Distance Education: A Nigerian Perspective. Educational Technologies to Enhance Learning at a Distance.

Autor/in	Gana, F. Z.
Titel	Distance Education: A Nigerian Perspective. Educational Technologies to Enhance Learning at a Distance.
Quelle	(1984), (40 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Correspondence Study; Developing Nations; Distance Education; Educational Radio; Foreign Countries; Instructional Materials; Open Universities; Program Descriptions; Program Evaluation; Teacher Education; Teaching Methods; Telecommunications; Nigeria + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Distance study; Distance learning; Fernunterricht; Bildungsradio; Schulfunk; Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Offene Universität; Programme evaluation; Programmevaluation; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Telekommunikationstechnik
Abstract	Patterns of distance education in Nigeria are surveyed in this report, and the level of application of educational technology to enhance learning is addressed. Following an analysis of the concept of distance education and the need for such a system in Nigeria, three patterns of distance education are identified and discussed: those depending solely on print correspondence; those that are multimedia-based but dependent heavily on broadcast media; and those using print and study centers. Programs and methods used in Nigeria are described, including correspondence education; the University of the Air; the National Teachers Institute (NTI); the Correspondence and Open Studies Institute (COSIT), University of Lagos; Teacher In-Service Education Program; Nigeria Certificate of Education (N.C.E.) by correspondence; and the National Open University. Additional aspects and problems discussed relate to dominance of the use of printed course materials, long face-to-face teaching sessions (or contact sessions), study centers, and course offerings and entry qualifications. It is concluded that distance education in Nigeria is having the desired impact. Included are 19 notes and references, a 28-item bibliography, a categorization of unqualified teachers, correspondence college accreditation requirements, and lists of the Institute of Technology (IMT) University of the Air programs and COSIT courses. (LMM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC