Transforming lives through inclusive open and distance education: a phenomenological study of learner narratives

Open and Distance Learning (ODL) has a long history, one marked by the emergence of open universities, which was a critical development in the ecology of openness. Open universities have taken on significant local and global roles within the framework of meeting the needs of their respective regions of influence, and as such, their roles have evolved over time. Against this background, the purpose of this research is to explore the open university phenomenon by examining the case of Anadolu University in Turkey, a mega university that has transformed into what is now a giga university. More specifically, the research first looks at openness in education and how the concept itself has led to the emergence of open universities, before turning attention to Anadolu University, which is a dual-mode, state university with around 3 million enrolled students. Other issues that are addressed as part of this research include the rise of ODL and how it positioned itself within Turkish higher education; the historical development of Anadolu University and its massiveness, in terms of student numbers and services provided; local and global ODL practices; learner profiles, learning materials and spaces; exams and assessment and evaluation processes; learner support services, and Anadolu University’s contribution, as an open university, to the field of ODL. The research shows that as an open university, Anadolu University has narrowed the information gap and digital divide, has enhanced equality of opportunity in education, and has provided lifelong learning opportunities. More importantly, as an institution that has gone beyond the conventional understanding of an open university, Anadolu University serves as a catalyst of change and innovation in its emergence as a role model for other higher education institutions. The following recommendations were able to be developed from the examinations of this study: (1) develop a definition of “openness” based on the changing paradigms of the 21st century and online learning, (2) enter into national and international collaborations between open universities, (3) adopt culturally relevant open pedagogies, (4) develop and design heutagogy-based curricula, and (5) unbundle ODL services in mega and giga universities.

Distance education is a sort of education that learners and instruction are away from each other. With this characteristic, distance education provides educational opportunities for everyone, at any place, time or age. In this article, the practice of distance education in Turkey is critically examined, especially at Anadolu University. The practice of distance education at Anadolu University started in 1982 at the Open Educational Faculty (OEF). Today, Anadolu University that aims the teaching with contemporary technologies has 227 course. The ultimate goal of Anadolu University is to reach every student by means of contemporary technologies such as Internet. All the projects executed at Anadolu University are collected within a master project called “Open Education 2000”.

Little is known about nurses’ viewpoints, experience, and opinions regarding this issue even though lifelong learning and distance education are of great importance in nursing. It is important to have knowledge about nurses’ lifelong-learning tendencies and attitudes toward distance education when structuring related education programmes. The aim of this study was to determine the correlation between nurses’ lifelong-learning tendencies and their attitudes toward distance education. This is a descriptive research design with a stratified random sample. The sample included 417 nurses. The Lifelong-Learning Tendencies Scale and the Distance Education Attitude Scale were used to collect data. SPSS for Windows 16.0 was used for statistical analysis. Our results show that nurses do not tend to engage in lifelong learning, and they experience uncertainty in their attitudes toward distance education. We found a weak negative correlation between lifelong-learning tendencies and attitudes toward distance education. Continuing education programmes should be designed to improve and support nurses’ attitudes toward lifelong learning and distance education. Distance education supports nurses’ lifelong learning by updating their post-graduation knowledge improving comprehension about developments that affect and consciously broaden their viewpoint and intellectual level. Continuing education programmes to enhance nurses’ personal and professional development should be designed to improve their attitudes toward lifelong learning and distance education.

Purpose: The main purpose of this study is to develop a valid and reliable Likert-type measurement tool to determine how university students perceive distance education, which they experienced during the pandemic (COVID 19) period and is becoming more widespread day by day. In addition, in line with the main purpose answers were sought to the questions how university students perceive distance education and what the variables are that affect these perceptions. This research, which was conducted to determine how university students perceive the distance education they experienced during the epidemic process and the variables affecting this perception, is in a comparative type of relational screening model.
 Methodology: The scanning model is used to detect a situation, individual or object that occurred in the past or is still ongoing, in its own conditions and as it exists. In determining the sample size, the number corresponding to 95% confidence level and 5% acceptable margin of error according to the number constituting the research population and the number corresponding to 5 times the number of items in the scale were taken as the basis. According to these criteria, the sample must be at least 350. The participants of this research are 406 students studying in Anadolu University, Faculty of Health Sciences, and Social Work Undergraduate Programs Turkey in the spring semester of the 2021-2022 academic year. The data was collected with the “Distance Education Perception Scale” (DEPS) developed by the researcher and consists of two sections. The first part of DEPS includes 15 open and close-ended questions related to the demographic and personal information of students and their attitudes towards distance education. The second section of DEPS includes 71 statements related to perceptions towards the distance education of students on a 5-point Likert-type scale consisting of 5 choices, from 1=Strongly Disagree to 5=Strongly Agree. In the analysis of the data, the statistical package SPSS 21.00 was used. Exploratory Factor Analysis method and Varimax Rotation technique were used to understand whether the DEPS consists of measuring the same quality. The reliability coefficient α formula, and the relationship between the response given to each item in the scale and the total score obtained from the scale was calculated using the Item-Total Correlation technique. Students' perceptions of distance education were evaluated using the median, mode and arithmetic mean on the basis of all scales and subscales.
 Findings: The results revealed that the scale used in the collection of data in the research is valid and reliable, students are generally hesitant about distance education and these hesitations increase in terms of practice courses and internship practices, and their perception levels about the benefit and importance of distance education are lower than other dimensions of distance education such as learning and communication, technology and measurement-evaluation. Again, the results of the research show that classroom and opinions and attitudes about distance education are important variables that affect the perceptions of students towards distance education.
 Unique contributor to theory, policy and practice: It is expected that the research results will be guiding in terms of developing distance education policies and studies on improving the quality of education in universities, and will make a significant contribution to the national and international literature and researchers working in the field of distance education.

Bu çalışmada pandemi sürecinde uzaktan eğitim modelini deneyimleyen ilköğretim matematik öğretmen adaylarının uzaktan eğitime yönelik görüşlerinin incelenmesi amaçlanmıştır. Araştırmada Covid-19 sebebiyle uzaktan, yüz yüze ve hibrit eğitime ilişkin deneyime sahip öğretmen adaylarından görüş alınmıştır. Çalışma nicel araştırma yöntemlerinden tarama modeliyle yürütülmüştür. Araştırmanın örneklemini 2020-2022 yılları arasında uzaktan ve hibrit eğitim yoluyla öğrenim gören toplam 131 ilköğretim matematik öğretmen adayı oluşturmaktadır. Araştırmada veri toplama aracı olarak “Uzaktan Eğitime Yönelik Görüşler” ölçeği kullanılmıştır. Ulaşılan veriler tek yönlü ANOVA ve Tukey testi kullanılarak analiz edilmiştir. Çalışma sonuçları hibrit eğitim ile öğrenime başlayan öğretmen adaylarının uzaktan eğitimi öğretici bulsalar dahi etkili bulmadıklarını göstermektedir. Bunun yanısıra yüz yüze eğitimle öğrenime başladıktan sonra uzaktan ve hibrit eğitimle öğrenime devam eden öğretmen adaylarının uzaktan eğitimi hem etkili hem de öğretici bulduklarını göstermektedir. Öğrenim sürecine uzaktan eğitimle başlayıp hibrit eğitim modeliyle devam eden öğretmen adaylarının ise etkililik ve öğreticilik boyutlarında diğer gruplardan oldukça farklılaştığı ve bu süreci daha negatif değerlendirdikleri tespit edilmiştir. Sonuçlar uzaktan eğitimin adaptasyon sağlanabildiğinde verimli ve etkili öğrenme ortamı sağladığına işaret etmektedir.

Distance and online education are popular training modes in the era of the Fourth Industrial Revolution and open education. Accreditation is one of the approaches that many countries across the world have implemented to assure the quality of higher education, including distance learning programs. This study investigates the rationale and future directions for quality assurance and accreditation of distance education programs in Vietnam. First, the paper presents concepts of distance education, and quality assurance and accreditation of distance education. Second, the research reviews experiences of implementing quality assurance and accreditation for distance education from several countries in the world. Next, the paper analyses the rationale for conducting accreditation of distance education programs in our country. Finally, the study proposes three groups of recommendations for the national quality assurance organization, accreditation agencies and higher education institutions to be able to implement the quality assurance and accreditation of distance education in Vietnam successfully.
 Keywords
 Quality assurance; Accreditation; Distance education; Online learning; Higher education
 References
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The success of distance and open mode of learning has created an atmosphere of increased credibility in terms of its acceptance in the recent past. As per an estimate, about 0.5 million students every year opt to study through distance mode. This total genre of population contributes to the vast potential of human resource development. Various factors, being recognized as the potential change makers for the sustainability and growth of distance learning, have been identified in this paper. This paper aims at making an assessment regarding effectiveness of counseling and delivery of instructions with the help of various parameters to reframe certain innovative strategies in distance learning. The challenges associated with distance mode of learning have contributed to design/mold and recast strategies in ensuring effective delivery mechanism of instructions besides counseling. The paper covers conceptual, methodological, theoretical, and policy initiatives for distance learning. This paper puts forth logical arguments about the effectiveness of counseling and delivery of instructions with use of technology over the period of time. It highlights various approaches of distance and open learning based on certain tactics of delivery of instructions and characteristics of peers and the counselors. The most important point of discussion is the use of the delivery mechanism by which learners are benefitted, which is certainly molded by the skills, characteristics, and the role of different stakeholders in facilitating the counseling process in distance and open learning mode. It is an experimental and descriptive essay of the modalities and mechanism of distance mode of education.

The COVID-19 pandemic prompted widespread school closures and a swift transition to distance learning, raising concerns about consequences for student success. This study explores academic outcomes in STEM (Science, Technology, Engineering, and Mathematics) courses during COVID-induced distance learning using student-course records at an U.S. public university. We particularly focus on students from underserved populations and who have below average academic outcomes. Employing an expected shortfall regression strategy, we examine outcomes in the bottom quintile and compare differences between students whose household income were in the lowest bracket or without a parent holding a four-year college degree and peers for whom this was not the case, in distance and in-person learning. We show that during distance learning, students in disadvantaged populations in the lowest quintile had average grade differences of 0.11 and 0.06 points, respectively. We also find that targeted instructional changes in an introductory physics course were associated with narrower achievement gaps. These results suggest that while distance learning posed challenges for underserved students, deliberate strategies to increase interaction may potentially support greater equity in STEM education.

Open and Distance Learning (ODL) has revolutionized education by enhancing accessibility, flexibility and technology-driven learning methodologies. This study examines the trends, challenges and innovations in ODL through a bibliometric analysis of research published between 2002 and 2024. Using bibliometric techniques such as citation analysis, co-authorship analysis and keyword co-occurrence mapping, the study identifies key research trends and emerging themes in ODL. The findings indicate a steady increase in ODL research, with a notable rise in publications post-2020 due to the COVID-19 pandemic, which accelerated global adoption of digital learning. This study highlights the economic, social, psychological and infrastructural factors shaping ODL. Affordability and reduced travel costs make ODL financially viable, while strong social support systems enhance student motivation. Psychological aspects, including self-efficacy and adaptability, contribute to student success and robust digital infrastructure plays a crucial role in effective ODL implementation. Despite its advantages, ODL faces significant challenges, such as digital accessibility issues, high dropout rates and concerns over educational quality. To mitigate these challenges, institutions must enhance content delivery, foster student engagement and ensure equitable access to digital resources. Future research is expected to focus on integrating artificial intelligence, virtual reality and adaptive learning to enhance personalized education experiences. Maximize ODL’s impact requires collaboration among educators, policymakers and technology developers to create inclusive and effective learning environments. By addressing existing barriers and leveraging emerging technologies, ODL can continue to shape the future of education globally.

In higher education, students and doctoral students are a key factor in testing and developing innovative research methods and pedagogical techniques. Their focus is on the present and future of educational technology in its historical variation from face-to-face learning, through distance learning (d-learning), e-learning (e-learning), mobile learning (m-learning) and u-learning (u-learning). The full-time form, the part-time form and the distance learning form are imposed as forms of education in the European Higher Education Area. Distance learning is inherently one of the most attractive forms of higher education. Its technological richness and the absence of a direct need to leave the workplace or place of residence provide an increasing opportunity for its use by managers, professionals, and "lifelong learners". This calls for a national regulation of distance learning in higher education. The main aim of the paper is to analyse the Bulgarian experience in the national regulation of distance learning in higher education from the first national ordinance enforced in 2004 and the new Cvid-19 in medias ordinance from 2021. In 2004, distance learning was defined as an organization of the learning process in which the student and the teacher are separated in terms of their location, but not necessarily in terms of time, as the distance created is compensated by technological means. The Covid-19 pandemic, as well as the current trends in digital technology, combined with strategic documents at national and European level, logically necessitate an update of the regulatory framework for distance learning in the EU member states and in particular in the Republic of Bulgaria. Based on one-year discussions within a working group of representatives of the Ministry of Education and Science, the National Centre for Distance Learning and leading universities in terms of experience and technology, a new Ordinance on state requirements for organizing distance learning in of higher education has been developed and adopted in 2021. The ordinance is also coordinated with the National Agency for Evaluation and Accreditation. The role of the agency is to assess the distance form of education in two stages - assessing the level of the environment in the respective higher school and assessing the opportunities for conducting distance learning in a specific professional field or specialty of the regulated professions. The new ordinance published in the State Gazette in March 2021 (in force since September 1, 2021) provides a new definition of the distance-learning form of higher education, which is specified in three separate paragraphs. It is defined that “a form of higher education in which students, teachers and administrators can be separated by location, but not necessarily by time, as the distance created is compensated by technologies, methods and means of e-learning”. The role of digital technologies has been introduced - "Distance learning is realized through digital technologies for managing the learning process, based on a system of different type, location and time of use of human, material and information activities and resources." The process approach is integrated in teaching - "To compensate for the distance, the higher schools model the respective educational and administrative activities as information processes and implement them through information and communication technologies." In addition to award higher education degrees, higher education institutions are allowed to organize distance learning and to improve the qualification of specialists with higher education, as well as for continuing and additional professional training. In view of the degree of information and technological provision in the implementation of distance learning, the environment for its implementation is classified into four levels. They are bound by the right to conduct training for the acquisition of the relevant degrees of higher education. The possibility for remote conducting of semester and final state examinations and videoconference defence of diploma theses is regulated. As a result of the new regulation, a triple positive effect was achieved. Students improve their digital skills for working in an electronic environment. It has a positive effect on teachers as qualification and skills for work through the means of e-learning, lecture courses are digitalized. Higher education institutions implement simultaneously the government policy for increasing the quality of education. Finally, the national information and educational infrastructure is being improved, which helps to connect them in European and global networks for higher education. The main conclusion of the study is that the Covid-19 and the new regulation of distance learning pushed forward all Bulgarian universities on the road of fast digitalization and introduction of the most advanced e-learning technologies.

Distance learning in nursing.

In this study, the opinions of academics who experienced compulsory distance education due to the Covid-19 pandemic and the February 6 earthquakes were examined regarding the new situations encountered and their experiences. Qualitative methods and phenomenology model were used to conduct the research. Data were collected through a semi-structured interview form in April 2024. The study group consisted of 15 academics with different titles working at Anadolu University, Osmangazi University and Eskişehir Technical University in Eskişehir province. The findings indicate that for the two compulsory distance education processes in which the academics are involved, there are negatives such as low quality of education, limited interaction and distance education is not suitable for vocational university education. The most prominent of the instructor-related difficulties faced by academics is the lack of knowledge and experience in distance education technologies. It was emphasized that the most prominent of the student-based difficulties is the low participation of students in the courses and the most prominent of the external-based difficulties is that the infrastructure for distance education is not sufficient and distance education restricts interaction. In this process, it was inevitably observed that academics inevitably developed themselves in distance education, gained new knowledge and experience by making efforts, and that experienced academics adapted more easily, while inexperienced ones had difficulties. However, the inexperienced ones were able to reach the desired results by consulting those who knew better and seeking solutions on their own. In order to continue distance education with high motivation and efficiency, it was concluded that the academics showed dedication to learn the details of distance education, started to use new tools, enriched the content of the course in an interesting way, interacted closely with the students, communicated with them and constantly encouraged them. For this purpose, in live lectures, academics mostly utilized tools such as cameras, microphones, videos, slides and other visuals.

The purpose of the study was to investigate the potential impact of distance education on a small, rural, Canadian island community. Presently, the population of small, rural island communities on the west coast of Canada are facing numerous challenges to retain and to attract permanent residents and families and to provide support and direction for those residents who wish to pursue K-12 accreditation, post-secondary education, vocational/trades training and up-grading or life-long learning. A unique set of considerations confront many of these isolated communities if they wish to engage in distance education and training. This set ranges from internet access to excessive travel by secondary students to the lack of centralized facility. For this study, a group of 48 participants were interviewed to determine their perceptions of the potential for distance education to impact on the community's educational, both academic and vocational, life-long learning and economic needs. The results indicated that there were four general areas of purported benefit: academic advancement, an improved quality of life, support for young families and a stabilizing affect on the local economy. Suggestions for the implementation of a suitable distance education resource are noted.

For human beings education is a tool to develop abilities and exploit opportunities in the society. By creating new possibilities in the field of education, democratizing the educational process, providing lifelong education opportunities, distance education is a strategic opportunity for nations in improving the educational services. Distance education is also strategic to the 21st century university. It provides students with access, independent of place and time, to learning programs, resources, and services, including interaction among faculty and students, through synchronous and asynchronous technologies. As a developing country with considerable economic and cultural potential, education is vitally important issue for Turkey. Parallel to the population growth, the demand for all types of education is increasing whereas the resources such as schools and teachers are limited and not possible to reach to adequate levels in short period of time. Therefore it seems quite difficult for Turkey to achieve an overall education level required by a modern society using conventional educational approaches and techniques. Anadolu University Open Education System is the major attempt in Turkey in integrating the distance education approaches with national education system. Since the involvement to distance education in 1982 as a dual university, the institution contributed more than 190 000 bachelor and pre-bachelor graduates to the country. Although considered as one of the mega universities of the world Anadolu University is also least known institution among the similar institutions.

The article studies certain organizational issues related to implementation of the Federal project “Personnel for the digital economy”. The authors formulate the goals and tasks of the project and specific features of the “green” digital economy, perform an overview of the existing directions in the educational process, and substantiate the creative directions of digitization of education. Lifelong learning, remote, and online learning are considered in detail. Recommendations for improvement of the process of personnel training for the digital economy are offered. Pursuant to the Decree of the President of the Russian Federation dated May 7, 2018, No. 204 “Regarding national goals and strategic tasks of development of the Russian Federation until 2024” [1], the Council for strategic development and national projects with the President of the Russian Federation adopted the passport of the national program “Digital economy of the Russian Federation” [2], which includes six federal projects: Normative regulation of the digital environment; Information security; Information infrastructure; Digital technologies; Personnel for the digital economy; Digital state management. The period of the program is 2018–2024 [3]. Here we dwell only on the federal project “Personnel for the digital economy”. 82 organizations participated in preparation of the project—from federal ministries and state corporations to commercial structures (Rosatom, Rostelekom, Sberbank, Krok, Yandex, etc.), and educational and public organizations. The government committee on usage of information technologies for improvement of quality of life and terms of entrepreneurial activities adopted the plan of measures for “Personnel and education” of the program “Digital economy of the Russian Federation”. The measures of this plan are aimed at implementing a range of the key directions of development of the system of education: update of contents, creation of necessary modern infrastructure, training of personnel for the work in the system, their advanced training, and creation of the most effective mechanism of the sphere management. These key directions could be specified by grouping separate measures into goals or tasks, which should have quantitative, qualitative, and time characteristics [4].