INTRODUCTION TO OPEN AND DISTANCE LEARNING (ODL)

The Concept of Open and Distance Learning

Definitions

There is no one definition of open and distance learning. Rather, there are many approaches to defining the term. Most definitions, however, pay attention to the following characteristics:

separation of teacher and learner in time or place, or in both time and place;
institutional accreditation; that is, learning is accredited or certified by some institution or agency. This type of learning is distinct from learning through your own effort without the official recognition of a learning institution;
use of mixed-media courseware, including print, radio and television broadcasts, video and audio cassettes, computer-based learning and telecommunications. Courseware tends to be pre-tested and validated before use;
two-way communication allows learners and tutors to interact as distinguished from the passive receipt of broadcast signals. Communication can be synchronous or asynchronous;
possibility of face-to-face meetings for tutorials, learner-learner interaction, library study and laboratory or practice sessions; and
use of industrialised processes; that is, in large-scale open and distance learning operations, labour is divided and tasks are assigned to various staff who work together in course development teams.

Distinguishing the types of open and distance learning

The term open and distance learning and its definition are relatively new in the field of education, having gained prominence only in the past 15 to 20 years. The language and terms used to describe distance learning activities can still be confusing, and geographical differences in usage - for example, between North America and Europe - can add to the confusion. Among the more commonly used terms related to open and distance learning are the following: correspondence education, home study, independent study, external studies, continuing education, distance teaching, self-instruction, adult education, technology-based or mediated education, learner-centred education, open learning, open access, flexible learning and distributed learning.

Correspondence education, home study and independent study

Correspondence education, home study and independent study are terms and distance learning methods that are:

well over a century old;
based on stand-alone, self-study materials - learners do not have to leave their homes to study; and
often print-based with communication through postal services or telephone. They can, however, use a variety of means for tutor-learner contact, including the postal system, telephone, video and audio cassettes, electronic mail and television and radio broadcasts.

Many university programmes in North America have, in the last 15 years, renamed their correspondence programmes to more current titles such as open and distance learning or independent study.

External studies

The term external studies:

applies to instruction that takes place somewhere other than on a central campus, such as a classroom remote from campus; and
includes a variety of delivery options like audio, video or computer conferences or home study.

Many universities and institutions, such as the University of Namibia, have Centres for External Studies that are responsible for open and distance learning programming.

Continuing education

The term continuing education:

usually applies to non-credit education;
refers to courses that can be delivered on campus or at a distance; and
has varied meanings.

The University of Botswana, for example, has a Distance Education Unit which is part of the University' Centre for Continuing Education.

Distance teaching

The term distance teaching:

refers to only half of the open and distance learning equation: open and distance learning encompasses not only teaching but learning; and
emphasises the teacher's role rather than the system.

Self-instruction

The term self-instruction refers to a process in which:

materials take learners step-by-step through an instructional process;
self-assessment exercises are a central feature; and
instruction can be paper-based or computer-based.

Many language schools offer self-instructional packages that consist of print materials and audio cassettes. Computer-assisted and web-based learning are often purely self-instructional.

Adult education

The term adult education:

emphasises the principles of adult learning, often known as andragogy, as compared to pedagogy, or child-centred learning.

Technology-based or mediated education

The term technology-based education:

refers to systems of teaching and learning in which a technology other than print has a major role; and
takes two major forms: stand-alone (for example, computer-assisted learning and computer-managed learning) and conferenced (for example, audio, video or computer).

Examples: The University of the West Indies uses audio conferencing to link its various campuses and learning centres. Two of the postgraduate degrees available in distance open and distance learning - those offered by Athabasca University and the Open University of the United Kingdom - use computer conferencing as a primary mode of delivery. The University of Guyana, Institute of Distance and Continuing Education, uses audio teleconferencing and the Open Learning Information Network, in Canada, delivers courses via the World Wide Web.

Learner-centred education

In learner-centred education, integrity and freedom of the individual is primary. Therefore, the teaching and learning process provides:

flexible sequences of study;
negotiated objectives and content;
negotiated learning methods;
negotiated methods of assessment; and
a choice of support mechanisms.

Open learning

The educational philosophy of open learning emphasises giving learners choices about:

medium or media, whether print, on-line, television or video;
place of study, whether at home, in the workplace or on campus;
pace of study, whether closely paced or unstructured;
support mechanisms, whether tutors on demand, audio conferences or computer-assisted learning; and
entry and exit points.

Many institutions use the term open in their names: The Open University in the UK; Open Access College and the Open Learning Institute of Charles Sturt University, both in Australia; Open Learning Information Network and the Open Learning Agency, both in Canada; Indira Gandhi National Open University in India; and the Open University of Sri Lanka.

Open access

The term open access implies a lack of:

formal entry requirements;
prerequisite credentials; and
an entrance examination.

Flexible learning

The term flexible learning emphasises the creation of environments for learning that have the following characteristics:

convergence of open and distance learning methods, media and classroom strategies;
learner-centred philosophy;
recognition of diversity in learning styles and learners' needs;
recognition of the importance of equity in curriculum and pedagogy;
use of a variety of learning resources and media; and
fostering of lifelong learning habits and skills in learners and staff.

Distributed learning

The term distributed learning:

emphasises the learning itself rather than the type of technology used or the separation between teacher and learner;
makes learning possible beyond classrooms; and
when combined with classroom modes, becomes flexible learning

Time and place continuum

Open and distance learning programmes fall somewhere along two continua: the continuum of time and the continuum of place. The place continuum has at one end all learners and their tutor or instructor gathered at the same place, and at the other end all learners and their tutor or instructor in different places. The time continuum has at one end all learners and their tutor or instructor interacting in 'real time', that is, at the same time, and at the other end all learners and their tutor or instructor interacting at different times.

The following chart demonstrates how these two continua intersect. Their co-ordinates are numbered and match four scenarios for open and distance learning. Most open and distance learning providers use a combination of the four scenarios.

Scenarios for open and distance learning

	Same time	Different time
Same place	Classroom teaching, face-to-face tutorials and seminars, workshops and residential schools	Learning resource centres, which learners visit at their leisure.
Different place	Audio conferences and video conferences; television with one-way video, two-way audio; radio with listener-response capability; and telephone tutorials.	Home study, computer conferencing, tutorial support by e-mail and fax communication.

Open and distance learning systems

Advantages of open and distance learning

Open and distance learning offers a number of advantages to both learners and to providers of opportunities for learning. Problems such as distance and time, which are barriers to conventional learning, are overcome in open and distance learning.

Overcoming physical distance

Open and distance learning can overcome problems of physical distance for:

learners in remote locations who are unable or unwilling to physically attend a campus; and
learners and teachers geographically separated in that teachers in urban settings instruct learners in rural settings.

Solving time or scheduling problems

Open and distance learning can solve time or scheduling for:

client groups unwilling or unable to assemble together frequently;
learners engaged in full-time or part-time work, both waged and volunteer; and
family and community commitments.

Expanding the limited number of places available

Open and distance learning can expand the limited number of places available for:

campus-based institutions few in number; and
stringent entrance requirements.

Accommodating low or dispersed enrolments

Open and distance learning can accommodate:

low enrolments over a long period of time; and
low enrolments in one geographic region but additional enrolments elsewhere.

Making best use of the limited number of teachers available

Open and distance learning can make the best use of the few teachers available when:

there is a lack of trained teaching personnel relative to demand;
teachers are geographically concentrated; and
teachers with certain expertise are in short supply.

Dealing with cultural, religious and political considerations

Open and distance learning can deal with differences, and consequently:

widens women's opportunities to learn;
meets the needs of populations affected by violence, war or displacement; and
makes learning possible even when group assemblies are proscribed.

A systems approach to open and distance learning

A systems approach sets the conditions for proceeding in an orderly way. A systems approach also recognises that all the components of the system are interrelated. A change in one component will bring about changes in the others.

Open and distance learning programmes, units and institutions use a phased model for problem solving:

analyse -> design -> develop -> implement -> evaluate -> revise

Analysis: a detailed examination of all facets of the problem

What is the problem to be solved?
Is the problem an instructional problem or an environmental problem?
Who has the problem?
What are the resources available to solve the problem?
What are the constraints or limitations to be faced?

Output from the analysis phase:

a clear statement of the problem
a detailed description of the target population
identification of the resources and constraints

Design: requires the preparation of a detailed solution

Who are the target population and other stakeholders?
What will the solution accomplish?
How will the participants be different after the course or programme?
How will the participants achieve the objectives?
How will the course or programme be developed?
How will you know your solution is effective?

Output from the design phase:

a detailed plan that describes how, when, by whom and at what cost the problem will be solved

Development: must address the following kinds of questions

What strategies, media and methods will be used for each objective or task?
What learning resources will be required?
Where, when and how will learners be ensured of feedback as they practise their skills?
Where, how and when will evaluation activities be used?
What will be the consequences of success or failure or both?
How will the instruction be evaluated and revised?

Output from the development phase:

a complete course or programme package, including all materials, tools, equipment and plans for delivery, learner support, learner evaluation and course evaluations

Implementation: putting the solution into practice

Are all necessary resources (human, physical, financial) in place?
Are data collection mechanisms in place?
Are problem-solving and recording mechanisms in place?

Output from the implementation phase:

learner progress and performance records
data from a variety of sources (for example, records and solutions)
other evaluation data (for example, interviews, questionnaires)

Evaluation: not an 'add-on' but an integral component

How well does the system meet the goals initially identified?
How well does it meet the needs of the learners and other stakeholders?
Do you have sufficient specific information? How will you obtain it?
What specific changes can be made to improve the system?

Output from the evaluation phase:

analyses of records and data
specific solutions, including time, cost and other resource estimates

Revision: including a review of all decisions and activities of previous phases

Were the original analyses complete and correct?
Have circumstances changed sufficiently to require a major review of the analyses?
What changes, modifications or improvements are evident in the evaluation data?
Are sufficient resources available to complete the recommended changes?
What action needs to be taken?

Output from the revision phase:

revised course or programme, including the course materials, learner support and evaluation plan, and a revised course evaluation plan

Functions of open and distance learning

Regardless of the size of the programme, unit or institution undertaking development and implementation of an open and distance learning system, the following functions must occur at some level. Some valuable considerations in relation to each open and distance learning task are listed in the following.

Obtaining and managing money and other resources

grant-sustained, cost recovery (self-financing);
higher development and start-up costs; and
human support relatively expensive component.

Developing or acquiring programmes and courses

considerable development time required for full-scale development and production;
buying or leasing (or franchising) courses from other open and distance learning providers may be more effective use of resources; and
continuum of approaches, from single author to large teams of specialists.

Recruiting and promoting

analyse and assess the needs of your prospective learner populations;
make information available at right place and time;
provide sufficient accurate information about time, cost, effort required;
provide sufficient accurate information about when, where and how to get involved; and
reassure potential learners about legitimacy and credibility.

Physically producing, reproducing, storing and disseminating materials

course materials requirements may demand print, audio, video or computer software;
dissemination may require post, courier, transport companies, telecommunications, broadcasts or satellites;
physical production and reproduction can be time consuming; and
specialised equipment and personnel may be required for storage, handling, packaging, dispatch and inventory.

Enrolling and registering

process varies from simple manual lists to complex electronic systems;
fixed or rolling entrance dates; and
range of delivery options available.

Delivering programmes and courses

two-way communication required;
evaluation and feedback;
collaboration with other agencies;
library services; and
record systems.

Providing learner support

personal support such as advice or counselling;
academic support such as tutoring, grading and examining; and
face-to-face or mediated support.

Examining, crediting and granting credentials

range of credit options available;
exam taking and credit evaluation requirements; and
involvement of professional associations and external agencies.

Evaluating and revising processes, procedures, programmes and courses

learner performance;
learner satisfaction;
meeting goals and objectives; and
resistance to change.

Training and developing staff

orientation and adjustment to new technologies and approaches; and
awareness of advantages and limitations of open and distance learning operations.

Kinds of open and distance learning systems

A variety of terms describe the type of educational provision that involves some version of an open learning approach and uses open and distance learning techniques to a greater or lesser extent.

Single mode institution

set up to offer programmes of study at a distance;
some face-to-face interaction involved, but often optional;
teaching and learning process 'mediated' in some way

- by print, including correspondence;

- by audio, including radio (one-way, two-way), cassettes, telephone or audio conferences;

- by video, including television (one-way, two-way), cassettes or video conferences; and

- by computer, including computer-based training, e-mail, computer conferencing or World Wide Web;

Many of the world's 'mega-universities', including Indira Gandhi National Open University (ignou), Universitas Terbuka, Sukhothai Thammathirat Open University (stou) and United Kingdom Open University (ukou), are single mode institutions.

Dual mode institution

offers two modes

- one using traditional classroom-based methods; and - one using distance methods;

may also offer the same course in both modes, with common examinations;
regards the two types of learner as distinct: on-campus and external; and
may or may not allow 'cross-over' registrations.

Examples of dual mode institutions include the Open Learning Institute of Charles Sturt University, the University of Nairobi, the University of Botswana and the University of Zambia.

Mixed mode institution

offers learners a wide choice of modes of study

- independent, group-based or some combination; and

- face-to-face, mediated or some combination;

maximises flexibility of place and pace of study;
the result of 'convergence' of face-to-face and distance modes; and
increasingly characterises organisations that were once 'single mode' or 'dual mode'.

Deakin University and Murdoch Universities, both in Australia, provide examples of institutions that are now 'mixed mode'.

***
Source materials

Jackling, N. Weaving my own design. In M. Parer (ed.) Development, design, and distance education. Churchill, Australia: Centre for Distance Learning, Monash University, 1989.

Keegan, D. The foundations of distance education. London: Croom Helm, 1996.

Keegan, D. (ed.) Theoretical principles of distance education. London: Routledge, 1993.

Koul, B.N., and J. Jenkins (eds.) Distance education: a spectrum of case studies. London: Kogan Page, 1993.

Mugridge, I. (ed.) Distance education in single and dual mode universities. Vancouver: The Commonwealth of Learning, 1992.

Mugridge, I. The language of distance and open learning. Journal of Distance Education, IV: 2, pp. 83-85, 1989.

Sewart, D. et al. (eds.). Distance education: international perspectives. London: Croom Helm, 1983.

Sparkes, J. The problem of creating a discipline of distance education. Distance Education, 4:2, pp. 179-86, 1983.

***
About this document and COL's "Training toolkits"

This introduction to open and distance learning was based on introductory materials in COL's "training toolkits."

The development of the toolkits, in various topics related to open and distance learning, involved the time and dedication of a number of organisations and individuals. Much of the material was developed by the International Extension College (UK). The impetus and financial support that enabled COL to embark on this undertaking came from the Asian Development Bank. Under the terms and conditions of the ADB Regional Technical Assistance Project for Capacity Building in Distance Education for Primary Teacher Training, COL was commissioned to prepare materials for use in three training workshops in the Asian region. COL decided to concurrently develop an additional three toolkits. The toolkits were published in early 2000 and are now available in the following topic areas:

overview of open and distance learning
designing open and distance learning materials
planning and management of open and distance learning
use and integration of media in open and distance learning
quality assurance in open and distance learning
learner support in open and distance learning
copyright and distance education

Each of the training toolkits incorporates several elements, including:

detailed trainer's guide, including training strategies, exercises and activities
master overhead transparencies
recommended reading list
case studies of best practices

Source: An Overview of Open and Distance Learning, a Training Toolkit produced by COL in co-operation with the Asian Development Bank and the International Extension College in the UK.
Commonwealth of Learning, 2000