ICTs PROMISES AND PITFALLS IN OPEN AND DISTANCE LEARNING

1. ICTs PROMISES AND PITFALLS IN OPEN AND DISTANCE LEARNING LUCY G KAMANJA - Instructional Designer Institute for Curriculum and Learning Development University of South Africa Tel: 012-429-6905 - fax: 012-429-3551 Email:kamanlg@unisa.ac.za

2. Aim and Background • Aim of paper • The aim of this paper is to examine ICT availability and the extent to which various ICTs are being used in an open and distance learning • Background to the Study • The paper is based on the extent to which ICTs are used specifically in the University of South Africa. ( UNISA)

3. INTRODUCTION • ICTs associated with; contextual learning, active learning, social learning and reflective learning • ICTS provide new opportunities for information distribution • Through computer/telephone networks one can send all types of documents, whether data, video or sound • flexible media gives multiple choices to the learners, instructors and institutions

4. NEED FOR ODL IN AFRICA • ODL caters for multitudes of learners-mostly adults in full time or part-time employment. • demand for education at all levels in the African continent • continent can not cope with high demand for education hence the need for distance learning institutions • This is the alternative route in which Africa is going to provide the much needed skills for development

5. Features of ODL • DE learner is removed in time and space from those conducting the learning • DE covers education approaches that reach learners in their environment • Open Distance Learning denotes that the constraints on study are minimized in terms of access, of time and place, pace, method of study • ODL aims to provide education to large numbers of learners and be flexible enough to cater for the various needs of the learners

6. ODL -SYSTEMS • ODL learners study from home– so, ODL systems ‘rely more on capital and methodology-intensive investments than on manpower-intensive ones’ to reach the learners • Systems enable the institutions to reach the learners at cheaper costs.- distance education systems is more favorable in terms of cost-effectiveness especially when numbers increase

7. Important elements in ODL • Active engagement of learners with the learning process and content • Instructional design that helps learners learn to reflect on and use and use existing structures of knowledge to guide and further their learning • Learners interacting in communities of learning where knowledge and information is shared openly

8. Important elements in ODL • The impact of a supportive learning community serves to improve the throughput rates by improving the student retention rates. The student success rates are improved while at the same there is a noticeable raise in the final grades of individual learners.

9. ICT IN ODL • ODL materials are designed to be interactive, flexible, supportive, challenging, and self-sufficient – Use of ICT enables the university to produce such learning materials • ODL uses ICT to create a blended mode of learning - incorporates print media and others like CDs, DVDs Satellite, telephone, email and internet, video conferencing, mobile wireless technology.

10. Role of technologies • technologies support the learning materials produced for use in distance learning • link a teaching system with its individual end users. • used mostly to reduce the alienation of learners and create a supportive learning community whenever possible

11. Impact of ICTs on ODL learners • Active engagement of learners • Provides approaches that helps learners to reflect on their learning. • Interaction in communities of learning where knowledge and information is shared openly in an environment that values participation and interaction between learners, teachers, and sources of knowledge

12. ICT in Unisa • Unisa has more than 2000 courses delivered through distance every year to over 200,000 learners. • The University’s principle is: ‘provide for the integration of information communication technologies (ICTs) in learning programs and makes effective and innovative use of technology in developing its programs and improving its teaching methods’. (Unisa Tuition Policy .2006) .

13. ICT in Unisa cont- ICT systems in place • internet system ensures communication between the various colleges and departments and Unisa web page contains all documents, policies, rules etc pertaining to the smooth running of the institution.

14. ICTs use at Unisa • Intranet connects all Unisa staff making it easy to work in joint projects- even though Unisa occupies various campuses and premises. • learner management system captures all data relating to learners after the first registrationfor example age range, occupation, residence, previous experience and/or qualification etc.

15. ICT use in Unisa cont- • internet allows learners to access information on the courses that the university offers, the course duration and entry requirements, registration dates, tuition fees charged and any other information pertaining to their study. • The university provides the ICTs like DVDs, CDs, audio cassettes and videosto be used together with printed materials which are the basic ODL materials

16. What is available at Unisa • Unisa provides hardware and software for use by all staff at their campuses and at the regional centres • Also- Satellite, video conference, internet and email, the student portal known as MyUnisa, online learning, computer-based learning, telephone, SMSs, DVDs, CDs, audio cassettes, videos and print based study materials

17. learner use of internet • register online for the courses they want to study at Unisa • send assignments for their continuous assessment and receive feedback on the marked assessment • Access their study materials through the student portal “MyUnisa”. These have been uploaded onto MyUnisa to enable the learners access them before they can receive them through the postal system.

18. Learner use of internet • use the student portal to have group discussions with each other and, the lecturer/facilitator “pop in” into their discussions occasionally, like once a week or so. • learners can introduce the topics they wish to discuss and share other information on academic issues • Portal also provides learning resources that they could use for their studies. - Includes links to documents that they could access through the university library. Thus can browse library catalogue and order for books .

19. Learner use of internet-cont • Various courses are conducted online. (These were found to be very successful through a pilot study.) • Study showed print materials had a retention rate of 42% while online had 78%. Final mark was 17% higher than in print based learning

20. Other ICT facilities-Video conference • Unisa has 15 centres with video conference facilities –plans to increase these to 24. • The management is able to address staff assemblies in the various campuses, and also have meetings with collaborators within and outside the continent • The lecturers are able to hold discussions with the tutors at the centers and staff are also able to hold meetings between the various campuses

21. Video conference - cont: • Video conference discussions are normally conducted during the last few weeks before the final examinations and there is normally a high demand for this facility. • The video conference facilities in all the centres cater for just over 300 learners at any one sitting

22. Other ICT facilities-Satellite • The satellite facility - became operational in 2005 has 21 centres and is gaining popularity in the institution. • normally a one way communication, the facility is used mostly for answering questions from the learners and for communicating with tutors and not for group discussions

23. Other ICT facilities-vides, CDs, DVDs • use of CDs, DVDs, videos and audio cassettes mostly for those disciplines that require practice like languages, music and dance • The audio cassettes – but also for the visually challenged learners • From 2007, all data, pictures and audio information will be on CDs or DVDs-due to global technology changes.

24. Other ICTs – SMS & telephone • the learners also receive SMS messages to remind them of assignment deadlines, examination dates and other important dates and events. • Use telephone to call the lecturers on or the call centre when they need specific information.

25. CHALLENGES IN ODL FOR LEARNERS • technologies of today are more personalized –positive-yes-But the learner will need to find the hardware to use the ICT with. • Only half of the learners in Unisa have so far accessed the student portal known as MyUnisa (104,691 students as by 26th July 2006.) the other half must have constraints that prevented them from accessing.

26. Challenges in ODL cont- • Internet use is still very expensive because Africa is yet to install the broad-band fibre optic submarine cable that will reduce telecommunications costs –installation is expected to start this month. • though learning material is online, very few learners can afford to read it online and access it at will. Majority prefer to copy it onto floppy disks and print it, using it as printed materials which is a more permanent, flexible and less costly form- Picture quality, animation and sound is then lost.

27. Challenges in ODL cont- • learners normally have to travel to the nearest town which has internet facilities as majority do not have the facility in their homes. This is an expense the learner will need to finance in order to access internet services and participate in group discussions

28. Challenges in ODL cont- • SMS reminders only received by those who have cell-phones and have provided their cell-phone numbers to the university. • video conference facilities cater for a very small number due to occupancy space, and also the learners have to travel to the study centers on scheduled dates

29. Challenges in ODL cont- • Unisa has a large number of courses. Lecturers find it difficult to get a booking for the time they would want to hold their discussion with their learners using the video conference facility or when using the satellite to answer learners questions.

30. ICT Challenges in ODL for others • provides new challenges for instructors - the need to adapt to new teaching approaches or methodologies • Lecturers could feel alienated because ODLs demands integrating various ICTs in a learning package - this may require them to understand the new technology so as to help the learners use them

31. ICT Challenges in ODL for others • The successful use of the technology is highly dependent on the committed efforts of various people within the organization • ODL institution has to engage the expertise of various other people like CD, video/DVD producers and IT technical staff who monitor and sort out any handles within the intranet and internet services

32. ICT Challenges in ODL for others • Management to ensure that the relevant human resources and equipment • students entering the ODL market in future expect to use ICT enhanced processes because of their previous familiarity with these technologies. • Management to ensure provision of modern technologies and empowerment of staff in skills to work with these technologies.

33. Conclusion • A mix of technologies is necessary to supplement print materials and provide the knowledge, skills, audio or visuals that the print media is incapacitated to handle. • although the use of ICTs is highly recommended for all learners, there are various constraints that hinder learner accessibility to the ICTs • Sometimes facilities provided are also not adequate as the numbers of learners keep increasing - balance needed between access, quality and cost.

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35. References-cont • Commonwealth of Learning (COL).2000. An Introduction to Open and Distance Learning. www.col.org/ODLintro/introODL.htm accessed on 14th July 2006. • Daniel J 2005. Talking with Sir John Daniel About the Commonwealth of Learning. TP Msg. #628. Stanford University Centre for Teaching and Learning (http://ctl.stanford.edu) • Daniel J & Vis Naidoo. 2005. Open and Distance Education for Africans and by Africans. Conference paper at the African Council of Distance Education. Pretoria,12th August 2005. • Daniel J., 1996. Mega-universities and the knowledge media: Technology Strategies for Higher Education. London: Kogan Page. • Daweti M et al 2004. Report on Issues and Impact of Semester-Based Tuition at Unisa. Unpublished research project aimed assessing the effectiveness of the semester system at Unisa.

36. References-cont • Haddad, Wadi D and Draxler, Alexander. 2002.Technologies for Education: Potentials, Parameters, and Prospects Paris: UNESCO • Heydenrych J F., 2002. The Effect of Standardised Integrated Development on Student Success in Distance Education. An unpublished research project aimed at improving the quality of delivery at Unisa) • Holmberg, B 2000. Status and Trends in Distance Education Research. Proceedings of the First Research Workshop, EDEN: Prague. • Keegan, D 1993. Theoretical Principals of Distance Education. London: Routledge. • Miranda M A DE 2004. The Grounding of a Discipline: Cognition and Instruction in Technology Education. International Journal of Technology and Design Education 14: 61-77. • Mashile & Pretorious ; 2003 : Challenges of online education in a developing country. South African Journal of Higher Education 17 (1):132-139

37. References-cont • Rahman H 2003. Framework of a Technology Based Distance Education University in Bagaladesh.Commonwealth of Learning Knowledge Series – www.col.org/knowledge • The Standard. 2006. 7 July. • Trindale et al. 2000. Current Developments and Best Practice in Open and Distance Learning. International Review of Research in Open and Distance Learning. Vol. 1 No. 1 ( June 2000). http:www.irrodl.org/content/v1.1/carom_et_al.html • Unisa: 2006 http://staff.unisa.ac.za/ • Unesco 2001. Education for All. A framework for Action in Sub-Saharan Africa. Adopted by the Regional Conference on Education for All for Sub-Saharan Africa. Johannesburg, South Africa, 6-10 December 1999. • http://www.unesco.org/education/efa/wef_2000/regional_frameworks/frame_africa.shtml