Assessment of challenges in developing self-instructional course materials at the National Open University of Nigeria
The National Open University of Nigeria (NOUN) is Nigeria’s only university dedicated to providing education through the use of distance instructional methods. So far, however, the lack of availability and poor distribution of course materials, which underpin instructional delivery at NOUN, continue to be hindrances to achieving the university’s vision and mission. There are delays and difficulties in developing and distributing materials to students and Study Centres. Many pioneer students cannot graduate because of this challenge. This paper examines the process of developing self-instructional course materials at NOUN. It reflects on the challenges associated with the quantity, quality, and timely production of course materials, labelled “the hills, the wills, and the skills” obstacles. The paper concludes that there is a need for better professional development in order to provide efficient ODL delivery.
Students’ perceptions of the open and distance learning mode for initial primary teacher training in Malawi: A case of Lilongwe Teachers’ College
The purpose of this study was to assess students’ perceptions of open and distance learning (ODL) as a mode of training primary school teachers at Lilongwe Teachers’ College in Malawi. The ODL program had two components: an on-campus component for face-to-face learning and an off-campus component for distance learning. Both components were assessed in this study. Data were collected using both questionnaires and focus-group interviews. The findings suggest that students perceived ODL as a useful mode for training primary school teachers. Generally, the ODL program was characterized by a number of challenges, such as delays in the payment of student allowances, delays in the distribution of study material, inadequate time for face-to-face learning, inadequate professional support in the field, and high teaching loads owing to a shortage of staffing in schools. Students also complained that food and accommodation were poor in the on-campus component. The study’s findings have practical implications for the successful implementation of ODL. In particular, the findings may address student concerns, which could lead to improved student experiences and improved ODL outcomes for teacher training, as they highlight difficulties that debilitate ODL. Moreover, the study’s findings reveal differences in students’ perceptions of the on-campus and off-campus components of distance learning, each of which poses unique challenges that, if left unaddressed, would compromise the outcomes of the ODL program. Keywords : perception; open and distance learning; distance learning; open learning; teacher training; self-directed learning; student  teacher Resume L’objectif de cette etude etait d’evaluer les perceptions des etudiants sur la formation ouverte et a distance (F O AD ) e n tan t qu e mod e d e fo r matio n de s enseignant s d u primai r e a u Lilongwe Teachers’ College , au Malawi. Le programme FOAD comprenait deux composantes : une composante « sur le campus », pour la formation en face-a-face et une composante « hors campus » pour la formation a distance. Les deux composantes ont ete evaluees dans cette etude. Les donnees ont ete recueillies a l’aide de questionnaires et d’entretiens avec des groupes cibles. Les resultats suggerent que les eleves ont percu la FOAD comme un mode utile pour la formation des enseignants du primaire. De maniere generale, le programme FOAD s’est caracterise par un certain nombre de defis tels que les retards dans le paiement des allocations des etudiants, les retards dans la distribution du materiel de formation, le temps insuffisant prevu pour la formation en face a face, l’inadequation du soutien professionnel sur le terrain et les lourdes charges d’enseignement du fait de la penurie de personnel dans les ecoles. Dans la composante « sur le campus », les etudiants se sont egalement plaints que la nourriture et l’hebergement etaient mediocres. Les resultats de l’etude ont des implications pratiques sur la mise en œuvre reussie de la FOAD. Les resultats ont, en particulier, porte sur les preoccupations des eleves, ce qui peut permettre l’amelioration des experiences des eleves et des resultats de la FOAD pour la formation des enseignants, car ils mettent en evidence les difficultes qui affaiblissent la FOAD. En outre, les resultats de l’etude ont revele les differences de perception qu’ont les eleves des composantes « sur le campus » et « hors campus » de la formation a distance, chacune presentant des defis uniques qui compromettraient les resultats du programme FOAD s’ils n’etaient pas releves. Mots cles : perception ; formation ouverte et a distance ; formation a distance ; formation ouverte ; formation des enseignants ; formation autodirigee ; enseignant en formation Resumo O objectivo deste estudo foi de avaliar a percepcao dos estudantes sobre a formacao aberta e a distância (FOAD) como modo de formacao para os professores do ensino primario no Lilongwe Teachers’ College no Malawi. O programa FOAD tem duas componentes : uma componente no campus em modo presencial e uma componente fora do campus para o ensino a distância. Ambas as componentes foram avaliadas neste estudo. Os dados foram recolhidos utilizando questionarios e entrevistas entre grupos focais. Os resultados sugerem que os estudantes veem a FOAD como um modo util para a formacao dos professores do ensino primario. De um modo geral, o programa FOAD, foi caracterizado por varios desafios, como atrasos no pagamento dos subsidios dos alunos e na distribuicao dos materiais de estudo, tempo de ensino presencial inadequado, apoio profissional no terreno inadequado e carga de ensino elevada devido a escassez de pessoal docente nas escolas. Os estudantes tambem se queixaram da fraca qualidade da alimentacao e do alojamento durante a componente presencial. Os resultados deste estudo tem implicacoes de ordem pratica para a execucao bem sucedida da FOAD. Nomeadamente, os resultados podem contribuir para responder as preocupacoes dos estudantes e melhorar as experiencias dos estudantes e os resultados do FOAD para a formacao dos professores, tendo em conta que salientam as dificuldades da FOAD. Alem disso, os resultados do estudo revelam diferencas de percepcao da parte dos estudantes quanto as diferentes componentes do ensino a distância, no campus e fora do campus. Cada uma destas componentes apresenta desafios diferentes, que, se nao forem resolvidos, podem comprometer os resultados do programa FOAD. Palavras-chave : percepcao; formacao aberta a distância e eLearning; ensino a distância; ensino aberto; formacao de professores; formacao autonoma; professor estudante
Book Review - Open and Distance Learning in the Developing World. Author: Hilary Perraton
Hilary Perraton’s review of distance education throughout the developing world is the subject of this book. Founding director of the International Research Foundation for Open Learning, Perraton presents us with a good discussion of the social, technological, political, and economic aspects of distance education in the last 30 years. His well-framed contextual evidence makes this mandatory reading for those interested in open and distance learning in the third world. This book clearly delineates the parameters under which the reader is expected to understand arguments made. For example, Perraton’s explanations of efficiency and cost include comparisons and contrasts to enrollments and overall expenditure (parameter a). The concept of efficiency becomes more difficult to articulate when one looks at enrollments and investments in relation to the completion rate of students (parameter b). The work offers practical information for comparing and understanding distance education in specific contexts, thus making solid arguments based on available data. Many parts of this text illustrate this point, such as the concluding suggestion that, where available in the developing world, distance education has positioned itself better at the tertiary level than at the secondary.