A Perspective in the Attitude towards the Quality of Education Delivered Through Open and Distance Learning (ODL) System

Tshepo T. J. Maphorisa, Patrick Sebalatlheng, Derrick Khupe


This paper reviews the available literature on how to reach Open and Distance Learning (ODL) system potential customers or learners and potential quality practitioners. In this review, the following categories will be discussed: Praxis to Attract Learners in ODL System, The Use of IT/ICT Tools with ODL, and Praxis to Train ODL Trainers. The use of computer-mediated communication (CMC) as an integral part of the design of distance taught courses raises interesting challenges to our thinking about course design and learner support. These have typically been conceptualized as two complementary but distinct systems in distance education, characterized by different practices often carried out by different groups of staff. Where CMC is designed as an integral part of the course, with collaborative learning as essential to assessment and study, this separation breaks down. The design of online activities is integral to both learner support and the course content, with new possibilities for open and distance learning as a result. Where the learning group itself is a resource for study and personal development, it also becomes feasible to orientate courses and programmes towards local teams and communities. Online tutors play a key role and need to develop 'the technology of conversation' and expertise in the design of activities, as part of their facilitator role. 


ODL; ICT; Learners; Open and Distance Learning; Computer-Mediated Communication.

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