TEACHING OLD DOGS NEW TRICKS: A PARADIGM OF LIFELONG ...

TEACHING OLD DOGS NEW TRICKS:
A PARADIGM OF LIFELONG LEARNING FOR QUALITY IMPROVEMENT OF
ACADEMICS IN ODL INSTITUTIONS IN AFRICA
DELE BRAIMOH
UNESCO CHAIR OF ODL & DIRECTOR, IODL
SOUTH AFRICA
Summary
There is an unending explosive demand in many African countries for access to higher
education as a way of improving the people’s quality of life. Yet, the conventional
institutions do not have absorptive capacity to meet the needs of such teeming
population, hence, the existence of ODL institutions. However, many academics
including the professionals who work in the ODL institutions in Africa had their training
background in and work orientation at the conventional F2F institutions. In order for
them to adequately integrate into the operational processes as well as to maintain
quality, both of the ODL programme and products, they must, of necessity, undergo
regular training and retraining programmes, so as to improve their performance level.
No matter, the age, qualification and experience of such individuals who may not have
taught or worked in an ODL environment before joining such a virtual higher institution
of learning where students should be the centre piece of focus in order to achieve
positive throughout rate, it therefore, becomes pertinent that they are made to embark
on learning to learn new ideas while at the same time, learning to unlearn old ways of
doing things from the conventional institutional basis, thus bringing about a behavioral
modification and attitudinal change. This will therefore, confirm that when learning is
considered from many perspectives, it should still be seen as a lifelong phenomenon
and therefore, everybody is a subject of teaching and learning encounter in that
respect.
Introduction
Very crucial among the challenges in Open Distance Learning (ODL) generally, and
specifically within the African sub-region, is how to harness and regularly arrange
learning materials and facilities to prompt positive academic behaviour to benefit old
academic brigade, as complacent learners (otherwise, old dogs), who rigidly and
tenaciously hold on to conservative academic practices in many of the transformed
African Tertiary Institutions (ATIs). This paper argues that irrespective of the status of
the learners, teaching-learning outcomes can be facilitated through adequate
assessment of the learners’ perspectives with the juxtaposition of stimulating
environment with the concomitant mentor-preteges’ relationship. The raw material is the

learner’s ability to boost expected learning outcome through adequate and personal
belief in one’s capabilities and self-worth.
Prefatory
The spiral demand by the general public for placement in Higher Institutions of Learning
(HIL) is a criterion with which to measure the incapability of many conventional
institutions to effectively cope with the absorptive capacity of the teeming African
population. This therefore, calls for a more viable and economic route to widen access
of majority of people to higher education. The most plausible solution to this problem is
the deliberate adoption of Open Distance Learning (ODL) because of its attractive
virtues which according to Braimoh (1998) include the following:
• It mitigates the perennial problem of restricted admission process
• It encourages learning and earning to go pari-passu. This is because it is
no longer rewarding for the employers of labour to grant study leave with
pay to their employees as a result of the global economic recession.
Consequently too, it is also no longer attractive to the employees to resign
their jobs for the luxury of full time study in the face of deepening global
unemployment situation.
• It stimulates intellectual activity and skills development as a result of
independent thinking arising from learners’ exposure to variety of learning
materials both in print and electronic formats.
• It is more cost effective when compared with the conventional higher
education, particularly when it is considered from the premise of the
enormity of expenditure that goes into the running conventional tertiary
institutions to achieve the same goal of person-power development through
the ODL route.
• It has the element of immediacy, especially in the application of the skills
and knowledge gained while studying for the purpose of improving the
learner’s job performance at his/her work post.
• It encourages massification of products as a result of the heterogeneity of
clientele, subject coverage and geographical dispersion of learners’
location.
• It is not disruptive in any form, as distance learning does not require the
learner to be completely removed from his/her community, workplace or
family members.
It must however be noted, that majority of single, bi-modal or mixed modal Distance
Higher Education Institutions (DHEIs) in most African countries are staffed with
academics drawn predominantly from the F2F traditional Institutions. Consequently,
because of their initial academic training, practical orientation and work experience,
which are at variance with ODL Institutions, adaptability to ODL practice therefore
becomes a ”war” with concomitant effect on academic quality, weak reflexive research
output and a frustrating throughput rate.
This paper therefore, proposes the adoption of a strategic approach, to the
improvement of academic quality of staff of African ODL institutions, especially, through

a deliberate lifelong professional training and development programme. This will not
only create a continuous learning environment among academic staff members in terms
of the theories, principles and practices of ODL, but it will also enhance their
productivity in all its ramifications with a resultant positive change in the unholy
metaphor of access without success.
Background
One common axiom especially in the teaching-learning environment, which focuses
particularly on knowledge generation, creation, appreciation and or acquisition, is that
“old dogs” cannot be taught. Several explanations are teased to often understand this
standpoint, but, without any equivocation, in teaching-learning environment, there is
an in-built mechanism for the assessment of personal efforts in learning outcome. For
instance, the teacher and or programme facilitator (PF) is able, to consistently and
periodically evaluate, through his/her daily instructional contribution, the generation of
knowledge and meaningful ideas that would be germane to changing learners’
behaviour. Learners’ behaviour depict the assumed consequent effect of learning input
which can either be, ‘excellent academic performance (otherwise behaviour)’, ‘good
academic performance’, ‘average academic performance’, ‘poor academic
performance’, and or ‘academic failure’ when evaluated. There are different categories
of learners as studies have shown. For instance, there are learners who either
develop their capacity to maximize learning opportunities early or those whose
capacities are merely prompted much later in life. Others operate within the set-up of
multi-complex learning styles and which some studies have attested to (Jackson,
Hobman, Jimmieson & Martin, 2008; Osiki, 2008; Siadaty & Taghiyareh, 2007). If the
learner’s capacity to appreciate new information is at a loss and or blocked due to
certain intervening variables such as illnesses and or emotional trauma, there are
known psychological methods that could be harnessed to invigorate learning process.
Using the difficult terrain that may block the learnt information, and subsequently affect
information retrieval, Osiki (2008) stresses that old learners are unambiguously
prompted to maximize learning opportunities through the application of relaxation
techniques and reframing methods which are subsumed through psychotherapeutic
facilitation. Osiki (2008), Osiki & Braimoh, (2008) opine that employing the
manipulation of learners’ emotionality along the application of selected
psychotherapies, could positively boost teaching outcomes involving distance learners
(DLs). According to the gleaned outcome details from the ‘Centre for Positive Practices’
(2008), the stimulation of effective learning outcome could be explained through the
implication of multi-factors among which are: self-concept, self-esteem, self-confidence,
anxiety, background, socio-economic status, gender and self-efficacy according to .
Self-efficacy according to Pajares & Miller, (1994), is shown to hold greater explanatory
and predictive power for academic outcomes than many other determinants.
Learning Process
Learning is an abstract, invisible, unending and permanent phenomenon. Everyone,
no matter the age, academic qualification, social level, marital status or gender
difference, is bound to learn, although the pace of learning and the ability to
comprehend the learnt information may however, differ from person to person. The
reality is that any meaningful learning is expected to lead to behavioural change in the
recipient. In other words, according to Braimoh (2008), human beings must engage in
learning process in order to learn new ideas and gain valuable knowledge while at the

same time, learning to unlearn old and unprofitable habits, which may not only be
injurious to the learner him/herself alone, but also detrimental to the developmental
growth of the society in which he/she lives.
Learning can be undertaken consciously or unconsciously, it can be planned or
accidental, it can be acquired formally, informally or non-formally. It is difficult as
much as it is unacceptable for anyone to consider himself/herself a completely
knowledgeable person, thus requiring no further training in any form, to update his
knowledge base, especially in this global technologically changing times, where
yesteryears’ experiences are basically obsolete for solving today’s problems.
Therefore, in order to meet up with the global changing world, we must aspire to
become a learning society, which according to Omolewa (2008), starts from cradle but
transcends the grave.
To corroborate the idea of learning as cutting across all levels of people and
throughout one’s lifespan, Oduaran (2002) opines that it will be culturally, socially,
economically, politically and psychologically illogical, unfair and wasteful to confine
learning to any one segment of life, society, location (space) and time. He goes
further to advice that every resource in society [that is] capable of widening access to
learning must profitably be utilized, so as to promote the goal of learning to live and
living to learn, particularly for the betterment of humankind in the 21st century.
One can compartmentalize learning into many boxes, as earlier shown above,
however, within this premise, we would confine ourselves to the organized formal and
non-formal learning processes which are consciously engaged in by individuals for the
purpose of professional development. Going by this platform, it therefore, challenges
individual to be able to make meaningful contributions to the society in which he/she
lives as well as for the skills improvement of the “learner” for a better and quality job
performance.
Prompting Adequate Learning Outcome through Personal Belief
Learners learn through several methods as there are unique differences both in
people (DLs), learning environments/challenges, programme facilitators (PFs)
(instructors or teachers), and or the materials to be learnt. Although the differentiallearning
methods have been emphasized by several studies. Dunn and Dunn (1978)
argued that learners are affected by their:
1. Immediate environment (sound, light, temperature, and design);
2. Own emotionality (motivation, persistence, responsibility, and need for
structure or flexibility);
3. Sociological needs (self, pair, peers, team, adult, or varied); and
4. Physical needs (perceptual strengths, intake, time, and mobility),
fundamental however is the learner’s ability in assessing his/her personal
worth.
When a learner believes in his or her capabilities to successfully perform a designed
task and the PFs adequately stimulate a conducive learning environment, learning
and learning outcomes are at apogee. Though Osiki (2008) research outcome has

demonstrated how learning materials could be arranged and facilitated to obtain
expected results, nonetheless, the provision of environmental conditions such as
involving instructional strategies and appropriate technology that improve the
strategies and self-efficacy of the learner is an additional plus. When the belief that a
learner has about his or her capabilities is positive, and he/she recognizes that PFs’
appreciate his/her assessment of personal worth, it boosts his psychology, while at the
same time, sustaining adequate mental frame of mind which is a condition that is
expected for learning to become meaningful. Learning of tasks becomes meaningful
when the recipients are able to apply the benefits of the learning outcome to induce
behavioural changes. Learners are thus subsequently enabled, both to maximize the
benefits of learning and to demonstrate the experience for successful learning that is
arguably transformatory.
Re-echoing the relevance of personal belief in ones capabilities, the ‘Centre for
Positive Practices’ subsumed the notion within the model of triadic reciprocality.
According to the concept of the triadic reciprocality, the ability to influence various
personal determinants is accorded to five basic human capabilities which are
a) Symbolizing,
b) Forethought,
c) Vicarious,
d) Self-regulatory, and
e) Self-reflective.
Furthermore, the idea that learners are generally gifted with the capability of
symbolizing is not in doubt. In any academic context (i.e. the ODL and or DHEIs) and
especially within the African sub-regions, such symbolization allows learners to
process abstract experiences into models that guide their learning and performance.
In the elaboration of this, when learners (otherwise, academics of some standing),
who have assumed the circumstances of an epitomized ‘academic indolence’ are to
be goaded to a responsible academic and professional behaviour, an academic
mentor could, for instance, facilitate learning through guided imitation until expected
academic behaviour is modified. The case of the old dogs (otherwise, learners) being
taught active research culture can be enabled through a well stimulated and valuedriven
collaborative studies which of course, also has the propensity for the
sustainability of further mentor-protégés relationship.
In another dimension, learners’ personal capabilities and the appreciation of self-worth
is further propelled through the manipulative effects of forethought. Forethought
according to the ‘American Heritage Dictionary’ (2003), involves the deliberation,
consideration, and planning before hand, which constitute part of cognitive
representation of future events. Learning effectiveness has a direct link between what
would be learnt and future outcome and it has a very prominent index in the practical
application of the benefits of the reframing psychotherapeutic technique. Watching a
self-efficacious model perform a mathematical calculation using a particular strategy
may lead the observer to foresee this within the scope of his or her own capabilities
which may consequently lead him/her to perform with precision of success.
Buttressing the beneficial outcome of forethought, Bandura (1986) said that if we had
to directly experience everything we learn, we would not have adequate time and

opportunity to learn very much; and hence, when a learner observes a model’s
thinking through text-based soliloquy, the observer would be directed on how to
conceptualize the object of the observation in order to overcome self-doubts about
successful performance. In emphasizing self-efficacy and how this relates to learner’s
perception of their capabilities, Bandura (1986) defined self-efficacy as "people's
judgements of their capabilities to organize and execute courses of action required to
attain designated types of performance”. Self-efficacy refers to people's beliefs about
their capability to perform certain actions in a specific domain (Bandura, 1993). Locke
& Latham (1990) stated that self-efficacy is a significant determinant of achievement,
operating independently of the individuals' underlying skills in a specific context
(Schunk, 1984). Bandura (1993) stated that individuals with high self-efficacy
"heighten and sustain their efforts in the face of failure".
In Miltiadou’s (2009) submission, learners articulate and maximize learning
opportunities through the advantaged use of self-regulation. According to Miltiadou,
self-regulatory learning, though an important motivation devise, occurs from “students'
behaviours that are systematically oriented toward attainment of learning goals"
(Schunk,1984). Self-regulated learners not only need to posses cognition (knowledge to
build upon), and metacognition (the knowledge and monitoring of learning strategies),
but they must also be motivated to use their metacognitive strategies to build upon their
understandings of instructional material (Pintrich & De Groot, 1990).
Self-regulation has been studied in traditional classrooms in order to provide an
understanding of how students use their cognition, metacognition, and motivation in
order to experience successful learning. Cognitive and metacognitive strategies provide
the building blocks for constructing knowledge within a learning environment.
Motivation, especially within the distance education context, provides the fuel for
student engagement. Without motivation, students will not think about nor organize
their knowledge simply because of being separated from the instructor by time and
place (Miltiadou, 2009). Research conducted by Blocher (1997) has shown that selfregulated
students have a strong desire to learn and are goal directed.
Empowering Learners through a Direct Instructional Teaching on Learning How
to Learn
Fundamental to learning and its outcome, is the appreciation of the notion that learning,
especially new things may not be any easy task. To stimulate learning, irrespective of
the multi-factors of age, gender, socio-economics as well as previous and related
experiences of the learners, learning tasks should be arranged to facilitate acquisition,
remembering and easy recall. The ODL experience, without any doubt, continues to
indicate that lecturers need regular up-dating to remain articulate and academically
relevant. The beginning of the twenty-first century exemplifies that all stake holders,
particularly within the structure of ODL cannot afford to exhibit academic indolence.
Maintaining high academic and professional competence and or standards, PFs along
with both supporting staff and learners must be goaded to adequately respond to
learning challenges and competences.
According to the ‘Report of Learning Working Group’ (2009), it states that, ‘learning to
learn may be a straightforward idea: to understand it, we need no help from
psychological theory, in reality, both defining the concept and finding ways of enhancing
the skill (s) involved are much more tricky’. Furthermore, the idea of learning to learn
has a confused and confusing relationship with terms that are commonly used in

education, such as problem solving or thinking skills or critical thinking among others
which invariably has the capacity to enhance both learning and learning to learn. The
assertion was therefore, concluded when it said that learning to learn is not a single
entity or skill, but a family of learning practices that enhance one’s capacity to learn.
The Royal Society of Arts (2009) summed this up when it said that a family of learning
competences are, among others:
• understanding how to learn, taking account of one’s preferred learning styles and
understanding the need to, and how to manage one’s own learning throughout
life.
• learning, systematically, to think.
• exploring and reaching an understanding of one’s own creative talents, and to
make best use of them.
• learning to enjoy and love learning for its own sake and as part of understanding
oneself.
• achieving high standards in literacy, numeracy and spatial understanding.
• achieving high standards of competence in handling information and
communication technology and understanding the underlying processes.
In his argument for how best to arrange learning materials as well as prompting a
background of learning expectations that could be instrumental to adequate and
sustainable behavioural outcomes, Watkins (2007) said that learning to learn consists
of several different family members which include:
• making learning an object of attention;
• making learning an object of conversation;
• making learning an object of reflection; and
• making learning an object of learning itself.
In a more precise way, and that which places premium on the importance of psychology
and or the teaching-learning activities that are sustainable through psychotherapeutic
knowledge generation and creation, significant dimension on how the complacent
academics and DLs can be prompted to learn and learning meaningfully are provided.
For instance, in any such environment, adequate use of graded re-inforcers are
administered, and learners are able to appreciate through value-directed teachinglearning
instructions, while they learn how to continue to learn and learning with end
results. When learners are prompted to learn with such a goal-directed task, learners
are put on the alert and that, the outcome of learning should be made to benefit
mankind. Learning essentially should produce meaningful behavioural changes with the
intention of advancing and promoting the collective interest of mankind, in socioeconomics,
politics, mental health and general wellness.
According to the ‘Report of Learning Workshop Group’ (2009), while supporting the
notion for the relevance of psychological package for inducing learners generally,
argued when it said that the ‘core of learning to learn is meta-cognition’. In a further
analogy, it said that though there is learning, there is also learning about learning.
Individuals for instance, think and or emote, but they can also think about their thinking
rather than being complacent and indolent. Thus in consequence, by implying metacognition
as far as prompted learning is concerned, it encapsulates and defines the
individual capacity to monitor, evaluate, control and change how he/she thinks and
learns. In a less formal terms, learning to learn means reflecting on one’s learning and
intentionally applying the results of one’s reflection to further learning, the report

submits. In brief, learning to learn (otherwise, prompting old dogs to learn how to learn)
involves:
• understanding the demands that a learning task makes;
• knowing about intellectual processes and how they work;
• generating and considering strategies to cope with the task;
• getting better at choosing the strategies that are the most appropriate for the
task; and
• monitoring and evaluating the subsequent learning behaviour through feedback
on the extent to which the chosen strategies have led to success with the task.
Boosting Academic Commitments through Delayed Utterances
Prominent in academic behaviour is that learners learn differentially even under similar
conditions. But the dimension on how socio-environmental situation impact on the
learners’ ability to acquire and use generated and created information is a constant
research focus. Under the circumstance therefore, teaching-learning environment
should be so arranged that learners of multiple background would have the
opportunities to be assisted to learn. While emotion is involved in the learners’ abilities
to articulate learning materials to a beneficial level, the PFs should delay their
unbecoming utterances in order to facilitate adequate and expected learning. Many of
today’s DLs may be completely nonplussed due to negative and derogatory statements
either from their peers or their academic mentors.
In the contribution to the sustainability of learning effectiveness and in particular,
facilitating how human emotions can be directed in the achievement of meaningful
academic results (i.e. research behaviour), Dunn & Dunn (1978) said that learners are
affected by their:
i. Immediate environment;
ii.
iii.
iv.
Own emotionality;
Sociological needs; and
Physical needs. Other studies implicating the beneficial effect of learners’
emotionality and how it could be harnessed in boosting academic behaviour
include that of Osiki (2008).
The learner’s emotional status is a combination of four indices which include:
i. Presence of environmental stimulus;
ii.
iii.
iv.
Sense of heightened physiological arousal;
Personal idiosyncrasies; and
Cognitive appraisal of any given situation.
For the professional teacher to acquire information germane to their individual
development, the state of their mental stability and happiness should be congenial as
Osiki, (2008) posits. Learners academic/professional behaviour and, in particular,

esearch empowerment gets goaded when their self-perception and how they are
perceived by others correlate positively.
Conclusion
Learners’ adequate perception of their self-worth and or capabilities is significant in
how they learn and continue to learn. In stimulating adequate academic and
professional behaviour, as the case may be in ODL, programme facilitators (PFs)
should be enthusiastic enough to assess and articulate the perspective of the learners.
When the learners perceive that his or her academic mentor identifies with his/her
learning difficulties or challenges, the psychology of their mental frame gets boosted,
and subsequently, the learners are more ready to learn. Adequate teaching-learning
relationship could therefore, be more facilitated when and if learner-teacher interaction
is built on the principle of psychotherapeutic relationship. In such environment both the
learners and PFs get into the relationship with the intention of symbiotically influencing
the other.
We must say, in conclusion however, and without any iota of doubt or fear of
intimidation, that many of the people who work in distance education institutions as
academics and professionals, came into ODL by default and not by deliberate training.
For this simple reason therefore, a process of initiation is expedient for all of us, so as
to be able to understand the operational imperatives of such institutions vis-à-vis the
staff expectations in contributing to the progress of such institutions. ODL cannot and
should not be considered as a subject but it must be taken holistically as a professional
field of practice, just like Law, Journalism and Medicine, because of its human and
national developmental orientation. Therefore, our objective suggestion will be that
those academics and professional staff members who do not have any form of prior
ODL training and are currently working in predominantly virtual educational institution
across the globe, must undergo a compulsory part-time one year distance learning
training, leading to the award of a diploma certificate in ODL. This is to enable them
understand the underpinning principles and practice including the scope and
requirements of ODL activities including research and student handling processes in an
ODL Institution. We must however, not be rigid to embrace change as life itself is not
static but dynamic, therefore, in any process of transformation, we must be ready to
learn new things while we must also be prepared to consciously unlearn our old ways
of doing things. This proposal is not a new thing as some conventional universities in
some parts of Africa have already embraced the practice of initiating their new
academic staff into the teaching fraternity at the university level. This is especially for
those who do not have any qualification in education-based discipline even if such
individuals already possess the doctorate degrees in other disciplines.
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