Approaches to promoting the quality of Open and Distance Learning (ODL) in resource poor nations

Abstract

Until relatively recently, education has been traditionally delivered by conventional classroom face to face learner - instructor interaction within the four walls of a classroom. With increasing population, it has become increasingly difficult to sustain this mode of education. This led to the emergence of open and distance learning (ODL), formally known as distance education (DE) as a veritable tool of delivering formal education. Although, there are enormous contributions of ODL to the political, economic, technological and social growth of a nation; many people in Africa perceive ODL as an inferior way of achieving education. The quality of education by this mode remains a concern in the mind of many skeptics having their doubts whether the quality of ODL is good and whether students can effectively learn from ODL. Currently there is no universal agreement on the definition of quality in distance education. It is in line with this belief that this presentation examined the various ways to improve the quality of ODL especially in Africa by emphasizing key points of quality in ODL education, namely: Accrediting Body and Quality Assurance, Admission Criteria, Tutor and Learner’s feedback, Media and Instructional Materials, Student Support Services, Assessment and Evaluation. If most of these are well blended, quality will improve and acceptability will increase. Thus, examining the ways of improving distance education will re-emphasize promoting the quality of distance education and ensuring that it is at par with conventional system, improve acceptability, perception and recognition, particularly in nations that are just experimenting with the system.

Keywords: Developing countries, Distance education, Open and distance learning