Open Distance Learning System Research Articles

Learner support services at distance higher education institutions in the union territory of Jammu and Kashmir

PurposeThis paper presents the features and relevance of open distance learning in the context of the socio-economic conditions of people living in the Union Territory of Jammu and Kashmir (J&K) in India. Although the primary purpose of the present study was to ascertain the effectiveness of the learner support services (LSSs) and different facilities offered by the open distance learning (ODL) institutions in that specific region. On the basis of these findings, few suggestions are made for the improvement in the support services, in order to make the ODL system more responsive to the area-specific needs of the learners, especially those residing in inaccessible areas such as J&K.Design/methodology/approachA survey-based descriptive methodology was applied to conduct this study. The data extracted from primary and secondary sources were analysed to reach certain conclusions. In total, 1,200 distance learners constituted the sample of the research. A semi-structured questionnaire was designed and distributed amongst learners and academics in the region to obtain their feedback and opinion on different aspects of support services and facilities offered to ODL learners.FindingsResults of the study revealed that overall, the LSSs were satisfactory on different parameters, although they slightly varied from institution to institution. However, there was still scope for improvement in certain areas, where institutions further need to make serious efforts to address the identified gaps for improving the LSS and make teaching-learning more learner-centric in view of their specific requirements and local circumstances of J&K.Research limitations/implicationsThe present study focusses on presenting an overview of the only major components of LSS offered by ODL institutions and covers six distance education institutions (DEIs) located in different geographical locations within the limited jurisdiction of J&K. There is still scope to make focused (institution-wise) studies in a more specific situation and context to ascertain the problems in a more realistic way.Practical implicationsAlthough the study has been conducted in a specific territory of J&K, the findings reported in the paper may be equally useful for the other ODL institutions with similar characteristics or located in similar geographical locations, as support services are essential common components of institutions offering distance education programmes or courses.Originality/valueThe study is original research work conducted in the specific context of J&K, and its findings are based on the primary and secondary data collected from learners and other stakeholders of the selected ODL institutions. This work may be significant for the DEIs of J&K to get familiar with the essential components of LSS and develop a mechanism to further improve the academic and administrative support services for distance learners.

The Development Process of Innovation of Accounting Cycle Simulation

Basic accounting learning is about the accounting cycle. One of the competency achievements of undergraduate accounting students is to be able to understand the accounting cycle and make financial reports. However, not a few accounting students who when they graduate from the course still do not understand the accounting cycle and make financial reports, especially with the open distance learning system. This paper aims to create learning innovations about the accounting cycle so that students easily understand the accounting cycle and can make financial reports. This learning innovation uses virtual reality and gamification technology. The methods used in this study is research and development study and ADDIE model used to the development model. The result of this study is the development of innovation of accounting cycle simulation can make more interesting and easier to understand about accounting cycle learning for student.

Team Project Process Oriented on Acquiring Competence in an Open Distance Learning System

The paper presents the approach to competences in the context of the problem of the distance learning process. The place of the problem of determining competence in ODL is analyzed. Competence in ODL conditions is becoming one of the basic instruments for assessing the quality of the learning process. Therefore, it is important to develop the theoretical basis for modeling competences and adapt this model to practical needs. An approach combining methods of game theory and fuzzy sets would allow determining the degree of competence possessed and acquired by all participants in the teaching process. In the paper the new educational model developed on acquiring the project team competence is represented. The issue of selecting partners to work on the project profile is being considered. The quality of the project team is determined by the degree of coverage of the domain of the project profile by the competences of its participants..

Higher Education Institutions and Digital Practices in the Context of COVID-19

<p>Before the Novel Coronavirus outbreak (COVID-19), an open distance learning system was prevalent in India. Only a few institutions delivered education through digital or hybrid modes. However, with the onset of COVID-19, the digital mode of education has gained popularity, and its prevalence is now commonplace. There is no easy substitute for the digital mode of education and its adoption involves multilevel changes. This paper examines adoption of the digital mode of imparting education by Higher Education Institutions (HEI) in India. Web interviews were undertaken with principal stakeholders hailing from diverse sets of India’s higher education institutions with the aim to understand in-depth, digital practices during COVID-19. Qualitative tools were used to analyse the data. The institutions found to be using heterogeneous ways to disseminate learning. While some of them practice a basic form of digitalisation, some had developed their own best practices. As a behavioural pattern, the development and prevalence of the digital mode may continue even post COVID-19. However, education through digital mode will persist to be plagued with challenges like digital divide. </p>

System Assessment Mechanism in Open Distance Learning

Present study aims to explore the system assessment mechanism of Open Distance Learning (ODL) system followed by Allama Iqbal Open University. It further purports to find out the perception of teachers and students about the system assessment in instructional design mechanism of ODL. Present study was descriptive in nature and survey design was used. Population of the study comprised students and faculty members of Allama Iqbal Open University Islamabad. By using convenient sampling technique, data was collected through questionnaire from 100 teachers and 300 students. Three point Likert scale was developed by researchers which consists of five subscales including Course Development, Course Delivery, Admission Procedure, Student Support Service and Assessment and Evaluation. Questionnaire consists of 30 statements and its Cronbach Alpha reliability was .81. Findings of the study revealed that ODL system in AIOU comprised five major dimensions while some of those need improvement. It is recommended that AIOU may develop a framework of assessment based on systematic process of identifying, analyzing and assessing the present needs and issues of students and university by shifting its trend towards online workshops and assignments on Learning Management System (LMS), etc.

Challenges for Tutoring Through Blended Mode of Education Delivery in Secondary School Certificate (SSC) Programme of Bangladesh Open University

Tutoring is the only mean of face-to-face contact of learners with tutors at Bangladesh Open University. But there are a number of problems that hampers tutoring and as a result the quality of education of this programme is deteriorating. This study investigates the problems of tutoring for Secondary School Certificate (SSC) programme of BOU already existing and hampering the quality of the programme. The quantitative study was carried out with 42 tutors with a survey. The research design was delineated in such a way that the objective, design and methodology of the study allowed to bring out and highlight the tutoring system in Open Distance Learning (ODL) considering the perspectives of both tutors and learners. This study concluded that there were problems of tutoring related to either management or academic. However, these were mainly related to tutor and learner-two key players of tutoring on ODL system. The problems of tutoring in SSC programme of Bangladesh Open University were: less communication between tutors and learners; incapability of understanding course content; lack of interest in learning; inadequate number of tutorial classes; excess and complex course content; appointment of less qualified tutors; lack of training of tutors; dissatisfaction on honorarium for tutoring; lack of knowledge in use of ICT.

ENHANCING MATHEMATICS TEACHERS’ CONCEPTUAL UNDERSTANDING THROUGH ACTION LEARNING IN AN OPEN DISTANCE LEARNING CONTEXT

Ponte Academic JournalNov 2020, Volume 76, Issue 11 ENHANCING MATHEMATICS TEACHERS' CONCEPTUAL UNDERSTANDING THROUGH ACTION LEARNING IN AN OPEN DISTANCE LEARNING CONTEXTAuthor(s): Zingiswa JojoJ. Ponte - Nov 2020 - Volume 76 - Issue 11 doi: 10.21506/j.ponte.2020.11.4 Abstract:This paper uses dimensions of student engagement and framework constructed with fragments of the expectancy-value, achievement goals, self-determination, and socio-cultural dependant theories to argue on student teachers’ engagement in mathematics learning for teaching in the Open Distance Learning (ODL) context. The paper reports from a mixed methods approach research project that analyzed how the ODL teaching and learning environment on embracing the African student can be enhanced. From a population of 654 students in an institution’s Post Graduate Certificate in Education mathematics didactics course, a sample frame of 75 students was used for the study, obtaining a stratified random sample of five mathematics didactics students out of those registered for the module. Data were collected through interviews conducted with a sample of five students based on their approach in their submitted work. In addition, document analysis of seventy-five portfolio submissions were analyzed. The results indicated how inaccuracy in the ODL system inadequately prepared mathematics pre-service teachers and how student teachers take advantage of the irrelevant systems in place. The quantitative demographics indicated that many students last engaged with FET mathematics more than a decade ago. Pertinently, the mathematics that they did in tertiary institutions before enrolling for the module on didactics dealt with the application of differentials in calculus, which could not assist in mastering FET mathematics content. The paper recommends that online discussion classes be established where students engage with each other and the content in electronic platform-like discussion forums to improve on their mathematics understanding. Download full text:Check if you have access through your login credentials or your institution Username Password

Open Distance Learning System: A Critical Reflection on the Issues, Challenges and Opportunities of Open and Dual Mode Universities in India

The Open Universities and Dual Mode Universities in India are catering millions of Open Distance Learners (ODL) through its chain of Regional Centres and Learner Support Centres (Study Centres) across the country. In order to improve the Gross Enrollment Ration (GER), the regulatory bodies should act as facilitator rather than the administrator or inspector. Today, Open Distance Learning (ODL) offered by the Open Universities and Dual mode Universities in India is at cross roads because of multiple control and regulation by several regulatory bodies of the Central Government. A new approach is needed by the regulatory bodies as well as the Govt. of India to remove obstacles put forth by various Regulations restricting the very access of open and distance learning to reap the demographic dividends in the country. This paper critically analyzes the aspects that affect the ODL being offered through Open and Dual mode universities. The paper also critically highlights the challenges being faced by the ODL institutions as well as the opportunities available to them. The paper also touching the latest global trends related to distance and digital learning.

PLS-SEM Based Analysis of Service Quality and Satisfaction in Open Distance Learning in Sri Lanka

Students’ Perceived Service Quality (SPSQ) and Students’ Satisfaction (SSAT) in Open Distance Learning (ODL) are renowned features in Higher Education (HE) field in the present-day. The vast number of research studies have addressed diverse types of variables on different grounds. The ODL students are from various family backgrounds such as cultural, social, technological skill levels, and most importantly defer from basic educational entry qualifications. This must cognize how the HE institutions are able to offer their diversified services together with quality enhanced features to enjoy a competitive edge from the student’s satisfaction point of view. The number of students completing the course, or graduates passing out are diminishing when compared with the increase in number of registered student’s year on year. Most of the universities and HE institutions have faced student persistence and attrition problems and rush to find solutions with the concepts of service quality and satisfaction. The purpose of this study is mainly based on finding out the significant factors affecting the SPSQ and SSAT. This study will address the modified SERVQUAL constructs in relation to the SPSQ and SSAT. The independent variables were Assurance, Empathy, Responsiveness, Reliability, and Website Content and the dependent variables were the Students’ Perceived Service Quality and Satisfaction in ODL in the OUSL. Data was collected by using a self-administered questionnaire from 760 undergraduate students of the Open University of Sri Lanka (OUSL) covering six main regional centers island wide. The OUSL is the unique university operating under the ODL system in Sri Lanka. The analysis was based on descriptive and inferential statistics. The significant relationships are revealed between the SPSQ and Reliability, Responsiveness and Website Content. The other significant relationships are SSAT with Reliability and Website Content and the relationship between SPSQ and SSAT. The R2 for the SPSQ is 0.244 (24%) and SSAT is 0.549 (55%). The same research could be recommended as a future research with more service quality variables, and in regional centers as a longitudinal data collection method to understand more about service quality and satisfaction which influence student retention and completion.

Student characteristics and knowledge on ODL concepts at first registration

Purpose The purpose of this paper is to identify socio-economic/demographic characteristics and to evaluate the knowledge on different open distance learning (ODL) concepts of BSc undergraduates of The Open University of Sri Lanka (OUSL) at first registration. Design/methodology/approach The surveying technique was adapted with a piloted structured questionnaire consisting of two components. The structured component was used to evaluate personal, socio-economic and demographic data. The open ended component evaluated the student’s perception on ODL concepts. The questionnaire was randomly adapted to 456 (35 percent Colombo Regional Centre (CRC) registrants) prospective BSc undergraduates at first registration time at the CRC in 2014. Data collected from the structured component were frequency tabulated and cross-tabulated with the SPSS computer software. Responses of the open ended part were examined, categorized and the frequency percentages of each response category were calculated. Findings The structured component recognized that the majority of BSc undergraduates of the OUSL represent employed (53 percent), late adolescents (92 percent below age 27) who reside in rural or semi-urban areas (75 percent). They belong mostly to the lower middle class and 69 percent are from families which have a monthly family income below SLR30,000/(USD208). Answers of the open ended component on ODL concepts recognized that, prior knowledge on ODL concepts were developed by most BSc undergraduates. Approximately 50 percent of respondents perceived OUSL as an institute which facilitates working people by conducting part time-based or distance mode education with self-learning features. In total, 56.9 percent students perceived the role of an ODL teacher correctly as a facilitator or a guide. The educational process was perceived correctly as an ODL system by 52 percent, while the remainder also identified the system to be a more self-study and student centered flexible learning system. However, the role of a BSc student at OUSL was recognized as self-independent learners by only 36.7 percent and the majority had no clear perception of the role they have to play as an ODL student. Hence, more attention should be paid to make students recognize the role they have to play in an ODL system in order to succeed at OUSL. Originality/value Although research has been carried out periodically on the process of ODL education system at OUSL, on the graduate (output) and dropouts, etc., not many have focused on the nature of input such as characteristic features of first registrant and their prior knowledge on ODL. As the output invariably depends on the input and the process, this type of survey is timely and novel.

Tutor Support in an Open Distance Learning (ODL) Environment for Upgrading Teachers

Tutor support in open distance learning (ODL), which is beyond the scope of course material, is very important as it fosters collaborative learning and support in students. This support could be extended to that of an educational counsellor or tutor counsellor, career guidance, manager, assessor, facilitator, demonstrator, role model or pastor and the tutor could also act as a friend and advocate for the student within the ODL system. To this end, action research studies in the United Kingdom with Open University students have shown that students come to ODL courses with varying expectations of the levels of service and support they will receive from their tutors. It has been further established that specific expectations-led quality assurances that enable the sharing of these expectations before a course starts could be of mutual benefit to the student and the tutor, as well as generally improving the overall quality of tutor support provided by the distance learning organisation. This process, it is argued, would be appreciated by the students as it would help to shape their future and have beneficial effects on student satisfaction with tutor support, consequently reducing student drop-out and increasing course completion rates.

An Analysis of Challenges Faced by Students Learning in Virtual and Open Distance Learning System: A Case of Bindura University of Science Education (BUSE).

After realizing that the traditional modes of tuition in Zimbabwe’s andragogy had either gone obsolete or over-crowded, BUSE, ventured into a ‘virtualised’ model of the open and distance learning as a way of out-doing other competing universities. However, as the programme was rolled out, there came a myriad of challenges affecting the students ranging from financial, personal commitment, time, stereotypes, and social and work pressures. These constraints have to some extent negatively affected both the delivery of the programme and the pass rate of the students. The paper therefore seeks to make an analysis of challenges faced by students who are in the Virtual and Open Distance Learning (VODL) at BUSE based on a research that is being conducted at the seven centres country-wide. (149)