 ) . E -
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Introduction In the recent past, th
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compromise the time and attention t
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The students reported that they had
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TRAINING OF DEVELOPERS OF DISTANCE
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putting in place the SOLACE. Indeed
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Although according to data in the r
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clear policy which addresses a vari
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Republic of Kenya. (1998). Master P
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system, namely making learning flex
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Type 1 Literacy development interve
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268 the Adult Literacy Classroom. A
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AGRICULTURE AND THE MILLENNIUM DEVE
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Developing a global partnership for
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farmer in the Hambantota region saw
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276 RECONSTRUCTING MASCULINITY AND
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power. Power then becomes a weapon
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annunciated by the superpowers. P.
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24. I refer to potentially inhibito
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means that the propositions employe
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Dignity: Human dignity, pursuit of
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sound philosophical foundation to i
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290 INNOVATIVE METHOD OF HIV/AIDS E
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To be certain, the treatment situat
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The course: Management and Care of
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Aderinoye, R. and Ojokheta, K. (200
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This paper explores how the curricu
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300 indirectly by serving as guides
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302 iv. Rehabilitation and empowerm
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FROM EMPOWERMENT TO TRANSFORMATION:
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conception of power according to Pa
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in education. Plagiarising the work
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In Osiki (2007b), it was opined tha
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and caprices of any “military gen
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Osiki, J.O. (2007 b). Empowering Di
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INCORPORATING RELATIONSHIP MARKETIN
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strategic planning, work process, t
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Position Held Frequency Percent Cle
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Most of the customer care given to
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Bbuye, J. (2005) “Distance Educat
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INCREASING NUMBER OF OLDER PERSONS
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of ageing (Omotayo, 2006: 105-107).
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Second Semester 017Theory of Ageing
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OPEN AND DISTANCE LEARNING: SUCCESS
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opportunities. This is in keeping w
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External problems Energy related pr
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References Adebayo, A. M. (2007a).
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Conceptual issues Open and Ffexible
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Table 1. Applications and admission
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from the epidemic to share their ex
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Jegede, O.J. (2003). Taking the dis
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The foreign learning and teaching s
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The song accompaniment for GST 101
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McLuhan, M. (1964). Understanding t
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Introduction Open and Distance Lear
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It includes all the activities aime
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358 contact, less formal methods ar
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360 Training Objective Even though
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1. Technical competency 362 Technic
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2. Training logistics 364 The curri
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Rao, M.K. (1999). A Critical Analys
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vulgarisation agricole et d’ensei
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Open Learning system has emerged as
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For the physically challenged child
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Introduction/historical background
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Academic Manpower in NOUN The Natio
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THE ROLE OF NATIONAL OPEN UNIVERSIT
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New venture creation and developmen
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Education is the most important ins
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Mode of Course Delivery Full time a
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Significantly, standards and benchm
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Osei, B., Baah-Nuakoh, A., Tutu, K.
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Introduction The success of every n
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S/N 1 Significance Generally, the m
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and infant mortality. 17 ODL method
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needed information. Assessment acco
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Abstract 398 ROLE OF OPEN AND DISTA
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Studies show that, it is as effecti
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The programme was introduced to tak
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This method allows learners to plan
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demand for providing quality teache
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Convenience with Family and other S
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(49.0%) agreed and 153 (51.0%) disa
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Hypothesis 2 Occupational status of
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Recommendations Open and distance l
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National Teachers’ Institute. (20
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418 Can human beings live long? Can
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17 - 19). Hence, the number of wome
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Ohaegbulem, M. O. (2007). Awareness
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Introduction The population growth
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However, the ubiquity of ICTs today
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428 • Religion Various religious
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Conclusion 430 o Promoting synergis
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Abstract 432 WOMEN EMPOWERMENT AND
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Data collection We conducted in-dep
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ecause she spent most of the time a
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financially well off and he preferr
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References Chaudry, P. (1995) Women
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University of Nigeria en vue de met
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36 Zamfara 1,630,344 1,629,502 3,25
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446 Total Population of Female in N
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Table1.3 Total number of admitted s
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ODL if the government can put in pl
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452 SUB THEME III CAPACITY BUILDING
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Course Structure of DPE Programme T
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Regarding counselling sessions not
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BLOGGING AT UNIVERSITY AS A CASE ST
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in the past 12 months (i.e., up to
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The purpose of the blog should be m
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Tables 3 and 4 show samples of blog
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Staff are presumably well grounded
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Appendix I - Modelling for a pedago
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that bear on its ability to satisfy
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quality control and accrediting age
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Further, the characteristics of sof
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Duncan, W. J. (1978). Organizationa
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The Policy of the National Open Uni
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those measures is arguable 6 . But
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Much of the official attitude (legi
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fit to live a law abiding life upon
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educational or vocational training
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OPEN DISTANCE LEARNING (ODL) AS STR
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imprisoned along with convicted cri
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References Heather Menzies Venettee
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Mots clés: développement de resou
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Results and Findings The National O
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The respondents thus identified tha
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systematic programme of continuous
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Introduction Training as related to
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There is therefore the need to prep
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• the time lag between learning s
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508 SUB THEME IV Quality Assurance
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Project Goal The goal of the projec
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512 students who cannot afford coll
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514 Table 2 Notional Budget Item Am
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Introduction Course materials are v
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content and construct validity; and
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Table 4 Percentage of learners’ r
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Discussion Research Question 1 Are
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Findings The following were the fin
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CHALLENGES OF QUALITY ASSURANCE IN
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materials (printed texts, video, au
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Introduction In order to create an
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COUNSELLING AS A COMMUNICATION STRA
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In Open and Distance Education, the
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As earlier mentioned, effort is bei
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Conclusion In this paper, the write
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Introduction Open and distance educ
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542 5. There is openness with regar
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etrieval and dissemination of infor
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546 teaching. It is a well designed
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References Akpan. C.P. & Esirah, E.
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FACILITATING THE LEARNING OF WILDLI
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‘graduate attributes’. However
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The subject is broken into three mo
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Assessment of Forum Participation T
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An additional tool is that of chat
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Gilmer, P. (1999). Developing a dis
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Introduction 562 PERSONNEL MANAGEME
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564 • The Managers co-ordinate th
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566 • They produce comprehensive,
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568 (i) Administrators: Administrat
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570 (v) Universities in Canada and
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References 572 (iv) Finally, it is
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professional development, the need
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576 o Portfolios: collection of lea
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we need is to train our people on t
Page 595 and 596: Introduction Distance Education is
Page 597 and 598: Methodology The research design was
Page 599 and 600: disagreed. Those who disagreed said
Page 601 and 602: There is no system of tracking and
Page 603 and 604: Venkaiah, V. (1995). Quality Assura
Page 605 and 606: calculated before the completion of
Page 607 and 608: commitment to completion; previous
Page 609 and 610: 5. Did you withdraw because of prob
Page 611 and 612: 596 • All staff of the university
Page 613 and 614: Introduction 598 STRENGTHENING AFRI
Page 615 and 616: Human resources development A key e
Page 617 and 618: Project co-ordination meetings Proj
Page 619 and 620: Open and Distance education as prac
Page 621 and 622: 606 2 The unique position of the st
Page 623 and 624: OPEN AND DISTANCE EDUCATION: A STRA
Page 625 and 626: Using Nigeria as an example to show
Page 627 and 628: Definition of Terms Open Learning:
Page 629 and 630: (Juma, 2003). Examples of these are
Page 631 and 632: Financing Education worldwide is fu
Page 633 and 634: THE ROLE OF THE NATIONAL OPEN UNIVE
Page 635 and 636: NOUN’s Vision and Mission Specifi
Page 637 and 638: Academic support services 622 Acade
Page 639 and 640: With enhanced quality education, th
Page 641 and 642: 626 SUB THEME V COLLABORATION AND P
Page 643 and 644: Technologies de l’Information et
Page 645: Collaboration The importance attach
Page 649 and 650: BEYOND BRICKS, MORTAR AND UNIVERSIT
Page 651 and 652: inability for many students to comp
Page 653 and 654: The small post-secondary sector is
Page 655 and 656: Gaining entry to a university often
Page 657 and 658: 642 • Intranet or Local area netw
Page 659 and 660: Aigbokhan, B; Imahe, O.J. & Ailemen
Page 661 and 662: Abstract 646 ENHANCE COHESIVE STREN
Page 663 and 664: school running is fully displayed i
Page 665 and 666: week to receive individual tutorial
Page 667 and 668: International research is a process
Page 669 and 670: The technical assistance activity w
Page 671 and 672: different research fields, help pro
Page 673 and 674: seulement à l’aide de CD ROMs, m
Page 675 and 676: Abstract OPPORTUNITIES FOR KNOWLEDG
Page 677 and 678: offered only in public universities
Page 679 and 680: 20. Teofilo Kisanji University (TEK
Page 681 and 682: References Chabaan, M.A. (1996). En
Page 683 and 684: training, certificate education and
Page 685 and 686: Conclusion In the course of providi
Page 687 and 688: 672 EDUCATION, ICT AND THE USE OF M
Page 689 and 690: In 1998 researchers at the Massachu
Page 691 and 692: • Confidence could be built among
Page 693 and 694: Introduction Elearning has the pote
Page 695 and 696: Internet Usage Statistics: 450,000
Page 697 and 698:
The implementation of the e-learnin
Page 699 and 700:
Communication technologies used in
Page 701 and 702:
Acknowledgement I am grateful to my
Page 703 and 704:
The pillars are; education, governa
Page 705 and 706:
The project started up in Ghana and
Page 707 and 708:
INSTRUCTIONAL SCAFFOLDING: AN EXPER
Page 709 and 710:
Reminder messages were sent 3 days
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elsewhere, designing text messages
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INTERNET VIRTUAL CLASSROOMS IN DEVE
Page 715 and 716:
The challenges of IVC deployment in
Page 717 and 718:
702 M-LEARNING: AN EMERGING TREND I
Page 719 and 720:
Short Message service (S.M.S) - ava
Page 721 and 722:
With the system problems as: - Qual
Page 723 and 724:
THE CONCEPT OF “LEARNING- FIELDS
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Above all, such learning has to imp
Page 727 and 728:
As mentioned earlier above, the tea
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Considering the contents of learnin
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Figure 3 An exemplary learning fiel
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when the situation calls for them.
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Abstract 720 TECHNOLOGICAL AND PEDA
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een produced that can effectively r
Page 739 and 740:
Determining levels of granularity W
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Once each core element of the class
Page 743 and 744:
Figure 8 - Design Challenge: Ensuri
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TEACHING TECHNICAL COURSES THROUGH
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Academic Sessions (A) It is worthy
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This percentage of the left-over is
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E-education, in the personalised we
Page 753 and 754:
According to (Michael 2002, 1993-20
Page 755 and 756:
740 teaching. (Eric Document Reprod
Page 757 and 758:
Introduction The concept of videoco
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evaluation program at higher instit
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est of an organisation. Precisely,
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748 Design & Develop Content Articu
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Students’ Projects Supervision (S
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knowledge of both tacit and explici
Page 769 and 770:
Introduction Education Policy in an
Page 771 and 772:
Therefore, in consonance with the N
Page 773 and 774:
758 • Policy Ideas and Thoughts (
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eveal that a wide gap exist in this
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BARRIERS TO THE USE OF INFORMATION
Page 779 and 780:
Literature Review John Daniel (2006
Page 781 and 782:
Methodology The subjects for the re
Page 783 and 784:
In table 6, respondents identify th
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73.1% (63.3% and 9.8%) for cost of
Page 787 and 788:
772 Anniversary Conference, 23 Augu
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774
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Open and Distance Learning for Sustainable Development

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