Inclusive ODL: Implications for the Adoption of Blended Instructional Learning Strategy in the 21st Century Technological Era

Abstract

The need for the paradigm shift in the practice of education with emphasis on exclusiveness to inclusiveness has been in the forefront of debate for quite a long time. While the practice of exclusiveness seems to be predominantly evidenced in the conventional system, the open and distance learning (ODL) system is exceptional. At both pedagogical and philosophical spheres, ODL adheres itself to the dictates of inclusive approach to educational practice. It is however one thing to peripherally satisfy inclusive education through ODL, but another thing in using pedagogical instructional strategies that should go along with the actualisation of an ideal inclusive education. For this reason, the paper examines the whole of the concept of inclusiveness and relating it to blended instructional strategy (BIS) as globally accepted delivery mode in ODL. It critically examines the BIS in a manner that suggests the need for a new global understanding more suitable to applicability to the concept of inclusiveness. Some specific variables like geographical location, job orientation, learners’ various and varied characteristics were examined as they relate to the new approach being suggested.