Open Distance Learning Prof Jenny Roberts Institute for Open and Distance Learning Unisa Searchlight 14 March 2018

Different terminologies Correspondence education Distance learning Open learning E-Learning ODL Flexible learning Independent study Blended learning

History of ODL 1840: Sir Isaac Pitman’s short hand course 1946: 1st Distance teaching university - Unisa 1969: 1st Open university - UKOU

Open learning Open Learning - is any form of learning with strong emphasis on flexibility and learner-centredness. It is open in terms of access, delivery and interpretation (Paine, 1989; Rowntree, 1992)

Principles of Open Universities Egalitarianism (open to all) Equality of educational opportunities (gender, race, economic status) Lifelong learning Flexible curricula Learner-centredness Autonomous learning (Heutogogy) Learning through communication and interaction Adapted from: Peters, 2008

Open learning (Flexible) Giving learners the choice about: Medium – print, online, video, television Place of study – home, workplace, regional centre Pace of study – own pace, paced, structured etc Support – tutors, audio conferences, helplines Entry and exit points Methods of assessment

Open learning exercise How Open is Unisa?

Distance Learning – a process whereby the student learns while separated from the tutor/teacher (Keegan, 1986)

Distance Learning Separation of teacher and learning Time, place or both Institutional accreditation Official recognition of study Use of mixed-media Print, radio, television, computer-based, audio

Same and Different Time Synchronous asynchronous Classroom teaching Face to face tutorials Seminars Workshops Audio and video conferences Radio with listener response capability Learning resource centres which students visit in their own time Home study Tutorial support by email Podcasts and vodcasts

E-learning E-Learning - -learning focuses on the intersection of education, teaching, and learning with ICT (Friesen, 2009). “E-learning is the use of electronic media for a variety of learning purposes that range from add-on functions in conventional classrooms to full substitution for the face-to-face meetings by online encounters” (Guri-Rosenblit, 2000)

Iron Triangle – Sir John Daniel Daniel, J, 2013

According to Daniel (2013), if you stretch the triangle and achieve, simultaneously, wider access, higher quality and lower costs, you need technology.

Contact (F2F) vs Distance Education On campus class meeting Direct contact with both teachers and students Traditional rigid format of set times and dates Widely accepted as the standard education High costs Technologically mediated delivery of course material Non-contiguous communication between student and teacher Economies of scale Less expensive Flexibility of place, time and venue

E-Learning vs Distance Education Use of connected media to deliver course material Access to learning via the use of technology Ability to promote varied interaction Can be used in both contact and distance education context Technologically mediated delivery of course material Non-contiguous communication between student and teacher Economies of scale Less expensive Flexibility of place, time and venue

Open Learning vs Distance Education Open learning - policies and practices that permit entry to learning with no or minimum barriers with respect to age, gender, or time constraints and with recognition of prior learning. These policies need not be part of a distance education system but are comple­mentary to it. Technologically mediated delivery of course material Non-contiguous communication between student and teacher Economies of scale Less expensive Flexibility of place, time and venue

A blended learning approach combines face to face classroom methods with computer-mediated activities to form an integrated instructional approach. In the past, digital materials have served in a supplementary role, helping to support face to face instruction.

3 generations of flexible learning pedagogies Behaviourist/Cognitive Self paced Individual Study: Watson/Skinner Constructivist Groups: Dewey, Vygostsky. Knowles Connectivism Networks and Collectives: Siemens, Downes Anderson and Dron (2011)

Lecture based and highly structured Behaviourism Reward and punishment Responsibility for student learning is on the teacher Lecture based and highly structured

Knowledge is actively constructed based on personal experience Constructivism Knowledge is actively constructed based on personal experience A search for meaning by the learner Personal motivation – students own beliefs, attitudes and prop knowledge Collaborative and cooperative learning

Connectivism A Learning Theory for the Digital Age (Siemens, 2005) Connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks (Downes, 2007)

Distance Education Mega Universities The term "mega university" was coined by Sir John Daniel, then VC of the UK Open University, to refer to universities with more than 100,000 students.  Anadolu University Turkey 880 000 Universitas Terbuka Indonesia 460 000 Indira Ghandi India 3 500 000 Sukhothai Thailand 172 000 Korean National UO Korea 142 332 National Centre for DL France 120 000 Open University UK 200 000 Unisa South Africa 350 000 Payame Noor Iran 800 000 National Centre for DL Spain 260 000

Status of Open Universities Over 90 Open universities around the world 15 in India alone 1st Open university in India (IGNOU) established in 1985

Advantages of ODL Overcoming physical distance Addresses time and scheduling problems Increased capacity – massification Democratising education Bringing quality education to those who would otherwise be unable to afford it Cost effective education for developing nations Provides second chance to those who missed out on higher education Enables lifelong learning Can you think of other advantages – particularly in the South African context?

Limitations of ODL Perceived as second rate Quality issues Plagiarism Requires well trained academic staff ?

ODL Challenges Quality of teaching and learning Addressing massification Student drop out Faculty workload ODL research Incorporating technology