Some Nigerians who wanted higher education were not excluded from the opportunities offered by the University of London. The university is said to rely heavily on the use of radio and television.
Gender Equality
Since then, the number has been increasing, as of July 2013, the National Open University of Nigeria has 198,547 registered students. The National Open University of Nigeria has overcome this challenge by creating unlimited opportunities for women in Nigeria.
Vocational and Lifelong Education
Programme, Course Relevance and Quality Assurance
Local and International Partnership
IMPROVING THE PROFESSIONAL EFFECTIVENESS OF THE NIGERIAN POLICE THROUGH OPEN AND DISTANCE LEARNING: EVIDENCE FROM A NATIONAL. This paper therefore examines the effect of open and distance learning on the performance of the Nigerian police force.
Rationale for a Hybrid Program
Students who successfully complete the online phase will then be allowed to enroll in the on-campus phase of the program. In addition, there are no differences in the core course curricula offered to online and regular on-campus students.
LEARNING EFFECTS ON QUALITY OF LEARNING AND ENGAGEMENT Al-sharaabi Waheeb A., University of Science and Technology, Yemen
- Quality Learning and Student’s engagement
- Student’s online engagement
- Introduction
- Methods
- Study design: This was a cross sectional descriptive study to identify the level of awareness on substance abuse and OER use among public senior
- Data collection/Analysis: Self -administered questionnaire consisting of open and close-ended questions generated using research objectives and
- Results
- Awareness of students in Lagos Mainland Local Government on substance abuse
- Source of information on drug abuse to students Table 3. How did you learn about drug
- The preferred method of learning about drug abuse by students Table 6. Which information source do you think
- Discussion/Conclusion
- The Basic Supportive Part
- The Applicable Service Part
- Sharing High Quality Education Resources for Undergraduates
- Sharing resources for normal universities’ graduates with tuition free to purchase the master degree of education
- Sharing resources for primary and secondary school teachers’ continue education
He pointed to a study by the High School Survey of Student Engagement, "the most engaging forms of classroom work involve collaboration or creative components." The authors note that "61 percent of students report being enthusiastic and engaged in class discussions and debates." The survey shows that students are quite positive about the way they think the use of mobile devices will affect their learning environment. As an "education cloud", the public service platform enables normal universities, distance learning institutions and other organizations to select courses and credit credits between universities, meets the flexible and diverse learning needs of students, and innovates the service pattern of teacher education by technology. The numbers of involved universities, interscholastic shared courses, and participating students in the synchronous classrooms are shown in Table 2.1.
We should integrate more high-quality educational resources to strengthen the resource pool in the public service platform. This fact can have an impact on the use of social media networking systems in education, and it is important to determine the students' wishes in this regard. The five constructs of the Technology Acceptance Model (TAM) were examined to determine students' perceptions of the use of social media networking systems in tertiary institutions (secondary education), the five constructs of the Technology Acceptance Module were examined.
Comparison of the respondents' views on the five sub-constructs of social media use among age groups. Cognitive engagement typically describes "the ways in which students think deeply about ideas and concepts, how they make meaning of the material presented to them, and how they use self-regulatory and metacognitive strategies to master academic content and tasks" (Lawson & Lawson, 2013, p. 436). In today's classrooms, "the trend is to reduce the 'amount' of information delivered and to increase the 'interactive value' of the learning experience" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 157).
Interculturality is defined as "the interaction between people from different cultural backgrounds who use authentic language appropriately in a way that demonstrates knowledge and understanding of the cultures. Extension – The student responds to the question and shows interest by asking additional questions or clarifications after same argument Extension – The student answers the question and (a) adds fresh ideas to the discussion, (b) applies concepts learned in new situations, or (c) considers implications in other areas of the topic.
Regarding the quality of the teacher's posts, about 10% are at the level of praise or simple agreement. On July 5, 2012, China's State Ministry of Education issued a document entitled "Ministry of Education Agreement on the Establishment of a National Open University Based on Central Radio and Television Universities".
Given the wider range of themes in DE, in this paper we will focus on the selected core themes that are relevant to my interest. Advances in technology and modern communication media have a significant impact on the delivery methods of DE, and "the concept of correspondence education was considered by many to be too narrow" (Holmberg, 1995, p. 3). As electronic communication technologies have become more common and advanced since the early 1990s, the use of computer-mediated communication (CMC) has expanded opportunities for the growth of DE (Rovai, Ponton, & Baker, 2008; Simpson, 2002; Schlosser & Simonson 2006).
Keegan (2000) adds that information and communication technology (ICT) associated with the electronic revolution of the 1980s made face-to-face teaching possible at a distance. Another important milestone for DE at the university level was the establishment of the British Open University or the Open University of the United Kingdom (UKOU) in 1969, with its first student enrolled in 1971 (Holmberg, 1995; Keegan, 1986; Schlosser). and Simonson, 2006). From the early 1970s and 1980s, DTE was gradually adopted in most English-speaking countries and quickly spread to other parts of the world (Zuhairi, 1994).
Overviewing theory of distance education
For Wedemeyer (1971), the essence of DE is the independence of the learner to organize the lesson in such a way that the learner is allowed greater freedom in learning. Moore, one of Wedemeyer's students at the University of Wisconsin (Wedemeyer, 1981, p. xiii), was attracted to the idea of independence studies, leading him to present his theory at the ICDE conference in 1972 (Moore & Kearsley, 1996). ). He defines that "an autonomous learner is one who knows how to proceed through each learning event" (p. 669).
The teacher's function in this teaching and learning relationship is "to provide information, advice (or suggestions and recommendations) and reasons that help the student make the decision and understand the reasons for it" (p. 670). Garrison (2000), for example, has a similar mindset to that of Peters, who holds the perspective that Peters' industrial production model is "the most coherent, rigorous, and pervasive example of distance learning theory" (p. 6). On the other hand, for example, Ehmann (1981) criticizes the industrialization theory as an unsympathetic attitude of the learning world and the commercial character of the DE at that time.
Utilizing educational technology for distance education
Holmberg (1995) believes that guided didactic discussion should influence students' attitudes and goal achievement (Holmberg, 1988). For Holmberg (1995), personal relationship, study enjoyment and empathy between students and those who support them are central to learning in DE. Therefore, it is important that the use of delivery mode can ensure that teaching matches the students' interests.
Although Internet kiosks have been developed in some provinces and districts across the country, accessing the Internet is relatively difficult for many students who live in rural and remote areas of the country. Moreover, the lack of skill in information navigation as one of the critical factors to be involved in online programs has also proved to be a great challenge not only for students but also for online instructors. Similar to that of Moore and Kearsley (2005), Koonts, Li, and Compora (2006) argue that "careful planning and a systematic approach to design ... are essential to ensure that student needs are continually met in an increasingly - changing environment” (p. 32).
Assuring quality in distance education
Literature review
- Generation five pedagogies
- New roles and competencies for faculty
- A change management strategy for ODL institutions
Distance education refers to education where there is a difference in terms of time, place or both (Conceição, 2006:27). Because of these innovations, the working context of distance education faculty has changed significantly over the past decade. Fifth generation distance learning requires pedagogy that speaks of asynchronous and synchronous interaction, mass delivery and increased demands for interaction from students.
Faculty are key to creating an enabling and empowering learning environment for distance education learners. Therefore, it can be assumed that the commitment of faculty to develop and advance distance education for their specific disciplines and subjects is the key to promoting the concerted growth of distance education programs (Shapiro, Morales & Biro, 2009). He adds that distance education universities have been and will always be at the forefront of institutional change and innovation.
Conclusions and recommendations
We often use the term 'the use/use of ICT'. But what does ICT mean. Recently, a new dimension has been introduced by the policy: the organizational (public interest) model and the personalistic (self-interest) model. The facilitator B (Group 2) reported in the interview: “structured guidelines within the CoP model encouraged us to do research, enriching our learning process… measurement and testing processes were lacking due to lack of time and close supervision from the teacher. Student D (Group 2) commented: "The design was done in six phases...we were excited during the exploration phase but didn't reach sustainability..." The facilitator A (Group 1) commented: ".. .we had a member of another module…he helped us through scaffolding and modeling to generate new ideas in web design…” Student C (Group 1) commented: “To explore our journey into the world of innovation to begin with, we had to use a structured tool… we were immersed in the high level of innovative activities as organizational aspects were clarified within the existing model…”.
Student B (Group 2) commented: "I have to accept that the innovation process was not always at its peak, because it was difficult to find time for innovation activities... the model was used as a monitoring and design tool." . c) A predefined set of roles and activities within the stages of the CoP model and key performance indicators assisted CoPs members with learning tasks. The facilitator A (Group 1) commented: “There is little reward for innovation in our institution… students are not trying hard enough because they are not motivated to perform current routine learning operations… key performance indicators were used as a checklist for each activity.” . d) The CoP groups kept the spirit of innovation high due to its many objectives, such as stimulating learning, innovation and entrepreneurial skills. Team members were inspired by opportunities to gain entrepreneurial skills, and expected a commercial output… these expectations were encouraged and kept the design and innovation spirit very high.” Student A (Group 2) reported, "Through our model, we instilled a research culture. The challenge was to motivate members to integrate research with learning requirements to pass exams." The following section provides answers to the research questions and interpretation of the results.
The CoP core group management is an important factor in the ability to innovate because the core team leaders have a great influence on the development of group vision and strategy to achieve it. The core group had an impact in keeping an innovative spirit high through interactivity, discussions,. This study identified several important issues that are essential to organizing successfully. learning and empowering innovation within communities of practice. The study suggests practical recommendations to ODL educators in order to empower students with innovation potential and learning achievement by applying the CoPM relevant to global demands for knowledge exchange and sharing. The baseline of this study can be used for further research on a role of e-tutors and teaching assistants in CoPs and the application of the model in face-to-face communities of practice contexts.
