The Open University of Tanzania (OUT)

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The Open University of Tanzania (OUT)
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ODC 022 Philosophy and Scope of Distance
Education and Open Learning

• Course Description
• Course Objectives
• Part 1 Distance Education and Open Learning
• Lecture 1 The Need for Distance
  Education
• and Open Learning
• Lecture 2 The Distinction Between
• Distance Education
  and Open
• Learning

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• Part 2 Philosophy in Distance Education and
• Open Learning
• Lecture 3 Introduction to Philosophy
• Lecture 4 The Need for a Philosophy of
  
• Distance Education
  and Open
• Learning
• Lecture 5 Philosophical Underpinnings
  of
• Distance Education and
  Open
• Learning

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• Part 3 Theories in Distance Education and
• Open Learning
• Lecture 6 Theoretical Approaches in
  Distance
• Education and Open
  Learning
• Part 4 Scope of Distance Education and Open
• Learning
• Lecture 7 Scope of Distance Education and
  
• Open Learning
• Lecture 8 Programmes offered by CoL and
• other ODL Institutions

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• Part 5 Managing Distance Education and Open
• Learning
• Lecture 9 Conditions for Successful
  Distance
• Education and Open
  Learning
• Programmes
• Lecture 10 Features of a Well Managed
  ODL
• Institution

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Course Description

• ODL combines the principles of learner
  centeredness lifelong learning flexibility of
  learning provision the removal of barriers to
  educational access the recognition for credit of
  prior learning experience the provision of
  learner support the maintenance of rigorous
  quality assurance over the design of learning
  materials and support system, to ensure learners
  success.

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Course Objectives

• Account for the adoption of distance education
  and open learning as a delivery mode for
  educational and training programmes.
• Discuss the theories underlying the organization
  and use of distance education and open learning.
• Outline the scope of distance education and open
  learning delivery mode.

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Course Objectives cont.

• Identify ideal conditions for effective and
  successful distance education and open learning
  programmes.

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Part 1 Distance Education and Open Learning

• Lecture 1 The Need for Distance Education
• and Open Learning
• We employ this delivery mode in order to
• (i) Widen access to education and training.
  
• (ii) Promote quality and effective
  learning.
• (iii) Deliver education and training on the
• basis of equality and equity.

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• In order to widen access to educational and
  training opportunities, distance education and
  open learning relies on the following principles
• - Lifelong learning.
• - Flexibility of learning provision.
• - Removal of barriers to educational
  access.
• - Recognition of credit of prior learning
  
• experience.

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• Promotion of quality and effective learning
  depends on the following principles
• - Learner centeredness
• - Provision of learner support
• - Construction of learning programmes
  with
• the expectation that learners
• can succeed in their learning.
• - Maintenance of rigorous quality
  assurance
• over the design of learning materials.
  

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• Lecture 2 Delivery of Education on the Basis of
  
• Equality and Equity
• Equality in education is about creating a fair
  society, where all the members have equal
  opportunities to meet their educational and
  training needs.
• Equity in education is about creating a fair
  society, where all the members achieve equal
  benefits from available educational and training
  opportunities.

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• ODL can promote equality in education as it
  employs the principles of learner centeredness
  lifelong learning flexibility of learning
  provision the removal of barriers to educational
  access the recognition for credit of prior
  learning experience and the provision of learner
  support, in instructional delivery.
• It promotes equity in education through the
  provision of learner support and maintenance of
  rigorous quality assurance over the design of
  learning materials and support system.

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• Contrary to popular expectations, distance
  education is not necessarily a vehicle of
  democratic provision of education.
• Use of programmed media such as texts (similar
  to this one), broadcasts, audio and video
  cassettes, computer based instruction, etc
  results in a closed system in which communication
  is one way (from the teacher to the student).

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• Use of dialogic media such as letters, telephone
  conversations, electronic mail and computer
  conferences where both tutors and students have
  an opportunity to share ideas results in an open
  system in which communication is two-way.
• The extent to which a distance education
  programme is open is determined by its
  dialogue and structure features.

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• Dialogue describes the extent to which learners
  and tutors are able to communicate.
• Structure is a measure of the responsiveness of
  the educational programme to learners individual
  needs.
• Programmed media are less dialogic than dialogic
  media like letters, telephone conversations,
  electronic mail and computer conferences.

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• In a highly structured educational programme,
  the objectives and the methods to be used are
  determined for the learner and are not flexible.
•  In a programme which is less structured and
  dialogue is easy, interaction between the tutor
  and learner permits very personal and individual
  learning and teaching.
• Distance education is aimed at a mass audience
  and isolated learners unable to refer to
  libraries and discuss with peers and tutors.

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• Distance education does not become a vehicle for
  totalitarian control of education, when the
  following measures are taken
• (i) Provide to students opportunities to
  negotiate the learning objectives (module and
  course choice alternative pathways through
  materials project work /case study, etc).
• (ii) Balance the manufacturing aspects of
  distance education (packaging and delivery of
  study materials) and its service aspects
  (learning).

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• Both measures can be promoted through tutoring
  and counselling.
• The philosophy of distance education and open
  learning recognizes individual characteristics as
  the basis of a learner centred education system.
• However, the manufacturing industry approach, is
  at variance with the basic philosophy of distance
  education and open learning which is learner
  centred.

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• Tuition and counselling, individualize mass
  produced course materials and encourage students
  to make sense of knowledge and information on
  their own terms.
• However, they should not be time tabled and
  structured in a manner which undermines access
  and dialogue.
• Video conferencing , face-to-face,
  correspondence, telephone and computer-based
  tuition and counseling significantly promote
  access and dialogue.

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• Time tabled media - broadcasts,
  audio-conferencing, fact-to-face tutorials and
  formal invigilated examinations, reduce openness
  as they introduce an element of pacing into a
  distance education programme.
• Drop-out rates in paced programmes (like this
  one) are lower than in unpaced programmes.
• For weak students, the open door may become the
  spinning door. After spinning the students
  around, they are thrown out as push-outs or
  drop-outs (Avoid this group).
•  

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Lecture 3 The Distinction Distance Education
and Open Learning

• These are not opposing concepts.
• They only deal with two different issues.
• Distance education deals with the means of
  education provision (media/technologies).
• Open learning deals with the objective of
  education provision (massification of access on
  the basis of equality and equity).

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• Open learning is normally described in terms of
  the following 5 criteria
• (i) Access related criteria
• (ii) Place and pace of study criteria
• (iii) Means criteria
• (iv) Content and assessment criteria
• (v) Support services criteria
• Assess the level of openness of any familiar
  Distance Education/ODL Institution, in terms of
  these criteria.

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Part 2 Philosophy of Distance Education and Open
Learning

• Lecture 4 Introduction to Philosophy
• Philosophy from Greek words philo meaning
  love and sophiameaning wisdom.
• Wisdom is the ability to raise fundamental
  questions on human existence and nature.
• Philosophy pursues true and better knowledge.

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• It teaches us how to judge rightly the nature of
  the truth and knowledge.
• Philosophy teaches us the need to keep on
  investigating further the existing body of
  knowledge, in order to improve it and perfect our
  practices.
• Hence, the need to understand and investigate
  further, the philosophy or theoretical
  foundations of distance education and open
  learning.

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• Normally, theories provide us with tentative but
  debatable answers or knowledge. Hence, the need
  to continuously investigate existing knowledge in
  order to improve and perfect our practices.
• Initially, philosophy was the mother of all
  sciences (scientia emenentia). It attempted to
  answer questions in all disciplines - arts,
  sciences and religion.

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• From the time of the Scientific Revolutions
  during the Renaissance, the role of philosophy
  changed from that of answering questions to that
  of asking questions.
• As a question posing discipline, its questions
  aimed at verifying the accuracy of answers
  provided by other disciplines arts, social
  sciences, natural sciences, humanities, religion,
  etc.
• Philosophy of ODL, raises fundamental questions
  on ODL.

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• Four categories of questions are raised on issues
  related to reality, truth, value and reasoning
• (i) Is the practice real?
• (ii) Is the knowledge true?
• (iii) What is the value of distance education
  and open learning?
• (iv) Are the knowledge and practice in
  distance education and open learning rational?

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• Each of the four questions is handled by a
  specific branch of philosophy.
• Metaphysics deals with questions of reality.
• The nature of truth and knowledge falls under
  Epistemology.
• Axiology deals with questions of value including
  ethics and aesthetics.
• Logic studies principles and methods of correct
  reasoning and hence valid findings.

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• Lecture 5 Philosophical Underpinnings of ODL
• Philosophies are normally categorized into two
  broad areas - traditional philosophies and modern
  philosophies.
• Traditional philosophies consist of Idealism and
  Realism.
• Pragmatism, Existentialism, Marxism and
  Analytical Philosophy make up modern philosophies.

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• Under idealism, the most important goal of
  education is the development of the intellect or
  the sharpening of the mind in order to capture
  the objective truth that is in the universe
  waiting to be discovered.
• As the truth is eternal and unchanging, the
  purpose of school under idealism is to maintain
  the status quo by transmitting accumulated
  knowledge from one generation to another.

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• For realism, the purpose of education is to help
  human beings discover how the world works so that
  they can live in harmony with it and as a
  consequence attain happiness.
• Religion, philosophy and the social sciences are
  central to an idealist curriculum physical
  sciences are basic in a realist curriculum.
• Both schools of traditional philosophy maintain
  that the universe contains objective truth that
  is waiting to be discovered.

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• Truth and value are eternal and unchanging.
• Similarly, both schools see the role of school in
  the conservative terms of transmitting
  accumulated knowledge from one generation to
  another.
• In spite of their differences, both schools of
  traditional philosophy subscribe to a static and
  absolute view of reality, knowledge and values
  (This is a contradiction of the basic principles
  of philosophy. Do you agree? Study Slide No.25).

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• Educational theories of traditional philosophy
  include perennialism, essentialism and
  behaviourism.
• The Nature and Thrust of Modern Philosophies
• Modern philosophies consist of Pragmatism,
  Existentialism, Marxism and Analytical
  Philosophy.
• Pragmatism advocates high respect for the
  individual rather than the society puts emphasis
  on science, and is receptive to change.

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• Existentialism strongly rejects the traditional
  philosophy approach to education which recognizes
  the existence of a source of objective and
  authoritative truth about metaphysics,
  epistemology and ethics.
• Individuals are responsible for determining for
  themselves what is true or false right or
  wrong beautiful or ugly.
• Education should aim at educating the whole
  person not just the mind. Emphasis placed on the
  humanities rather than the sciences.

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• The Marxist philosophy conceives education as an
  ideological institution of the State which in
  turn is an instrument of the dominant and ruling
  class.
• When the State is under the control of the
  labouring classes - workers and peasants,
  education can assume the progressive role of
  constructing and defending an advanced but
  egalitarian society.
• Marxist philosophy does not subscribe to idealism
  as it denies the existence of God.

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• Reconstructionism views education as a means to
  reconstruct the society.
• As the school/college is attended virtually by
  all the youth, it can easily be used as a means
  to shape the attitudes and values of each
  generation.
• The curriculum advocated by reconstructionists
  emphasizes the social sciences - history,
  political science, economics, psychology and
  philosophy and not the natural/hard sciences.

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• Its main thrust is the development of individual
  self-realisation and freedom through cognitive
  and intellectual activities
• Its aim is to liberate people from the
  restrictions, limitations and controls of
  society.
• Reconstructionists argue that in order to
  survive, the world needs more good people and not
  more specialists.
• Can you identify basic differences between
  traditional and modern philosophies?

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Part 3 Theories in Distance Education and Open
Learning

• Lecture 6 Theoretical Approaches in Distance
  Education and Open Learning
• Distance education has benefited greatly from
  existing theories on education.
• They have influenced the methods of preparing and
  delivering instructional materials as well as the
  handling of assignments.

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• Skinners stimulus response theory has been
  applied to learning in shaping the learning
  objectives.
• Roth Kopfs Model advocates asking questions in
  the text in order to facilitate learning.
• Ausubels Advance Organizer Model advocates that
  students acquire knowledge with the aid of a
  well-structured presentation.
•  Egans Structural Communication Model
• states that materials should be presented in
  small doses (chunks).

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• Bruners Discovery Learning Model advocates the
  use of a problem solving approach when teaching
  new concepts. It requires
• (i)Specifying learning experiences that
  learners have to go through.
• (ii)Relating the body of knowledge to the
  level of the learners.
• (iii)Sequencing information so that it can
  easily be digested.
• Carl Rogers Model stresses the need to
  facilitate knowledge rather than teach it.

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• Gagnes General Teaching Model stresses
  instructional sequencing.
• Materials should be presented in a logical order.
  
• Writers should progress from simple to complex
  concepts.
• Holmbergs Theory of Guided Didactic Conversation
  states that materials should be presented in a
  guided conversation.
• Tutors comments on assignments should be positive
  and instructional.

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Part 4 Scope of Distance Education and Open
Learning

• Lecture 7 Scope of Distance Education and Open
  Learning
• Curricula of any academic discipline are
  developed on specific philosophical foundations.
• Distance education and open learning may be
  compared to a vehicle which delivers curricula
  contents to learners.

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• The actual process of delivery is facilitated by
  media like print, broadcast, recorded, face to
  face sessions, ICTs, etc.
• The use of several media in delivering programmes
  empowers distance education and open learning
  with the capacity of delivering effectively any
  conceivable education and training programme.
• Its scope (coverage) is, therefore, indefinite
  (Read Lectures 7 8 (ODC 023) and ODC 023).

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Part 5 Managing Distance Education and Open
Learning

• Lecture 9 Conditions for Successful Distance
  Education and Open Learning Programmes
• The secret behind the success of any venture is
  good management.
• Management is an activity of analysing and
  directing the responsibilities of those who
  handle the different elements from which goods
  and services are produced and delivered to
  clients.

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• A distance education and open learning
  institution produces goods and provides services
  simultaneously.
• Goods produced include course manual, study
  guides, audio and video cassettes, charts, maps,
  etc.
• Services provided include enrolment, tutoring,
  marking, counselling and guidance, examinations,
  records management, graduation ceremonies, etc.

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• To ensure effective production of goods and
  provision of services, right decisions must made
  in five management areas
• (i) Process, (ii) Capacity, (iii) Inventory,
  
• (iv) Workforce and (v)Quality.
• What kind of decisions are made in these
  management areas? Find out from the Lecture.

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• Lecture 10 Features of a Well Managed ODL
  Institution
• It must have clear policies and procedures.
•  It must set up an open joint planning and
  resource allocation process which can operate
  within a realistic time and resource frame.
•  It provides professional rewards for all staff.
• It sees distance education and open learning as
  an industry in which the clients are the students
  and which needs, therefore, to be illuminated by
  good management principles.

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• Recognizes that it is accountable and that the
  quality of its educational offerings comes under
  close scrutiny by its funders.
• The criteria require a government policy on
  promotion and funding of distance education and
  open learning.
• A mechanism for building and maintaining
  standards and quality in distance education and
  open learning.

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THE END

• Thank You
• For Your Attention