Module 1 Introduction to the Open and Distance Learning (ODL) System

Unit 1 Unit 2 Unit 3 Unit 1 Contents 1.0 2.0 3.0 3.2 3.3 4.0 5.0 6.0 1.0 History of the Open and
Distance Learning System Characteristics of the Open and Distance Learning System Teaching and
Learning in the Open and Distance Learning System History of the Open and Distance Learning
System Introduction Intended Learning Outcomes (ILOs) Main Content 3.1 Definition of Open and
Distance Learning History of Open and Distance Learning 3.2.1 The Distance Learning 3.2.2 Open and
Distance Learning Open and Distance Learning in Nigeria Conclusion Summary References/Further
Reading Introduction As a student of an open university, it is important for you to have a fair idea of
the system you are getting involved in. This is because you might not have had the opportunity of
studying in an open university before now and your success in this system is heavily dependent on
your understanding of the workings of this system. Thus, it is important for you to pay close
attention to this course as it would help you to understand the demands of the open and distance
learning. In this first unit, you will be go through a brief history of the open and distance learning
system both globally and also in Nigeria. 2.0 Intended Learning Outcomes (ILOs) By the end of this
unit, you will be able to: • define open and distance learning • identify the various stages of distance
education • differentiate between distance learning and open learning • comment on the role of
technology in distance learning. 9 3.0 Main Content 3.1 Definition of Open and Distance Learning
The term open and distance learning is made up of two different concepts in education, namely:
distance education and open learning. While distance education has been around for quite a long
time (as you would soon discover), open learning is a more recent phenomenon. You have to
understand that there has been no consensus definition of the twin term, but for the purpose of this
course, we will make do with the definition from Commonwealth of Learning (COL). COL (2015)
defines open and distance learning as a system of teaching and learning characterized by separation
of teacher and learner in time and/or space and uses multiple media for delivery of instruction. It
also involves two-way communication and occasional face-to face meeting for tutorials and learner-
to-learner interaction. As you would get to know, this definition has tried to bring all the attributes
of the open and distance learning to the fore. 3.2 History of Open and Distance Learning As stated
earlier, the term open and distance learning combines two distinct terms: distance education and
open learning. While distance education is not a new concept and thus familiar to most people, open
learning is relatively a newer term. In fact, distance education can be said to be the forerunner of
open and distance learning, thus a good starting point for the history of open and distance learning
is distance education. 3.2.1 The Distance Education Distance education has been defined as a field of
education that focuses on teaching methods and technology with the aim of delivering teaching to
students who are not physically present in a traditional educational setting, such as the classroom. It
is a system aimed at creating access to learning when time or distance or both separate the source
of information and the learners. Though the various developmental stages of distance education
have been variously demarcated to be from three to five, I prefer the three-stage development
propounded by Schultz, Schultz and Embry-Riddle (2008) and it would be followed in our history of
distance education. [Link] Correspondence Stage The earliest appearance of distance education
was in the form of correspondence education. This started in the mid-nineteenth century in Great
Britain, France, Germany and the United States. Describing the correspondence phase, Schultz,
Schultz and Embry-Riddle (2008) state that, “early correspondence courses, as the first recorded
form of distance learning, exemplified participant interaction through the distribution of printed
material through the mail” (p. 23). Sir Isaac Pitman taught shorthand by mail 10 and this can be said
to be the first officially recognized attempt at distance education. Pitman’s Correspondence courses
in shorthand started in the 1840s. At the degree level, the University of London was the first to offer
degrees through distance education. The University of London’s External Programme was
established in 1828 but was not chartered until 1858. It is important to note that most of the
students of the programme were from the British Commonwealth countries including Nigeria. In the
United States, “correspondence study has been a noteworthy component of the University of
Wisconsin delivery system since 1891” (Schultz, Schultz and Embry-Riddle, 2008). [Link] Sound and
Video Signal Stage The foundation of the second stage of distance education was laid during the
World War I, through the invention of the radio. In the United Kingdom, the National University
Extension Association was organized in 1916 at the University of Wisconsin. The first educational
instruction by radio was aired in 1916 and from that point; correspondence students began receiving
instruction from both radio and postal services. It was not until 1925 that the use of radio in distance
education became global (History of Distance Education, 95). The United States started the
experimental radio broadcast with the College of the Air which was later renamed the University of
the Air in conjunction with the University of Wisconsin in the early 1960s. By the end of the decade,
200 faculties were participating in various short courses (Gooch, 1968). Figure 1: A student learning
through the Radio (Source: Google Images) The use of the radio was followed by the use of the
television. The television experiment began in 1874 but educational television did not start until
after 11 the depression when State University of Iowa and Kansas State College produced some
educational programmes between 1932 and 1934. However, after permission was granted many
colleges and universities followed suit. Demiray and Isman (1999) state that “in today’s USA,
commercial and public television stations produced educational programmes for distance education.
29 million students are able to receive these programmes at their homes or school” (p. 96). [Link]
Computer Technology Stage Computer technology represented the third phase of distance
education. Commenting on this phase, Schultz, Schultz and Embry-Riddle (2008) said that, “the new
80s space-age brought technology which included computers and space satellites, thereby allowing
universities to offer adult education programs and refresher courses to students situated thousands
of miles from the actual campuses” (p. 24). It is important to note the continuous development of
technology continues to affect educational delivery from this time onwards. We would not comment
much on this as the use computer technology and information technology is an integral part of open
learning and would form part of our studies in future units. 3.2.2 Open and Distance Learning Open
learning is an innovative movement in education that emerged in the 1970s. It refers mainly to
activities that either enhance learning opportunities within formal education systems or broaden
learning opportunities beyond the formal education systems (Wikipedia). The educational
philosophy of open learning emphasizes giving learners choices about: medium or media of learning,
place and pace of study, support mechanisms as well as entry and exit points. The combination of
the philosophy of open learning and distance education gave birth to open and distance learning.
Open and distance learning is one of the most rapidly growing fields of education and its potential
impact in all educational delivery has been greatly accentuated through the development of
Internet-based information technologies, and in particular the World Wide Web (UNESCO, 2002).
The first Open University, The Open University, was established in 1969 as a public distance learning
and research university and it’s one the biggest university in United Kingdom. Since this humble
beginning, many other open universities have sprung up in the various regions of the world. The
current trend in open universities is the movement towards internationalization. In addition to the
political and economic driving forces, the internationalization of open and distance education is
enhanced by its links to information and communication technologies (ICTs). For instance,
educational software is often international, and satellites and electronic networks allow transmission
and communication across national borders. The global classroom is no longer a concept only of our
imagination or of the future (UNESCO, 2002). 12 The success of the United Kingdom Open University
led to the establishment of other open universities around the world. Jegede (2016) states that
these include Athabasca University, and Canada’s Open University that were created in 1970 and
were followed by Spain’s National University of Distance Education in 1972 and Germany’s Fern
Universität in Hagen in 1974. The success of the open and distance learning system in Asia cannot be
overlooked. In fact most successful open universities in the world today are in Asia. For example,
there are 41 open and distance learning tertiary institutions in Asia out of which only 5 are private
institutions. The private institutions are: Arab Open University, Open University of Malaysia, the
Open University of Japan, Venkateshwara Open University and Wawasan Open University. It is
worthy of note that out of these 41 universities, 17 are cited in India. 3.3 Open and Distance
Learning in Nigeria It is important to note that the development of the open and distance learning in
Nigeria is rooted in a policy. The 1977 National Policy on Education (NPE) has anticipated the coming
of open and distance learning. The 1977 edition of the NPE states: “maximum efforts will be made to
enable those who can benefit from higher education to be given access to it. Such access may be
through universities or correspondence courses, or open universities, or part time and work study
programme”. It is unknown however if this was as a result of the role of distance education in the
lives of some early Nigerians. As in all countries with distance education history, Nigeria also had her
fair share of correspondence education. As Jegede (2016) notes: a. The Oxford University of the
United Kingdom’s extra mural studies at the University College, Ibadan, which commenced in 1947
enabled a good number of Nigerians thirsty for higher education, but who are unable to get a place
in the limited admissions into the University College, Ibadan, to do so through correspondence
study. b. Many Nigerians sought admission as students of Correspondence College in Universities
and Institutions in the United Kingdom while others registered as external candidates for the
General Certificate of Education (GCE) both Ordinary and Advanced Level of the University of London
and Cambridge. c. The Rapid Results College and Wosley Hall correspondence studies may be cited
as the first set of ‘organised’ Distance Learning Programmes in Africa. They are termed
‘correspondence’ because they had their studies mailed from England while the students equally
mailed their answers overseas to be marked. Nigeria also had her fair share of the radio/television
stage of distance education through the English by Radio programme of the Nigerian Broadcasting
Corporation (NBC) in 1960. The Educational Television 13 Programme of the National Television of
Nigeria then followed the NBC 1960 initiative. The open and distance learning mode was first
employed at the tertiary level by Ahmadu Bello University when it established the University of the
Air in 1972 and this was used for the Teachers In-Service Educational Programme in 1975. The
University of Lagos followed the Ahmadu Bello University’s initiative in 1974 by establishing
Correspondence and Open Studies Unit (COSU) that later became known as Correspondence and
Open Studies Institute (COSIT) and now known as Distance Learning Institute (DLI). With this act,
University of Lagos became the first Nigerian tertiary institution to operate the dual mode of the
open and distance learning. The decision to set up an open university in Nigeria was first conceived
in 1976. To put this decision into practice, the Federal Government set up a Presidential Planning
Committee under the chairmanship of Professor Afolabi Ojo to advise the government on the
initiative. This committee was inaugurated on May 1 1980. The Act to back up the establishment of
the Open University was passed by the National Assembly on April 20 1983. To demonstrate the
seriousness of the Federal Government, after three months, precisely on July 22 1983, the then
President of Nigeria, Alhaji Shehu Shagari assented to the bill as passed. This led to the
establishment of the Nigeria Open University (NOU) with Professor Afolabi Ojo as its Vice-
Chancellor. By 1984, NOU went into full-scale activities of screening candidates in 1984.
Unfortunately, on April 25, 1984, General Muhammad Buhari, who had become the Head of State of
Nigeria, after the civilian government have been toppled in a coup d’état, suspended the NOU during
a budget speech. Consequently, Nigeria had lost several years of the use and practice of open and
distance learning (Jegede, 2016). However, in 2002, a new Open University, with the name, National
Open University of Nigeria (NOUN) was established during the tenure of another civilian president,
Chief Olusegun Obasanjo. It has to be on record that Chief Obasanjo not only established the NOUN,
he demonstrated the relevance of the university by enrolling as a student of the university
immediately he left office as the President. Chief Olusegun Obasanjo started with the Post Graduate
Diploma in Christian Theology after which he went ahead to the Masters’ Degree and capped it up
with a Doctor of Philosophy degree. Today, Chief Olusegun Obasanjo has made history by becoming
the first doctoral graduate of Christian Theology and of NOUN. It is important to note that after the
establishment of NOUN, Commonwealth of Learning (COL) partnered with the university to establish
the Regional Training and Research Institute for Open and Distance Learning (RETRIDAL) in 2003.
RETRIDAL was established with the aim of identifying and meeting the needs of open and distance
learning related research and capacity building for the West African sub-region. Currently, Nigeria
has many dual mode open and distance learning institutions as Jegede (2016) states that
“institutions of higher learning that 14 15 now have or are working on becoming dual mode systems
to use both open and distance learning and the traditional face-to-face as institutional modes” are
20. However, National Open University of Nigeria is the only mono-mode open and distance learning
university in Nigeria as of today. 3.3.1 The Need for Open and Distance Learning System in Nigeria As
a result of the feelings in some quarters about the necessity of an open university in Nigeria, it is
important to state the reasons for the establishment of the university. [Link] The Carrying Capacity
of the Conventional Universities The continued increase in the population of Nigerians demanding
university education in the last decade revealed that Nigeria has more university applicants
unabsorbed than those admitted despite the increase in the number of universities in the country.
Umar (2006) opines that about 80% of qualified prospective students could not gain admission into
the conventional universities. To support this position, the table below gives a graphic depiction of
the situation. Table 1: Admission Statistics of Nigerian Students Year Number of Universities Number
of Applicants Number Admitted % Admitted No. not Admitted 2008 94 1,054,053 118,691 11.3
935,362 2009 96 1,306,005 190,786 14.5 1,115,219 2010 102 1,404,111 192,255 13.7 1,211,856
2011 112 1,493,611 450,000 30.13 1,043,611 2012 117 1,503,933 500,000 33.25 1,003,933 2013 128
1,735,729 520,000 29.96 1,215,729 2014 129 1,015,504 550,000 54 465,504 2015 141 1,475,477
600,000 40.7 875,477 2016 147 1,272,284 700,000 55 572,284 2017 152 1,736,571 750,000 43.1
986,571 The table above provides the stark reality of the Nigerian higher education situation.
Considering the role and importance of education in a developing country, this is a dangerous trend.
If necessary steps were not taken to address this trend, by democratising education through the use
of open and distance learning, the population of Nigerians without higher education would continue
to soar and realization of any millennium developmental goal in Nigeria would be a mirage. [Link]
Continuous Demand for Higher Education In the last few decades, there has been a continuous
demand for higher education by the employers of labour for promotion and also assessment
purposes that has thrown the employees into a kind of frenzy to acquire higher education. This
demand for higher educational qualification by employees coupled with the recent high rate of
unemployment in the country has made the open and distance learning system the best viable
option. This is because those who are expected to improve their educational status could not risk
resigning or embarking on study leave (which are rarely approved) because they are not sure they
would have their job back on completion of higher educational status. We can use the educational
requirement to teach in Nigeria as an example here. Sometimes ago, the minimum qualification for
teachers of the primary school in Nigeria is the Teachers’ Grade Two Certificate. This has currently
been moved up to the Nigeria Certificate of Education. According to Omo Ojugo (2009) as at 2009,
over 400,000 primary school teachers in Nigeria do not even possess the previous minimum of
Teachers’ Grade Two Certificate. This means that unqualified 400,000 either improve their
educational level or risk losing their jobs. Thus, the only viable option left for them is to use the open
and distance learning system that would allow them to work and learn at the same time. [Link] The
Need for Lifelong Learning According to Jegede (2016), lifelong learning is another factor that is
making open and distance learning an indispensable element in Nigeria. Describing this
phenomenon, Jegede (2016:22) has this to say: The third index of indispensability is life-long learning
which has taken the world by storm and now making its way to mainstream educational provisions
in many countries of the [Link] Learning is characterised by making learning a continuous
lifelong activity, learning through a flexible, easily accessible mode, development of a ‘Learning’ or
‘Knowledge Society, a global movement towards ODL, and the fact that we all need to make to cope
with the constant change in life. Self-Assessment Activity Outline the various stages in the
development of open and distance learning. Forum Discussion 1 1. Using your context, what would
you regard as the importance of open and distance learning institutions in today’s Nigeria? 2. In not
more than 40 words, state why you choose to study in NOUN. 4.0 Conclusion From the above, it is
clear that open and distance learning is the most current phase of distance education, an
educational element that can be traced back to over a century and a half, 177 years ago, to be
precise. Open and distance learning is the product of the union of distance education and the
philosophy 16 of openness cum current information telecommunication technologies development
and it has a global spread. It is also worthy of note that Nigeria did not just plunge into participating
in the open and distance education phenomenon, but has paved the way for her participation since
1977 through a policy statement in the National Policy on Education. Like every other country too,
Nigeria has been part of distance education since the days of correspondence education and is also
in the forefront of open and distance learning activities today. 5.0 Summary To recap what you have
learned in this unit, click on the video below or copy the link and paste on a web browser. The video
is a summary of what you have read in this unit. You could also click on the audio version and listen.
You can also download them and play offline. Video Audio 6.0 References/Further Reading Ajadi, T.
O., Salawu, I. O. & Adeoye, F. A. (2008). E-learning and distance education in Nigeria. The Turkish
Online Journal of Educational Technology, 7 (4) available at
[Link] Jegede, Oluwagbemiro (2016). Open and distance
learning practices in Nigeria higher institutions of learning. A paper presented at the Annual Distance
Learning Centre Distinguished Lecture and Stakeholders’ Forum Held at the International Conference
Centre, University of Ibadan. Available at
[Link]/odl_practices_in_tertiary_institutions_in_nigeria. pdf 17 18
Unit 2 Characteristics of the Open and Distance Learning System Contents

1.0 Introduction 2.0 Intended Learning Outcomes (ILOs) 3.0 Main Content 3.1 Characteristics of
Open and Distance Learning 3.1.1 Separation of Teacher and Learner 3.1.2 Openness 3.1.3
Flexibility 3.1.4 Accessibility 3.1.5 Affordability 3.1.6 Technological Driven 3.1.7 Use of Mixed
Media Courseware 3.1.8 Interactivity 3.1.9 Learner-Centredness 4.0 Conclusion 5.0 Summary 6.0
References/Further Reading 1.0 Introduction In the previous unit, you have been taken through
a brief history of the development of open and distance learning. You have learned about its
evolvement from the humble stages of correspondence education to the point of becoming
driven by the technological breakthrough of information telecommunication technology. You
have also learnt about the operations of open and distance learning in Nigeria especially its
modes of operation in mono and dual modes. In this unit, we are going to examine the things
that makes open and distance learning unique and differentiate it from the well known
conventional face-to-face learning system. 2.0 Intended Learning Outcomes (ILOs) By the end of
this unit, you will be able to: • List the characteristics of open and distance learning • Discuss the
characteristics of open and distance learning • Compare open and distance learning with
conventional system • Evaluate the concept of openness. 3.0 Main Content 3.1 Characteristics
of Open and Distance Learning As indicated above, there are certain traits that distinguishes
open and distance learning from the conventional universities. In this unit, we will examine
these qualities one after the other. 3.1.1 Separation of Teacher and Learner One major
distinguishing feature of open and distance learning system from the conventional system is the
distance between the teachers and the learners. This separation occurs in two planes: place and
time. By place, we mean that the teachers and the learners do not live or meet at any time. Let
us take NOUN as an example, while the headquarters, which houses most of the faculties where
the lecturers are, is situated at Abuja, the students are literally scattered across the country. In
fact, most of the students may never meet any of the lecturers till they graduate from the
university. This is distance in place. Distance in time in the real sense, may not exist when
learners and teachers are in the same country (except for countries where more than one time
zones exists) but when we have them in two different countries, it would exist. For example,
when a student in Nigeria studying Masters in Instructional Design and Technology at the Open
University of Malaysia, The Nigerian student and other students in Africa are at a different time
zone from the lecturers and other students at Malaysia. Malaysia is 7 hours ahead of Nigeria.
When they are at the office in the morning, let’s say by 8:00am, Nigeria is at 1:00am (in the early
hours of the day when in Nigeria people are sleeping). Distance in time could also occur in study
time. Unlike the conventional method of teaching where students are expected to meet with
their teacher at a particular time, in Open and Distance Learning, you can study at your pace. Let
assume you have two NOUN students – Amadi and Gambo admitted into [Link]. Educational
Administration and Planning in the Faculty of Education. Since Amadi and Gambo are in the
same programme, it means they will be using same course materials. But by the virtue of ODL
they may not be studying course materials at the same time. Amadi may choose to study at
nights while Gambo may prefer early hours. So they have the opportunity of setting out the time
that is best for them to study. This separation between teachers and students in place and or
time is usually constant in open and distance learning system. 3.1.2 Openness Openness is the
keyword behind the philosophy of open and distance learning. To make you understand the
concept of openness, look at Mishra (2012) explanation of openness. She opines that to open
something, must to admit that it has been closed before, thus by default, we must accept that
education system have been closed before now and there is the need to open it up. Openness in
open and distance learning can be discussed in three major areas: people, places and ideas
(Kanwar, 2015). Go over these briefly. [Link] Openness as to People At this level, openness is
directed to the people that are seeking higher education. It means that access to higher
education has to be increased. Sometimes, this is done by reducing the rigidity in entry
requirements or by 19 removing them entirely. While in most countries like Nigeria, it has been
difficult to enforce the practice of open entry, according to Mishra (2012) Asian open
universities have been practicing the concept of open entry. Other ideas included in openness as
to people include the provision of opportunity to study subjects of choice to earn a degree as
well as learning at one’s pace and time. These would be discussed later when flexibility is being
discussed. [Link] Openness as to Place Openness at this level means the removal of the
boundary of the educational institution. In open education, it has become the norm that
learning does not have to take place within the walls of the classroom in a university campus. In
open learning, learning can take place anytime and anywhere. In other words, the learners are
allowed to learn where it is most convenient to them with no regards to the place and the time.
This philosophy has been given impetus by the use of smart phones that allows students to
access their materials in the bus, train, car or office and as well as their homes. They can also do
this any time. [Link] Openness as to Ideas In opening discussion on openness to ideas, Mishra
(2012) has this to say, “In the field of computer science, the word open connotes free and
unrestricted distribution of the source code with rights to create derivative works”. Translating
this to the field of education, it means that educational institution should also open up on their
courseware. This led to David Wiley to coin the term open content in 1998. Open content refers
to educational content that can be reused, revised, remixed and redistributed without violating
copyright laws. This movement eventually led to the birth of the Open Educational Resources
(OER) movement and Massive Open Online Courses (MOOCs) concept. It is important to note
that NOUN is a participant in both OER and MOOCs. 3.1.3 Flexibility Flexibility is another
distinguishing factor for open and distance learning. For Musingafi, Mapuranga, Chiwanza &
Zebron (2015), flexibility is one of the major benefits of open and distance learning. Flexibility
too can be examined in three areas: place, time and pace. 20 [Link] Flexibility in Time There are
times when learners would not be available when learning activities would be going on. Through
the use of asynchronous learning methods, the learners could still go back and participate in
what has been taught. Asynchronous learning still open wide the possibility of peer learning and
tutor interaction unlike in the conventional system when absence from class makes it impossible
to participate again. [Link] Flexibility in Place Open learning has made it possible for learners to
learn wherever they are at any point in time. In a research carried out by Ndudzo and Nyatanga
(2013), it was discovered that “employed professionals may be moved occasionally as part of
their work. Respondents (97%) indicated that they are attracted to ODL because their education
is not adversely affected by temporary migration which takes place as a result of job transfers”
(p. 25). This is also true of NOUN as we have heard students transferred to other cities and they
are permitted to write examination in the centres where they find themselves during the
examination period. [Link] Flexibility in Pace Flexibility in pace has to do with the learning
speed of the learners. Though seldom used by students in NOUN, learners have the opportunity
to take the number of courses they can cope with as long as they register for nothing less than
10 credit units in a semester. Ndudzo and Nyatanga (2013) also confirm this as their research
shows that “90% indicated that they chose ODL because of its flexibility on the speed required
when pursuing their degree and diploma programmes” (p. 25). 3.1.4 Accessibility Apart from
accessibility due to relaxation of entry requirements discussed under openness, open and
distance learning offers “learning opportunities to individuals who are disadvantaged because of
their location or gender or economic constraints” (p. 11). The disadvantaged people include
prisoners. NOUN has study centres in many prisons in Nigeria and some of the prisoners have
graduated from their chosen courses. Hitherto, prisoners in Nigeria have no access to higher
education due to the closed nature of universities and the closed nature of the prison too. Apart
from prisoners, women in purdah too have been securing access to higher education because of
the accessibility offered by the open and distance learning. The physically challenged, especially
the blind are being given access to higher education by NOUN. This is because the university has
brailled some of her course materials and still in the process of brailling others. 21 3.1.5
Affordability In a research carried out by Rupanda and Nyenya (2014) in Zimbabwe, 90% of the
students agree that open and distance learning is affordable. And “many of the respondents,
who argued that open and distance learning is affordable, were highlighting the flexible
payment plans” (p. 26). It is important to know that NOUN also run flexible payment plans in
two streams. Firstly, a student is allowed to pay the compulsory fees at once and defer the
payment of the course registration and the examination fees. These can also be paid separately.
The most important thing however is that the fees have to be paid completely before the
registration closes and this usually takes between 2 to 3 months. Secondly, a student can just
register for a minimum of 10 credit hours per semester till he completes all the required credits
for graduation. It is also a credit to NOUN that no other forms of payment are made by the
students as long as they have paid their fees. No lecturer sells books or materials to them and
no one is harassed for any other fees. Referring to the Rupanda and Nyenya (2014) research, the
remaining 10% that thinks that open and distance learning is not affordable thinks so because
“the student still has to budget for travelling from his home to the regional centres for tutorials”
(p. 26). However, unlike Zimbabwe Open University, NOUN allows tutorials in all centres, thus
there is no need for students to travel to another centre for tutorials. Apart from this, NOUN has
many study centres and students are encouraged to register at the centre closes to their home
or office as the case may be, thereby avoiding huge transportation cost. 3.1.6 Technologically
Driven Even in the days of distance education, technological advancement had always
contributed to the development of the educational industry. We have also stated in Unit 1 that
technological development accelerated the coming of open and distance learning. Fozdar (2015)
also says that the advancement of information and communication technologies “have given
rise to new opportunities for sharing information, resources, and experiences, as well as
providing network opportunities with student peers, tutors, and the instructors” (p. 9).
Describing the variety of opportunities opened up for educational delivery through the use
technological advancement, Pena-Bandalaria (2007) has this to say: Fourth generation DE can be
aptly described using terms e-Learning (electronic learning), m-Learning (mobile learning), and
u-Learning (ubiquitous learning). The fourth generation can also be viewed as an ‘empowered
phase.’ For teachers, the use of ICTs helped enhance their skills and knowledge. For students,
use of ICTs enabled them to assert more control over their learning environment, specifically the
‘how,’ the ‘when,’ and the ‘where,’ and sometimes even the ‘what’ they will learn. Both
students and 22 teachers now have more flexibility to shape and structure their
learning/teaching environment to take full advantage of fellow participants’ prior experiences.
This dynamic of ‘sharing prior knowledge and skills and contextualizing within the course
materials’ makes the educational experience far richer and more conducive to critical and
higher-order thinking. Though not all these media are available yet in Nigeria, but you will agree
that open and distance learning is technologically driven. 3.1.7 Use of Mixed Media Courseware
The use of various types of media to pass on instruction to the learners is a major feature of the
open and distance learning system. The mixed-media courseware includes print, radio,
television broadcast, audio, video, computer based instruction and telecommunications. Though
we have to admit that this feature is just partially operated in NOUN currently, it has been
clearly stated in the university’s blueprint that it is the way to go about instructional delivery.
We also have to admit that the university is striving to ensure that this is done in the nearest
time possible. You need to know that the aforementioned media can be synchronous or
asynchronous and interactive and non-interactive. Mishra (2017) gives a graphic view of this as
shown below: Media Non-Interactive Text books Interactive Print-based (text Self-instructional
and graphics based materials print (partially interactive). An example of this is the NOUN course
materials. Audio-based Audiocassette and radio broadcasts. Telephone, audio conferences,
audio-vision and interactive radio. Video-based Video and television Video conferencing
broadcasts Computer based Textual delivery of materials in Compact Discs (CDs), floppy and
static web-pages interactive television Integrated and multimedia, computer-mediated
communication, e-mails, chats, discussion groups, automated response system Source: S.
Mishra (2017). Media and Technology in Distance Education 3.1.8 Interactivity One of the major
criticisms against all odds is the lack of contact between students and lecturers on the one hand
between learners on the other. To resolve this problem, practitioners of open and distance
learning have touted interactivity. Speaking in this vein, Nakpodia (2010) believes that the 23
separation of student and teacher imposed by a vital link of communication between these two
important stakeholders in open and distance learning. The link is what is being reintegrated
through interactivity. Jheengut (2010) defines interaction as a “kind of action that occurs
between 2 or more ‘objects’ where the action creates an impact” (p. 2). For Tomei (2008)
interactivity is the silent, critical, creative conversation within a student's mind that is spurred on
and supported by the learning environment. There are four kinds of interactivity, namely:
learner-to-content, learner-to-instructor, learner-to-learner and learner-to-technology
interactivities. [Link] Learner-to-Content This is the interactivity that comes when the learner
studies or examines the course content (Moore & Keasley, 1996) and other instructional
activities. The content can take any or a combination of the following forms: text, audio or
videotape, CD-ROM, computer programme or an online communication. Zimmerman (2012)
says that, in its most basic definition, learner-content interaction refers to time spent with
course content including textbooks, PowerPoint, web pages and discussion forums. [Link]
Learner-to-Instructor This is the interaction that transpires between the learners and the
lecturers that is intended to reinforce students’ understanding of the course contents. Sher
(2009) says that the interaction can take the following forms: instructor’s delivery of
information, encouraging the learner or the provision of feedback. It also includes the learners’
interaction with the instructor by asking questions or communication with the instructor
regarding course activities. [Link] Learner-to-Learner This is the interaction that occurs among
learners in a web-based instruction. It can be between one learner and another learner or
among several learners. For effective learning to take place, four types of peer behaviour are
necessary: participation, response, provision of effective feedback and short focused messaging.
Learner-learner interactivity is expected to promote the understanding of the course content
and to stimulate critical thinking. Sher (2009) defines learner-learner interactivity as the
“exchange of information and ideas that occurs among students about the course in the
presence or absence of the instructor” (p. 104). This interaction can take the form of group
projects or group discussion. Thus it fosters learning through student collaboration and
knowledge sharing. [Link] Learner-to-Technology At the beginning of research in interactivity,
the earlier named types of interactivity were the ones usually named as held as the basics or
foundation of interactivity (Moore, 1989; Anderson, 2003; Conrad et al., 2013). However, it has
now dawned on more scholars that in the open and distance learning 24 system, most of the
time, technology is the major, if not the only medium. For example, the instructor uses
technology to present the content to the students and the students also make use of technology
to access the content. Consequently, learner-to- technology came up as the fourth type of
interactivity. You need to note that other scholars call this learner-to-interface interactivity
(Hillman, Willis & Gunawardena, 1994). Learner-to- technology is the interactivity between the
learners and the technological tools that has been used to present the content that is to be
learnt by the learner. 3.1.9 Learner-Centeredness Mykrä (2015) defines learner-centred teaching
as a learning activity in which “learners must be actively engaged in the processing of
information and that the teaching and learning process involves an interaction among the
teacher, the students and the content” (p. 7). Learner-centred learning shifts focus of instruction
from the teacher to the learner. It aims at improving students’ learning and success rather than
the transmission of information. Below is a graphic illustration of the traditional teacher centred
learning and learner centred learning: Source: [Link] From the above illustration, you
can see the flow of interaction in learner centered approach in comparison with same in the
teacher-centered approach. 25 Self-Assessment Activity Differentiate between an open and
Distance University and a conventional university. 4.0 Conclusion In this unit, you have taken a
brief overview of the characteristics of open and distance learning from the general
characteristics like separation of teacher and learner (which has been a dominant feature of
distance learning from correspondence learning to open learning) to learner-centeredness, a
more recent approach to learning. Other characteristics include: openness (which is expressed
in three categories: openness as to people, place and ideas); flexibility (which is also expressed
in three categories: flexibility in time, place and pace); accessibility, affordability, interactivity
(which is also expressed in four categories: learner to content, learner to instructor, learner to
learner and learner to technology interactivities) and learner-centeredness. 5.0 Summary To
recap what you have learned in this unit, click on the video below or copy the link and paste on
a web browser. The video is a summary of what you have read in this unit. You could also click
on the audio version and listen. You can also download them and play offline. Video Audio 6.0
References/Further Reading Conrad, D., Mackintosh, W., McGreal, R., Murphy, A. & Witthaus, G.
(2013). Report on the assessment and accreditation of learners using OER. Retrieved 14
February 2018 from [Link] Jheengut, I. (2010). Importance of
interactivity in open and distance learning continuous professional development
[Link] courses, available in Mishra, S. (2017). Media and
technology in distance education, available in
[Link]/bitstream/123456789/6540/1/[Link] 26
 Unit 3 Teaching and Learning in the Open and Distance Learning System Contents

1.0 Introduction 2.0 Intended Learning Outcomes (ILOs) 3.0 Main Content 3.1 Learning Environment
3.2 The Teacher in Open and Distance Learning 3.2.1 Creator and Manager of Learning Environment
3.2.2 Instructor 3.2.3 Facilitator 3.3 The Learner in Open and Distance Learning 3.3.1 Learners’
Demography [Link] Gender [Link] Age [Link] Employment Status 3.3.2 Characteristics of Open
and Distance Learning Learners [Link] Independence versus Collaboration [Link] Motivated [Link]
Adaptation to Technology [Link] Discipline [Link] Active Participation [Link] Effective
Communication [Link] Reflective Skills 4.0 Conclusion 5.0 Summary 6.0 References/Further Reading
1.0 Introduction In the previous unit, you have examined the unique features that characterize the
open and learning system of education. By now, you should be able to define accessibility,
affordability and flexibility and also write extensively on the various dimensions of openness such as
openness to ideas, openness to ideas as well as openness in terms of contents. In this unit, you
would be introduced to teaching and learning in open and distance learning system. In the open and
distance learning system, learning and teaching takes place in what is known as the learning
environment. You will also be exposed to the two important people in the system: the teacher and
the learner. 2.0 Intended Learning Outcomes (ILOs) By the end of this unit, you will be able to: •
Define learning environment • Navigate any given learning environment • Identify the roles of the
teacher in the open and distance learning • Identify functions of a learner in the open and distance
learning • Demonstrate the skills required as an open and distance learner. 3.0 3.1 Main Content
Learning Environment Learning environment is a broad term and it refers to the physical (or virtual)
locations, contexts and cultures in which students learn. Hall (2001) defines it as follows: A learning
environment is software designed as an all-in-one solution that can facilitate online learning for an
organization. It includes the functions of a learning management system for those courses within the
learning environment, but it may not be able to track online courses that were not created within
this particular learning environment. A learning environment is characterized by an interface that
allows students to register and take courses, staying within that environment for the duration of the
course. The program will usually include some self-instructional portions, along with an academic
model of a multi-week course. An instructor often facilitates this model, where a group can proceed
on a week-to-week basis into seminar assignment. Most learning environments include an authoring
capability for creation of additional courses for the instructor. The learning environment has been
seen largely as the ‘third teacher’ that can either enhance learning, optimize students’ potential to
respond creatively and meaningfully or detract from it. Researchers have come to an understanding
that the learning environment is more that the physical space (Fraser, 2012). This is the basis for
Warger and Dobbin’s (2009) definition of learning environment: The term learning environment
encompasses learning resources and technology, means of teaching, modes of learning, and
connections to societal and global contexts. The term also includes human behavioural and cultural
dimensions, including the vital role of emotion in learning, and it requires us to examine and
sometimes rethink the roles of teachers and students because the ways in which they make use of
spaces and bring wider societal influences into play animates the educational enterprise. The focus
on information technology in education is expanding from the enhancement of learning spaces to
include factors beyond hardware, software, and the network. The learning environment is a
composite of human practices and material systems, much as an ecology is the combination of living
things and the physical environment. 3.2 The Teacher in Open and Distance Learning As you would
have noticed, there is a world of difference between conventional institutions and distance learning
institutions. These differences are not restricted to the characteristics alone, it affects the role of the
teachers 28 too. There is no question that the role of the teacher is changing in the contemporary
world. “The teacher is no longer the ‘dispenser of information’ (O’Neil, 2006), unlike in traditional
education where the teacher has absolute control of the learning environment and information.
Commenting on the changing role of the teacher in the open and distance learning system, Beaudoin
(1990) says the emergence of the increasingly student-centered learning activities in the 1990s,
facilitated by new instructional technology introduced in the 1980s, is contributing to a dramatic
evolution in faculty roles. The following are the major roles of the teacher in the open and distance
learning system. 3.2.1 Creator and Manager of Learning Environment In the sub-unit above, you
have studied about the learning environment in the open and distance learning system. The first role
of the open and distance learning teacher is hinged on the learning system. According to Berge
(1995), the teacher in the open and distance learning system has the “responsibility of keeping
discussion tracks, contributing special knowledge and insights, weaving together various discussion
threads and course components, and maintaining group harmony”. To perform this function, a
function that may be regarded as the core function, the teacher becomes a team member and
looses the total control of the learning environment (O’Neil, 2006). As Muirhead (2001) opines, the
role of the teacher changes from that of information transmitter to that of a guide who meaningfully
arrange the learner-centered experiences. This function is what Bull (2013) referred to as that of a
tour guide. He says: … the online teacher plays the role of guiding students through one or more
online learning experiences. These experiences are most often designed and planned long before the
course starts so that the teacher can devote more time to guiding the students and less time
preparing lessons. Within this role, the teacher directs and redirects the attention of learners toward
key concepts and ideas. This undoubtedly is the most important or the basic function of the teacher
within the open and distance learning system. 3.2.2 Instructor Another role the teacher takes up in
the open and distance learning system is to be an instructor. Pereira (2005) says that the teacher has
to “provide instruction about the contents of the learning; to clarify specific items to students; and
to provide individual support to the students so that they can recognize their abilities, gain self-
confidence, identify the best study methods and self-evaluate acquired learning” (p. 52). The
functions of the teacher as an instructor include the motivation of students to perform planned tasks
and activities. To enable the motivation of learners, the teacher has to “clarify the learning
programme in advance, make the target explicit and, if possible, provide an indication about how to
achieve 29 the goals” (Pereira, 2005:52). Sometimes this would involve giving the students an
academic calendar of the course from the beginning and giving out rubrics when assignments are
given. Another activity that the teacher has to undertake as an instructor is the maintenance of
interaction with the learners and this can be done mostly through the e-mail and the telephone
where desirable. 3.2.3 Facilitator In the open and distance learning environment, learning is usually
collective. The teacher in this environment functions as a facilitator. In the collaborative learning
model, interaction occurs among learners about the content. Thus, “the teacher assumes the role of
facilitator of interactive process among learners, trying to manage this interaction in order to
achieve high learning standards” (P. 53). Consequently, the teacher features often in the discussion
forums acting like a compere of the discussion. 3.3 The Learner in Open and Distance Learning 3.3.1
Learners’ Demography When dealing with the issue of learner characteristics in open and distance
learning, the demography is very important because it gives insight to the nature of student
population of the institution. Exposing you to these details would help you as a student to have an
idea of the demographical analysis of the people you would be relating with during your course of
study. In the first sub-unit of this section, three demographic elements, namely: gender, age and
employment status would be examined. [Link] Gender In a study carried out at the Lagos Study
Centre, Adewale (2014) discovered that 40% of the respondents were male while 60% were females.
Though while the overall difference in gender may not be high as ratio 40:60, this shows that
National Open University of Nigeria has more female students than male. Lagos Study Centre, being
the largest study centre of the university in terms of student’s population can actually be
representative of the entire university. 30 [Link] Age In the same study referred to above, the age
distribution of the students is as follows: S/N Age Range 16 – 20 Percentage 1. 5% 21 – 30 2. 40% 31
- 40 3. 25% 41 - 50 4. 20% 51 and above 5. Total 10% 100% This implies that nearly half of the
respondents are in their youthful age. This finding corresponds too with Gao (2012) who also
concludes that most of the students in China’s open and distance learning institutions are young
adults within the ages of 21 to 40. The importance of this finding for you as a student is that no
matter your age range, you have your mates to identify with. This means that no one is excluded or
isolated in terms of age. [Link] Employment Status The same study also showed the employment
status as follows: S/N Employment Status Unemployed Percentage 1. 30% Self-Employed 2. 24.8%
Employed 3. Total 45.2% 100% The above table shows that the working class students in NOUN are
about 70% of the total population while 30% are not in any form of employment. This thus shows
that many students are really gaining in the university’s work and learn opportunity. As a student,
you would know that whether you are working or not, you would always have students in your
employment category to mingle with and work with. 3.3.2 Learning Characteristics of ODL Learners
It has always been indicated among scholars that there are certain characteristics that marked out
the distance learners, and these have been used in deciding the pedagogical approach. However,
some or most of these qualities are no longer tenable or can be said to be in contention. For
example, Cranton (1989) have suggested that most students of open and distance learning
institutions are adult students. In the past, this assertion is correct but across the globe today, this
characteristic is changing fast. Let us refer to Adewale (2014) and Gao (2012): the two were able to
show that currently, young adults from 16 to 31 form the majority of open and distance learning
institutions’ student population. This fact is attributable to the low carrying capacity of conventional
institutions on one hand and the problems of unemployment on the other. Thus, in this section, we
would be examining the 31 current characteristics expected of a learner of an open and distance
learning institution with a view of letting you know the qualities you need to have to succeed. [Link]
Independence versus Collaboration Traditionally and to a large extent today, the open and distance
learner can find himself isolated and independent (if he or she chooses to). It is easy to find yourself
isolated as you may not even go to the study centre except during registration as a new student.
However, “the independence and isolation characteristic of the industrial era of distance education
is being challenged by the collaborative approaches to learning made possible by learning networks”
(Anderson and Garrison, 1998:100). This means that rather than suffer the pains of being isolated
and studying alone; you can have the luxury of collaborating with other students in your course. As
Dabbagh (2007) opines, you can share your work, “interact with small and large groups in virtual
settings and collaborate on projects online or otherwise risk isolation in a community growing
increasingly dependent on connectivity and interaction” (p. 219). [Link] Motivated Most learners in
the open and distance learning institutions are said to be intrinsically motivated and thus do not
require a lot of motivation to get them interested in their course of study. It has been argued that
the physical absence of the teacher and other peers usually leads to distraction and discouragement,
therefore, as a student in the open and distance learning institution you need to keep yourself
motivated. To successfully keep yourself motivated, it is important to connect with other classmates
(Littlefield, 2012). Also, “collaborating with peers in the discussion groups can be an effective way to
motivate learners to stay on task (Seckel, 2007:23). [Link] Adaptation to Technology For most of the
young adults who have found their way into the open and learning institutions, working in an online
environment may not be a problem as they are all digital natives. However, if you are above the age
of 50 (you belong to the group that are either digital illiterates or digital migrants), there is the need
for you to adapt to the use of technology. As you would have discovered, there is no way you can
survive in NOUN if you are not computer literate or computer savvy. From your admission process to
registration for courses and examination registration, you have to go through an automated process.
Apart from this, all Tutor Marked Assignments as well as the 100 and 200 levels, examinations are
administered electronically. If you know you are not good on technology, my advice is that you begin
to train yourself until you are able to do most of these technologically based tasks on your own. 32
[Link] Discipline If you want to be successful as a distance-learning student, you must be able to
discipline yourself. As Cheurprakobkit et al. (2002) reports, students in online learning environments
must possess “self” behaviours such as “self discipline, self-monitoring, self-initiative, and self-
management”. For example, as a result of the physical absence of a lecturer, it is very easy for
learners to feel tired and skip reading assignments. It takes a lot of self-discipline to be able to read,
complete assignments or participate in online discussion forums that may be demand usually on a
daily basis. As Dabbagh (2007) rightly asserts, “given the physical absence of an instructor in online
learning, the ability of learners to monitor and regulate their own learning is critical” (p. 220). As part
of your self-discipline, you should be able to draw a personal study time-table to ensure that you
study daily and systematically cover all the courses as well as topics you are supposed to cover. You
should also be able to check if you are achieving the objectives as set forth in the course. [Link]
Active Participation This means that as a student you must participate actively in all the demands of
the course as directed by your facilitator. This includes participation in the discussion forums as well
as the chat forums. To participate actively means you would have to make you comments on the
discussion topic as well as comment on the contributions of the other students. This is an essential
process of learning in the open and distance learning environment. This is confirmed by Seckel
(2007) who says “active participation is the essential element in engaging in the learning process” (p.
25). He states further that when students participate actively in collaborative discussion, provide
positive feedback and encourage others to build a collaborative learning community as “peripheral
or passive participation can give the student insight into a topic, it does not allow for mastery of a
concept” (Seckel, 2007:25). [Link] Effective Communication To be able to keep up with the
demands of your course and active participation in online discussion forums and chat rooms, you
must learn to be an effective communicator. Since the major avenue that you have to express your
learning and mastery of concepts is communication with the others you must be good at
communication. For example, you must avoid monosyllable responses like ‘yes’ or ‘no’ answers and
use enhanced discussions. In describing effective responses to online discussion forums, Seckel
(2007) has this to say: the content must “relates to the key concepts, provokes … peers to think
more insightfully about the concepts, and provides examples or readings to enhance their peers’
understanding of the material” (p. 24). This aspect is what Dabbagh (2007) termed discursive or
dialogical skills. This he said “include ability to discuss issues (being discursive), share and debate
ideas, negotiate meaning, demonstrate openness to multiple perspectives, and possess good
articulation and listening skills” (p. 221). 33 Apart from the above concept of communication, there
are two other aspects. The first is that you should avoid keeping mute when you have issues either
with the technology or with the course contents. In Seckel’s (2007) words: “e learners must be
responsible for locating, reading, and analyzing their assignments, understanding the expectations
involved, asking questions when they arise, and communicating with the instructor to clarify
requirements” (p. 24). The other issue is that of netiquette. [Link] Reflective Skills Reflective skill is
one of the important skills expected of an open and distance learning institution’s student. Dabbagh
(2007) defines reflective skills as the ability to apply frequent and substantive consideration and
assessment of one’s learning process and products. Through this process, the learner can identify
their strengths and weaknesses and then build up an improvement. As Seckel (2007) says, these
types of assessment takes the form of “diaries, online blogs, or reflection assignments and are useful
in revisiting the material they have covered in the course, and reflect on what was gained from the
experience and from the materials covered” (p. 25). Self-Assessment Activity In your context, list the
characteristics of open and distance learning students and compare yourself with those to
determine if you fit in. 4.0 Conclusion In this unit, you have seen the various definitions of the
learning environment and you have also been allowed to explore characteristics and learning
environment of the distance leaner. In fact, your participation in this course is taking place through a
learning environment. You have also examined the role of a teacher in the open and distance
learning system as a manager of the learning environment, instructor and facilitator. You have also
looked at the characteristics required of an open and distance learning system which is expected in
seven areas: independent and collaborative learning, motivated learning, self-disciplined learning,
technologically savvy, active participation, effective communication and reflective skills. 5.0
Summary To recap what you have learned in this unit, click on the video below or copy the link and
paste on a web browser. The video is a summary of what you have read in this unit. You could also
click on the audio version and listen. You can also download them and play offline. 34 Video Audio
6.0 References/Further Reading Bull, B. (2013). Eight roles of an effective online teacher. Faculty
Focus, available at [Link] Hall, B. (2001). New technology
definitions. Available at [Link]/public/glossary/[Link] Littlefield, J. (2012). Is
distance learning right for you? Retrieved from
[Link]