Abstract
<p>Scholars in Open Distance Learning (ODL) often refer to distance education as ‘open’. The concept 'openness' on open and distance learning is very fluid and often misunderstood. It is the purpose of this desktop survey to review relevant literature and make interrogation of the concept 'openness'. We advance questions such as; How open is open and distance learning. In what aspects is ODL open and to what extent is the openness. We discuss openness concerning targeted potential students and entry requirements in ODL institutions, the openness of teaching, and learning approaches as well as openness concerning communication, the flexibility of curricula, and assessment. We conclude by answering whether or not ODL institutions are open as well as suggesting measures and ways of enhancing openness in ODL institutions.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0674/a.php" alt="Hit counter" /></p>
Highlights
Covadonga, Gorka, and Alicia (2006) point out that there is the use of information and communication technologies (ICTs) as an approach for teaching and learning in OPEN DISTANCE LEARNING (ODL) institutions
Maboe (2017) in a study conducted in a university in South Africa revealed that ODL learners were encouraged by the university to interact online through the discussion forum and use e-mails to facilitate teaching and learning
The study concludes that ODL is inclined to ICT
Summary
Conventional higher education systems often fail to meet the demand of the population in terms of higher education needs and the need for other higher education avenues by reaching out to the unreached (Srivastava, Kurup & Nembiakkim, 2007). To this end, ODL serves to provide knowledge and skills to those who did not have access to learning by providing “instruction to the learners at their doorsteps through various media and technology” (UNESCO, 2002 cited in Bordoloi (2018: 30)
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