Abstract
Customised, self-instructional materials are at the heart of instructional delivery in Open and Distance Learning (ODL). The success of any ODL institution depends on the availability of learning materials in quality and quantity. An ODL study material is expected to imitate what the teacher does in the face-to-face learning environment. This paper evaluates these expectation based on existing data and evidence. It concludes that the reality has not matched the expectation so far in terms of pedagogic aspect of instructional delivery especially in West Africa. This does not mean that instructional materials development has not produced any significant positive results in improving the overall learning (and teaching) experience in these institutions; it implies what will help further to identify the new challenges. Obstacles and problems of instructional materials development that could have affected the open educational resource initiatives are well established. The first section of this paper recalls some of the proposed values of instructional materials. The second section compares achievements so far and suggests that instructional materials development should be consider first at an early stage to realise the aspirations of instructional delivery. The third section highlights the challenges of instructional materials development in the future. DOI: 10.5901/jesr.2014.v4n7p138
Highlights
This paper examines the achievements, prospects and challenges of instructional materials development in Open and Distance Learning (ODL) with particular reference to National Open University of Nigeria (NOUN)
This paper examines the achievements, prospects and challenges of instructional materials development in ODL with particular reference to NOUN
Nigeria and many other developing countries have recognized ODL as a viable means of ‘increasing educational access and educational choice’, (COL, 2005) to meet the Millennium Development Goals (MDGs) because of its potential for mass access to education. This led to the establishment of the National Open University of Nigeria (NOUN)
Summary
This paper examines the achievements, prospects and challenges of instructional materials development in ODL with particular reference to NOUN. Nigeria and many other developing countries have recognized ODL as a viable means of ‘increasing educational access and educational choice’, (COL, 2005) to meet the Millennium Development Goals (MDGs) because of its potential for mass access to education This led to the establishment of the National Open University of Nigeria (NOUN). The idea of an open university for Nigeria, as a single mode institution was appropriately reflected in the National Policy on Education which stated emphatically and unambiguously that “maximum efforts will be given to enable those who can benefit from higher education to be given access to it Such access may be through universities, correspondence courses, or open universities, or part-time and work study programme”. The ODL mode is designed to provide students with the opportunity to acquire knowledge, skills, and techniques relevant to either their present work situation or future career prospects (Okonkwo, 2013)
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