The Open University of Tanzania
(OUT)
ODC 022: Philosophy and Scope of
Distance Education and Open Learning
• Course Description
• Course Objectives
• Part 1: Distance Education and Open Learning
Lecture 1: The Need for Distance Education
and Open Learning
Lecture 2: The Distinction Between
Distance Education and Open
Learning
2
• Part 2: Philosophy in Distance Education and
Open Learning
Lecture 3: Introduction to Philosophy
Lecture 4: The Need for a Philosophy of
Distance Education and Open
Learning
Lecture 5: Philosophical Underpinnings of
Distance Education and Open
Learning
3
• Part 3: Theories in Distance Education and
Open Learning
Lecture 6: Theoretical Approaches in Distance
Education and Open Learning
• Part 4: Scope of Distance Education and Open
Learning
Lecture 7: Scope of Distance Education and
Open Learning
Lecture 8: Programmes offered by CoL and
other ODL Institutions
4
• Part 5: Managing Distance Education and Open
Learning
Lecture 9: Conditions for Successful Distance
Education and Open Learning
Programmes
Lecture 10: Features of a Well Managed ODL
Institution
5
Course Description
• ODL combines the principles of learner
centeredness; lifelong learning; flexibility of
learning provision; the removal of barriers to
educational access; the recognition for credit
of prior learning experience; the provision of
learner support; the maintenance of rigorous
quality assurance over the design of learning
materials and support system, to ensure
learners’ success.
6
Course Objectives
• Account for the adoption of distance
education and open learning as a delivery
mode for educational and training
programmes.
• Discuss the theories underlying the
organization and use of distance education
and open learning.
• Outline the scope of distance education and
open learning delivery mode.
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Course Objectives cont….
• Identify ideal conditions for effective and
successful distance education and open
learning programmes.
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Part 1: Distance Education and
Open Learning
Lecture 1: The Need for Distance Education
and Open Learning
• We employ this delivery mode in order to:
(i) Widen access to education and training.
(ii) Promote quality and effective learning.
(iii) Deliver education and training on the
basis of equality and equity.
9
• In order to widen access to educational and
training opportunities, distance education and
open learning relies on the following
principles:
- Lifelong learning.
- Flexibility of learning provision.
- Removal of barriers to educational access.
- Recognition of credit of prior learning
experience.
10
• Promotion of quality and effective learning
depends on the following principles:
- Learner centeredness
- Provision of learner support
- Construction of learning programmes with
the expectation that learners
can succeed in their learning.
- Maintenance of rigorous quality assurance
over the design of learning materials.
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Lecture 2: Delivery of Education on the Basis of
Equality and Equity
• Equality in education is about creating a fair
society, where all the members have equal
opportunities to meet their educational and
training needs.
• Equity in education is about creating a fair
society, where all the members achieve equal
benefits from available educational and
training opportunities.
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• ODL can promote equality in education as it
employs the principles of learner
centeredness; lifelong learning; flexibility of
learning provision; the removal of barriers to
educational access; the recognition for credit
of prior learning experience and the provision
of learner support, in instructional delivery.
• It promotes equity in education through the
provision of learner support and maintenance
of rigorous quality assurance over the design
of learning materials and support system.
13
• Contrary to popular expectations, distance
education is not necessarily a vehicle of
democratic provision of education.
• Use of “programmed media” such as texts
(similar to this one), broadcasts, audio and
video cassettes, computer based instruction,
etc; results in a closed system in which
communication is one way (from the teacher
to the student).
14
• Use of dialogic media such as letters,
telephone conversations, electronic mail and
computer conferences where both tutors and
students have an opportunity to share ideas
results in an open system in which
communication is two-way.
• The extent to which a distance education
programme is “open” is determined by its
“dialogue” and “structure” features.
15
• “Dialogue” describes the extent to which
learners and tutors are able to communicate.
• “Structure” is a measure of the
responsiveness of the educational programme
to learners’ individual needs.
• Programmed media are less dialogic than
dialogic media like letters, telephone
conversations, electronic mail and computer
conferences.
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• In a highly structured educational
programme, the objectives and the methods
to be used are determined for the learner and
are not flexible.
• In a programme which is less structured and
dialogue is easy, interaction between the tutor
and learner permits very personal and
individual learning and teaching.
• Distance education is aimed at a mass
audience and isolated learners unable to refer
to libraries and discuss with peers and tutors.
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• Distance education does not become a vehicle
for totalitarian control of education, when the
following measures are taken:
(i) Provide to students opportunities to
negotiate the learning objectives (module and
course choice; alternative pathways through
materials; project work /case study, etc).
(ii) Balance the manufacturing aspects of
distance education (packaging and delivery of
study materials) and its service aspects
(learning).
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• Both measures can be promoted through
tutoring and counselling.
• The philosophy of distance education and
open learning recognizes individual
characteristics as the basis of a learner
centred education system.
• However, the manufacturing industry
approach, is at variance with the basic
philosophy of distance education and open
learning which is learner centred.
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• Tuition and counselling, individualize mass
produced course materials and encourage
students to make sense of knowledge and
information on their own terms.
• However, they should not be time tabled and
structured in a manner which undermines
access and dialogue.
• Video conferencing , face-to-face,
correspondence, telephone and computerbased tuition and counseling significantly
promote access and dialogue.
20
• Time tabled media - broadcasts, audioconferencing, fact-to-face tutorials and formal
invigilated examinations, reduce openness as
they introduce an element of pacing into a
distance education programme.
• Drop-out rates in paced programmes (like this
one) are lower than in unpaced programmes.
• For weak students, the open door may
become the “spinning door”. After “spinning”
the students around, they are thrown out as
push-outs or drop-outs (Avoid this group).
•
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Lecture 3: The Distinction – Distance
Education and Open Learning
• These are not opposing concepts.
• They only deal with two different issues.
• Distance education deals with the means of
education provision (media/technologies).
• Open learning deals with the objective of
education provision (massification of access
on the basis of equality and equity).
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• Open learning is normally described in terms
of the following 5 criteria:
(i) Access related criteria
(ii) Place and pace of study criteria
(iii) Means criteria
(iv) Content and assessment criteria
(v) Support services criteria
• Assess the level of openness of any familiar
Distance Education/ODL Institution, in terms
of these criteria.
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Part 2: Philosophy of Distance
Education and Open Learning
Lecture 4: Introduction to Philosophy
• Philosophy from Greek words – “philo”
meaning love and “sophia”meaning wisdom.
• Wisdom is the ability to raise fundamental
questions on human existence and nature.
• Philosophy pursues true and better
knowledge.
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• It teaches us how to judge rightly the nature
of the truth and knowledge.
• Philosophy teaches us the need to keep on
investigating further the existing body of
knowledge, in order to improve it and perfect
our practices.
• Hence, the need to understand and
investigate further, the philosophy or
theoretical foundations of distance education
and open learning.
25
• Normally, theories provide us with tentative
but debatable answers or knowledge. Hence,
the need to continuously investigate existing
knowledge in order to improve and perfect
our practices.
• Initially, philosophy was the mother of all
sciences (scientia emenentia). It attempted to
answer questions in all disciplines - arts,
sciences and religion.
26
• From the time of the Scientific Revolutions
during the Renaissance, the role of philosophy
changed from that of answering questions to
that of asking questions.
• As a question – posing discipline, its questions
aimed at verifying the accuracy of answers
provided by other disciplines – arts, social
sciences, natural sciences, humanities,
religion, etc.
• Philosophy of ODL, raises fundamental
questions on ODL.
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• Four categories of questions are raised on
issues related to reality, truth, value and
reasoning:
(i) Is the practice real?
(ii) Is the knowledge true?
(iii) What is the value of distance education
and open learning?
(iv) Are the knowledge and practice in
distance education and open learning
rational?
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• Each of the four questions is handled by a
specific branch of philosophy.
• Metaphysics deals with questions of reality.
• The nature of truth and knowledge falls under
Epistemology.
• Axiology deals with questions of value
including ethics and aesthetics.
• Logic studies principles and methods of
correct reasoning and hence valid findings.
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Lecture 5: Philosophical Underpinnings of ODL
• Philosophies are normally categorized into
two broad areas - traditional philosophies and
modern philosophies.
• Traditional philosophies consist of Idealism
and Realism.
• Pragmatism, Existentialism, Marxism and
Analytical Philosophy make up modern
philosophies.
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• Under idealism, the most important goal of
education is the development of the intellect
or the sharpening of the mind in order to
capture the objective truth that is in the
universe waiting to be discovered.
• As the truth is eternal and unchanging, the
purpose of school under idealism is to
maintain the status quo by transmitting
accumulated knowledge from one generation
to another.
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• For realism, the purpose of education is to
help human beings discover how the world
works so that they can live in harmony with it
and as a consequence attain happiness.
• Religion, philosophy and the social sciences
are central to an idealist curriculum; physical
sciences are basic in a realist curriculum.
• Both schools of traditional philosophy
maintain that the universe contains objective
truth that is waiting to be discovered.
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• Truth and value are eternal and unchanging.
• Similarly, both schools see the role of school in
the conservative terms of transmitting
accumulated knowledge from one generation
to another.
• In spite of their differences, both schools of
traditional philosophy subscribe to a static and
absolute view of reality, knowledge and values
(This is a contradiction of the basic principles
of philosophy. Do you agree? Study Slide
No.25).
33
• Educational theories of traditional philosophy
include perennialism, essentialism and
behaviourism.
The Nature and Thrust of Modern Philosophies
• Modern philosophies consist of Pragmatism,
Existentialism, Marxism and Analytical
Philosophy.
• Pragmatism advocates high respect for the
individual rather than the society; puts
emphasis on science, and is receptive to
change.
34
• Existentialism strongly rejects the traditional
philosophy approach to education which
recognizes the existence of a source of
objective and authoritative truth about
metaphysics, epistemology and ethics.
• Individuals are responsible for determining for
themselves what is “true or false; right or
wrong; beautiful or ugly”.
• Education should aim at educating the whole
person not just the mind. Emphasis placed on
the humanities rather than the sciences.
•
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• The Marxist philosophy conceives education
as an ideological institution of the State which
in turn is an instrument of the dominant and
ruling class.
• When the State is under the control of the
labouring classes - workers and peasants,
education can assume the progressive role of
constructing and defending an advanced but
egalitarian society.
• Marxist philosophy does not subscribe to
idealism as it denies the existence of God.
36
• Reconstructionism views education as a
means to reconstruct the society.
• As the school/college is attended virtually by
all the youth, it can easily be used as a means
to shape the attitudes and values of each
generation.
• The curriculum advocated by
reconstructionists emphasizes the social
sciences - history, political science, economics,
psychology and philosophy and not the
natural/hard sciences.
37
• Its main thrust is the development of
individual self-realisation and freedom
through cognitive and intellectual activities
• Its aim is to liberate people from the
restrictions, limitations and controls of society.
• Reconstructionists argue that in order to
survive, the world needs more good people
and not more specialists.
• Can you identify basic differences between
traditional and modern philosophies?
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Part 3: Theories in Distance Education
and Open Learning
Lecture 6: Theoretical Approaches in Distance
Education and Open Learning
• Distance education has benefited greatly from
existing theories on education.
• They have influenced the methods of
preparing and delivering instructional
materials as well as the handling of
assignments.
39
• Skinner’s stimulus – response theory has been
applied to learning in shaping the learning
objectives.
• Roth Kopf’s Model advocates asking questions
in the text in order to facilitate learning.
• Ausubel’s Advance Organizer Model advocates
that students acquire knowledge with the aid
of a well-structured presentation.
• Egan’s Structural Communication Model
states that materials should be presented in
small doses (chunks).
40
• Bruner’s Discovery Learning Model advocates
the use of a problem solving approach when
teaching new concepts. It requires:
(i)Specifying learning experiences that
learners have to go through.
(ii)Relating the body of knowledge to the level
of the learners.
(iii)Sequencing information so that it can easily
be digested.
• Carl Rogers’ Model stresses the need to
facilitate knowledge rather than teach it.
•
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• Gagne’s General Teaching Model stresses
instructional sequencing.
• Materials should be presented in a logical
order.
• Writers should progress from simple to
complex concepts.
• Holmberg’s Theory of Guided Didactic
Conversation states that materials should be
presented in a guided conversation.
• Tutors comments on assignments should be
positive and instructional.
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Part 4: Scope of Distance Education
and Open Learning
Lecture 7: Scope of Distance Education and
Open Learning
• Curricula of any academic discipline are
developed on specific philosophical
foundations.
• Distance education and open learning may be
compared to a vehicle which delivers curricula
contents to learners.
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• The actual process of delivery is facilitated by
media like print, broadcast, recorded, face to
face sessions, ICTs, etc.
• The use of several media in delivering
programmes empowers distance education
and open learning with the capacity of
delivering effectively any conceivable
education and training programme.
• Its scope (coverage) is, therefore, indefinite
(Read Lectures 7 – 8 (ODC 023) and ODC 023).
44
Part 5: Managing Distance Education
and Open Learning
Lecture 9: Conditions for Successful Distance
Education and Open Learning Programmes
• The secret behind the success of any venture
is good management.
• Management is an activity of analysing and
directing the responsibilities of those who
handle the different elements from which
goods and services are produced and
delivered to clients.
45
• A distance education and open learning
institution produces goods and provides
services simultaneously.
• Goods produced include course manual, study
guides, audio and video cassettes, charts,
maps, etc.
• Services provided include enrolment,
tutoring, marking, counselling and guidance,
examinations, records management,
graduation ceremonies, etc.
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• To ensure effective production of goods and
provision of services, right decisions must
made in five management areas:
(i) Process, (ii) Capacity, (iii) Inventory,
(iv) Workforce and (v)Quality.
• What kind of decisions are made in these
management areas? Find out from the
Lecture.
47
Lecture 10: Features of a Well Managed ODL
Institution
• It must have clear policies and procedures.
• It must set up an open joint planning and
resource allocation process which can operate
within a realistic time and resource frame.
• It provides professional rewards for all staff.
• It sees distance education and open learning
as an industry in which the clients are the
students and which needs, therefore, to be
illuminated by good management principles.
48
• Recognizes that it is accountable and that the
quality of its educational offerings comes
under close scrutiny by its funders.
• The criteria require a government policy on
promotion and funding of distance education
and open learning.
• A mechanism for building and maintaining
standards and quality in distance education
and open learning.
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THE END
Thank You
For Your
Attention
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