Open Distance Education Research Articles

Open University and Distance Education Coordination: strategies to consolidate distance education at the National Autonomous University of Mexico

This case study describes three main strategies used from March 2002 to November 2003 at the Open University and Distance Education Coordination (CUAED) of the National Autonomous University of Mexico (UNAM) to consolidate distance education at the University. The author explains how, in just 18 months, these three main strategies enabled the UNAM to emerge as model of distance education for other public and private institutions in Latin America.

Assessing the quality of web sites used in higher open distance education courses

The purpose of this study is to present the experiences from the quality assessment of the educational web sites of two modules of the computer science curriculum in the Hellenic Open University. This paper presents the quality assessment methods currently available, discusses their requirements and their application, as well as the problems that might arise during the assessment process and possible solutions. It also presents results and lessons learned from the application of representative methods. Thus, this paper aims at serving as an experience report that could be of use to educational institutes that intend to conduct similar quality assessments. The surveys presented in this paper show that the inquiry methods, i.e. the methods that are most frequently used in similar quality assessment cases, can offer a general overview of the educational web site quality, but fail to indicate particular problems. On the other hand, the inspection and testing methods, although useful for highlighting particula...

Open-Distance Education as a Mechanism for Sustainable Development: Reflections on the Nigerian Experience

<P class=abstract>This article examines open-distance learning in Nigeria and the role it plays in personal, community, and national development. Following consultation with existing literature, a qualitative survey was conducted using questionnaires, interviews, and participatory experience. Although particular emphasis was paid to the Nigerian context, the findings in this article may be regarded as reflective distance education experiences elsewhere in Africa. Clearly, education is the key to human development and progress. It is essential to bring about changes in attitudes, values, and behaviour. Used ethically, distance education may enable people to make informed choices about their present life and future. Moreover, these assertions have been credited to many scholars and institutions at one time or the other. The question here, however, is: To what extent are these assertions true of education, and more especially of those individuals benefiting from open and distance learning in Nigeria? This and more incisive issues constitute the substance of this article.</P>

Developing a Modern Infrastructure for Open Distance Education in China: The Implementation of the NCEC Project

The NCEC project was a joint venture between China and Europe to deliver Internet-based distance education in China. The project was proposed in 1995, sponsored by the European Union since 1998, and finally completed in 2002. This paper shows how the NCEC project was planned and developed, and the importance of its role in the history of Internet application development in China.

The quality of the learning experience: a comparative study between open distance and conventional education

The text that follows aims at pointing out and analyzing the quality of the process and practice of learning, emanating from the learning experiences of two different groups of postgraduate students studying open and distance education through the in course of the Faculty of Human Studies of the Hellenic Open University and through the Pedagogic Department of Primary Education of the University of Athens, Greece. As noted by Figueroa (1993), relevant research references have been made in the past in which the point of reference lies more in the quality of the learning experience and in the value of understanding how the students learn more effectively, than in to what degree do they accomplish and achieve their objectives (Marton and Salif, 1976a; Thomas and Harri – Augstein, 1985; Thomas and Fransella, 1988). The new forms of education, whether they are following models of distance education using printed material, or education aided by technology and other alternative forms of learning material, are still very young and have not received the recognition they ought to have received. This research has the ambition to cast its own stone to the new building of educational principles emerging.

Evaluating On-line Teaching

One important area to consider in a contemporary, open distance-learning course which incorporates technology, is the human-technology interface encapsulated in the human-computer interface (HCI). It is normally expected that development of a course will be founded in sound educational theory and that enactment of this theory, together with HCI theory, will have implications for student cognition, attitudes, interaction, access to knowledge and individualisation. HCI theory also informs the teaching strategies employed. It is argued that so important are these considerations, a new framework for evaluation of open distance-education courses involving technology must be devised. It is hoped that, by highlighting this aspect of contemporary education, evaluation will lead to improved interfaces and resultant improved learning by the students.

Towards a new measure of success: developing independent learners

The following article is from Towards Open Management: Leadership and Integrity in Open Learning and Distance Education, a new book by Ross Paul which will be published by Kogan‐Page in the spring of 1990. Based primarily on the author's experience as Vice‐President Academic of Canada's Athabasca University, the book applies a value‐driven leadership philosophy to a number of basic practical concerns in open learning and distance education. The article is derived from a chapter on ‘Managing for Success: Learner Interaction and Independence’. It follows an analysis of such standard measures of success as completion and persistence rates and advocates a higher order objective ‐ the development of independent learners.1 The last part of the chapter, which explores the practical implications of this strategy for the operation of open learning institutions, is not included here because of space limitations.

Re-significação do papel da psicologia na formação continuada de professores de ciência e matemática

Em 1996, implantou-se a Universidade Aberta do Distrito Federal, a primeira instituição pública superior, no País, voltada ao desenvolvimento da educação aberta e à distância. No biênio 1997/1998, a UNAB/DF desenvolveu o Projeto Pró-Ciências, elaborado e financiado pela Capes/MEC, curso de aperfeiçoamento para professores, nas áreas de Química, Física, Biologia e Matemática. A metodologia é original por ser à distância e semi-presencial, em forma de módulos. Dentre estes, há um módulo comum, Imersão no Processo Educativo de Ciências e Matemática, no qual se pretende re-significar o papel da Psicologia da Educação na formação continuada dos educadores. Os conhecimentos advindos da teoria psicológica visam a apropriação do Ser e do Saber Fazer, no cotidiano da sala de aula, resgatando o exercício da reflexão sobre a prática, a identificação de problemas e a pesquisa de soluções concretas e viáveis.