Access and Success in Learning: Technologies for Scaling Up Open and Distance Learning Programme in the Institute of Distance Learning, KNUST, Kumasi, Ghana

Autor/inn/en	Essel, Rebecca; Owusu-Boateng, William
Titel	Access and Success in Learning: Technologies for Scaling Up Open and Distance Learning Programme in the Institute of Distance Learning, KNUST, Kumasi, Ghana
Quelle	(2011), S.423-429 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Foreign Countries; Video Technology; Electronic Publishing; Distance Education; Lifelong Learning; Information Technology; Access to Education; Developing Nations; Questionnaires; Facilitators (Individuals); Interviews; Barriers; Technology Uses in Education; Educational Technology; Educational Development; Ghana + Suchen Sie Ihr Suchwort? Ausland; Elektronisches Publizieren; Distance study; Distance learning; Fernunterricht; Life-long learning; Lebenslanges Lernen; Informationstechnologie; Education; Access; Bildung; Zugang; Bildungszugang; Developing country; Developing countries; Entwicklungsland; Fragebogen; Interviewing; Interviewtechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Bildungsentwicklung
Abstract	ODL (Open and Distance Learning) has come to stay. In recent years, there has been some extra-ordinary increasing international interest in it and Ghana is no exception. Currently, new ways of providing education are inevitable and ODL provides an effective alternate way. It represents approaches that focus on opening access to education and learning, freeing learners from the constraints of time and place and offering flexible learning opportunities to individuals/group. To the distant learner, ODL means increased access and flexibility and the combination of work and education. Many countries are trying to use ODL as a strategy for opening access to education. Inadequate infrastructure and professional competence in ODL serve as barriers. The study was designed to examine how learners can gain access to and success in learning. Again, it sought to ascertain some technologies which could be used to improve existing conditions at the IDL (Institute of Distance Learning), KNUST. The questionnaire was administered to 200 students and 20 facilitators. Stratified sampling was employed. The facilitators were interviewed. Lessons learnt include the fact that ODL will be an important element of future education and training. The emergent picture was that even though students use some computers, it could be extended to embrace other technologies, such as video conferencing, phone counseling and writing examinations on line so as to curtail any cultural and social barriers. It is worth noting that information could support the quality/variety of existing educational structures which enhance and consolidate capacity. Hopefully, usage of electronic information technologies in ODL would enhance retrieval/storage and distribution of information. It would also increase facilitation/communication among learners, facilitators and stakeholders in providing lifelong education. (Contains 2 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10