The impact of ICT in open and distance learning is now become a common phenomenon. The rapid use of internet and other communication facilities have brought the open and distance education closer to the student community. The paper highlights the application of ICT in open and distance learning system of Assam.

The provision of school equivalency programme through Open and Distance Learning (ODL) has gained momentum in the 21st century through the establishment of open schools. Open schools has now become a model of choice for many young people and adults who do not want to pursue their secondary education journey through the conventional delivery system. Additionally, shrinking financial resources have made it impossible for governments especially in the developing world to expand education through the conventional system. Pityana (2007) claims that ODL is key in advancing the development agenda of many nations through programmes that accommodate the less privileged members of the society such as women, the unemployed, repeaters, out-of-school youth, disadvantaged and the displaced. Although open schools have made progress in increasing access, low throughput rates and high dropout rates remain the key challenges. The purpose of this study was therefore to explore the experiences and perceptions of learners when migrating from the conventional school system to the open and distance learning in general, and to Namibian College of Open Learning (NAMCOL) in particular. This study was driven by the assumption that change in the learning environment might be the most influential factor on learners’ ability to integrate into the new distance learning environment. The study mainly focused on the senior secondary (Grade 12) learners who transferred from the formal schools to NAMCOL to upgrade their grades. Moore’s (1883) theory of transactional distance and Tinto’s (1997a) theory of academic and social integration were used as the reference theoretical framework. The applicability of the two theories was assessed and compared with the findings of the study. A multi method research design was applied in data collection. The results of the study identified a gap between the learners’ expectations and the high ODL expectations and its demands. The learners in the study displayed a marginal understanding of the ODL mode of delivery. The study established certain factors that impede or accelerate the integration process and also identified technology mediated services as well as capacity building for staff as measures to facilitate learner integration in the ODL mode of delivery. The study reaffirms that meeting learners’ academic, social and psychological needs are important for successful learner integration. The findings have implications for policy makers, ODL practitioners and learners on the development of the most effective measures of increasing learner integration into open schools. / Thesis (PhD)--University of Pretoria, 2017. / Education Management and Policy Studies / PhD / Unrestricted

This study is a qualitative evaluation of the impact of the Certificate for Distance Education Practitioners, a collaborative staff development programme for open and distance learning practitioners in the five southern African countries of Botswana, Lesotho, Namibia, South Africa and Swaziland. It aims to inform the stakeholders of this programme on its impact and to add to the limited research on open and distance learning in Africa. It is the first southern African systematic evaluation of the impact of a staff development collaboration programme delivered through open and distance learning methods. The study evaluates the impact of the programme on the 1997 - 2000 learners and on the organisations where these learners worked. Parlett and Hamilton’s (1975) illuminative evaluation methods were combined with McAnany’s (1975) five criteria impact evaluation model to produce an expanded and innovative design of programme impact evaluation. Postal questionnaires and interviews provided biographical data and direct views of the programme’s participants. Progressive focusing illuminated the key issues emerging from the programme’s delivery and McAnany’s (1975) evaluation criteria were used to analyse and interpret the programme’s impact. One of the key findings from this study is that the conceptions informing the delivery of the Certificate for Distance Education Practitioners are based on notions of openness, flexibility, learner-centredness and collaboration and that the programme’s implementation endeavoured, in varying degrees, to match these notions. The second finding is that the participants regarded the programme highly as a sound introduction to open and distance learning approaches and practices and felt it contributed to the application of learner-centred ideas in their organisations. However, the programme’s low enrolment numbers and progressively declining throughput rates contradicted this high regard and did not match the providers’ original projections. Lack of resources impacted negatively on participants’ application of open and distance learning approaches while organisations’ implementation of new policies and mergers created job insecurity for some participants. As in Perraton and Lentell (2004) other key issues emerging from this study include the absence of enabling staff development policies, lack of recognition, currency and/or reward after completion of the programme, limited marketing, level and national focus of the programme, and management and administration issues. These findings suggest that it is possible to deliver a regional collaboration staff development programme through open and distance methods but that the issues raised in this study need to be addressed to make such programmes sustainable, effective and financially viable.

A thesis submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Doctor Of Education (D.Ed.) in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018 / The study examined pre-service teacher training in Open and Distance Learning based Universities in South Africa and Nigeria. The specific focus of the study was on the initial teacher education programmes at Bachelor of Education (B.Ed.) and Postgraduate Certificate in Education (PGCE/PGDE) phases in the two ODL based universities. The theories of self determination, humanism, transformational learning, distributed learning, and transactional distance served as the frameworks for the study. Information for the study was gathered through survey. Anonymous web-based questionnaire was designed and used to obtain information from the pre-service teacher trainees in the two ODL based universities. Interviews were conducted for a selected number of academic and support staff members from the two universities. A combination of purposive and stratified random sampling was used to generate the sample frames of the participants for the study. The sample of the pre-service teacher trainees that participated in the study was drawn from the nine (9) Provinces of South Africa, and six (6) Geo-political zones of Nigeria. One thousand, two hundred and sixteen (1216) ODL based pre-service teacher trainees in their B.Ed. and PGCE/PGDE programmes responded to the web-based questionnaire from the two countries. In addition, a total of ten (10) academic and support staff members were interviewed from the two Universities. The overall results revealed that the majority of pre-service teacher trainees by distance are young people between 18 and 29 years of age, unemployed or engaged in voluntary works with no stable source of income. Furthermore, flexibility of the programme and desire to work full time while studying were found to be the major factors that motivated majority of the participants to enrol in pre-service teacher training by distance. Electronic mail (E-mail), postal services, Learning Management Systems (LMS), radio programmes, and social media were found to be the major platforms through which the selected ODL based universities reached their pre-service teacher trainees. Moreover, mobile phone and tablet were found to be the major devices that the sampled student teachers used to access learning materials.

The purpose of this study is to understand clients’ experience of the e-counselling service provided by the Directorate: Counselling and Career Development (DCCD) at the University of South Africa. The research questions focused on clients’ expectations and experience of the e-counselling service. A sequential mixed methods design was employed to collect and analyse quantitative and qualitative data in two phases. Data for phase 1 of this study were collected with an online survey (n = 669) and data for phase 2 were collected with interview questions completed by e-mail (n=10). Quantitative data analysis employed frequency counts and qualitative data analysis was based on procedures outlined by Auerbach and Silberstein (2003). The study shows clients’ preference for text-based electronic services and regard the e-counselling service as a valuable addition to services. Factors that contribute to clients’ positive and negative experiences of e-counselling were identified. Findings and recommendations of this study may be implemented by the DCCD to enhance the e-counselling service. / Psychology / M.Sc. (Psychology)

The purpose of this study is to understand clients’ experience of the e-counselling service provided by the Directorate: Counselling and Career Development (DCCD) at the University of South Africa. The research questions focused on clients’ expectations and experience of the e-counselling service. A sequential mixed methods design was employed to collect and analyse quantitative and qualitative data in two phases. Data for phase 1 of this study were collected with an online survey (n = 669) and data for phase 2 were collected with interview questions completed by e-mail (n=10). Quantitative data analysis employed frequency counts and qualitative data analysis was based on procedures outlined by Auerbach and Silberstein (2003). The study shows clients’ preference for text-based electronic services and regard the e-counselling service as a valuable addition to services. Factors that contribute to clients’ positive and negative experiences of e-counselling were identified. Findings and recommendations of this study may be implemented by the DCCD to enhance the e-counselling service. / Psychology / M.Sc. (Psychology)

This research study focused on the issue of access to flexible learning and the use of technology (radio and TV) to assist in the learning process. The study was aimed at measuring the influence of these technology services among grade 12 learners enrolled on distance mode at Namibia College of Open Learning (NAMCOL). The majority of distance education systems around the world have the same general structure of guiding students, which are based primarily on student-centered learning that demands a learner to work independently. Regular lecturing facilities for distance learners are only possible in scheduled workshops at study centers. These provisions are however, inconvenient since most distance learners are working people, as well as inadequate to provide the necessary educational guidance to distance learners. In situations where regular interaction between teacher and student is limited or not possible, the media plays a vital role in providing educational assistance to these learners. NAMCOL, as an institution, has embraced the concept of utilizing media to assist distance learners with programs such as Edu TV and Radio Programmes as well as Online resources. Self-directed learning theories and Malcolm Knowles's theory of Andragogy were used as the theoretical frameworks for the study. In exploring access and influence of Edu TV and radio program on the learner's self-directed learning among the grade 12 learners enrolled at distance mode at Namibian College of Open Learning (NAMCOL), the researcher employed several research strategies to measure the influence that flexible programs have on learners. The research strategies employed in the study included questionnaires and interviews, which were used to yield both qualitative and quantitative research data. The main findings of the study were that the flexible learning policy implemented by NAMCOL is proving successful in affording distance learners access to Edu TV and radio program services. All participants indicated that the lessons were informative. Furthermore, it helps learners to assume responsibility for their learning. However, additional efforts from all stakeholders are required to keep up with the ever-expanding demand for ODL platforms. The study further revealed that implementing appropriate Andragogy fostered self-directed learning. In light of the findings of the research and the Andragogy applied, even though learners have access to the Edu programs, the lack of physical and appropriate technologies can impact negatively. For example, you can be self-directed, but if there are physical constraints and challenges in the pedagogy, the learners are demotivated to be self-directed.

The University of South Africa (Unisa) as comprehensive open distance learning institution (ODL institution) in South Africa is fulfilling a critical social mandate to serve people who would otherwise not have access to education, either for financial reasons, being employed, living in remote areas, or because they cannot access residential universities owing to disability (Unisa, 2008[a]: 15). In facilitating the entrée of the previously identified groups into tertiary education, Unisa has an open admission policy where students mostly have unlimited access to the system. The policy aims to cross the time, geographical, economic, social, educational, and communication distance between students, academics, courseware, and their peers and to accommodate these prospective students from diverse backgrounds (Unisa, 2008: 2). Unisa’s self-evaluation portfolio for the Commonwealth Audit during 2008 mentioned that this policy leads to the revolving door syndrome where students have unlimited access to the system but then often without success (Unisa, 2008[a]: 27). Open access poses a challenge for the training of student social workers within an ODL context. The Department of Social Work at Unisa, currently trains 70% of all social workers in South Africa (Department of Social Work - Unisa, 2008: 5). Coupled with the former, is the fact that Unisa is regarded in the tertiary landscape of South Africa as the most affordable university with the result that it attracts large number of students who have come straight from school (Kilfoil cited in Schenck, 2009: 299). In coping with the large student numbers the Department of Social Work at Unisa is challenged, apart from addressing the theoretical social work programme, to also meet the practical work requirements as set out by the Standard Generating Body of Social Work, in that it needs to provide practical placements for students to conduct their social work practical work training in completion of their Bachelor’s degree in Social Work (BSW) (Lawlor, 2008: 19). The current state of affairs is that the numbers of students requiring practical placements for social work practical work training outnumber the number of practical placements available. In responding to and addressing these challenges, the Bright Site of Sunnyside Service-learning Centre (hereafter called “Bright Site” or the Bright Site”) was established in October 2008 as a strategic project by Unisa’s Department of Social Work. The Bright Site was developed in accordance with the service-learning model proposed by the Council for Higher Education (CHE) with the emphasis on service through learning, and learning through service (Department of Social Work Unisa, 2008:6). / Social Work / M.A. (Social Science)

Thesis (Ph.D. (Educational Studies)) -- University of Limpopo, 2018 / The primary aim of this study was to investigate the growing rate of dropout phenomenon within the ambiance of higher education and to develop a support model for lower-postgraduate students. Anchored within Maxwell’s (2012) model of qualitative design, this case-study research has employed the deficit theory and the theory of transactional distance to guide the investigation. While the theoretical evidence was garnered through the application of traditional (narrative) literature review design, the empirical evidence was achieved by targeting lecturers, administrative officers and dropout students. These participants were only those who have respectively taught an advanced communication research (COM4809) module which is offered in the department of communication science as part of the honours programme, who have been involved into the administration of the module in the same department and who have dropped out of COM4809 between 2011 and 2016. Purposive selection technique was used to sample distinct units of analysis at various levels. At the first level, the University of South Africa (Unisa) was used as a case ODL university. At the second level, COM4809 was used as an ideal module to demonstrate that dropout is prevalent at an honours postgraduate level within the ODL domain. At the third level, lecturers were also purposively included into the study since they were key informants. With regard to administrative officers, a census approach was adopted to include the only two administrative officers who have been involved in the administration of COM4809 between 2011 and 2016. Dropout students were selected using snowball and purposive sampling techniques. While the purposive selection of dropout students from the given dataset (statistical information) of 219 dropouts, which was requested from the information and communication department (ICT), was used, the snowball selection method came into play when lecturers identified twenty-one dropout students from their personal records and furnishing the researcher with detailed contact information about them. However, the researcher has managed to hold focus-group interviews with a group of six dropout students and telephonic interviews with ten dropout students, summing up to 16 participants. Focus-group interviews were also undertaken with a cohort of eight lecturers while another seven lecturers have participated in the in-depth interviews. Data were analysed through the use of qualitative content analysis method, and O’Connor and Gibson’s (n.d) design viii    to analyse qualitative data was used. To ensure the credibility and dependability of findings, a triangulated approach to data collection and analysis were used. The study unveiled four major themes on dropout factors, namely: dropout factors associated with students’ personal circumstances, with lecturers’ personal circumstances, with institutional (academic) circumstances and with those factors which are determined by circumstances of other units of analysis (other research contexts). The study has further revealed that while the majority of factors can be controlled, others cannot. Based on the findings and the literature, an integrated honours student-centred support model (IHSCM) was developed to serve as a framework within which to understand dropouts of lower-postgraduate students in an ODL institution. Findings have demonstrated the importance of providing support services in an ODL environment and advocate for a holistic approach towards addressing attrition. The proposed model is envisaged to better expound dropout attributes, which lead students to discontinuing their studies in the ODL environment, and to assist ODL institutions to effectively address the concern. ODL institutions, which want to apply the proposed IHSCM, should do that with caution in mind owing to the fact that the model is not yet tested. Hence, it is inferable to suggest that future research should focus on its impact in the reduction of dropouts of honours students in ODL contexts.   Key words: Student dropout (attrition), dropout student, open and distance learning (ODL) institution, Higher education institution, distance education, student support intervention (services, intervention, mitigation strategy) and student support model (framework).

Στην παρούσα έρευνα επιχειρείται η διερεύνηση των προτιμώμενων τρόπων μάθησης των μεταπτυχιακών φοιτητών στα προγράμματα σπουδών του Ελληνικού Ανοικτού Πανεπιστημίου «Σπουδές στην Εκπαίδευση» και «Εκπαίδευση Ενηλίκων», στο πλαίσιο της εξ αποστάσεως εκπαίδευσης. Ως ερμηνευτικό πλαίσιο της έρευνας χρησιμοποιείται η θεωρία της εμπειρικής μάθησης του Kolb. Η συλλογή των δεδομένων στηρίχθηκε στη μέθοδο της επισκόπησης, με εργαλείο μέτρησης το ερωτηματολόγιο. Από την ποσοτική επεξεργασία των εμπειρικών δεδομένων διαπιστώνεται η τάση των μεταπτυχιακών φοιτητών προς τον συγκλίνοντα μαθησιακό τύπο. Τα αποτελέσματα δείχνουν ότι η μεθοδολογία της εξ αποστάσεως εκπαίδευσης εμπίπτει στις προτιμώμενες μαθησιακές συνθήκες του συγκεκριμένου μαθησιακού τύπου. / This research focuses on the attempt to look into the learning preferences of Hellenic Open University’s post graduate students, in the fields of “Education” and “Adult Education”, that they study in the context of open and distance learning methodology. The interpretative context of the research is formed by Kolb’s theory of experiential learning. The research method is based on the questionnaire. The quantitative processing of data ascertains the tendency of post graduate students towards convergent learning style. The results demonstrate that the methodology of open and distance education, as a learning environment, supports the preferences which associate with convergent learning style.