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Open and distance learning practices in Southern Africa: collaborative initiatives

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dc.contributor.author Modesto, Stanslaus Tichapondwa (Ed.)
dc.date.accessioned 2017-11-29T09:22:41Z
dc.date.available 2017-11-29T09:22:41Z
dc.date.issued 2011
dc.identifier.citation Modesto, Stanslaus Tichapondwa (Ed.). (2011) Open and distance learning practices in Southern Africa: collaborative initiatives. Vancouver :Virtual University for the Small States of the Commonwealth (VUSSC) en_US
dc.identifier.uri http://hdl.handle.net/123456789/56
dc.description This book is a collection of scholarly chapters written by different ODL practitioners in Southern Africa Development Community (SADC) region. Below is a brief synopsis of each chapter: Chapter 1 by Modesto, Stanslaus Tichapondwa is preoccupied with theoretical foundations, which distinguish distance education from traditional education. Reflections on philosophical foundations enable practitioners to develop a clearer understanding of what makes ODL a discipline in its own right. Chapter 2 by Tau, Daniel R. draws the attention of practitioners to what is involved in setting up a new ODL institution. This is crucial for a better understanding of the task in the new ODL environments in Southern Africa. Chapter 3 by Nyaruwata, Leonorah T. discusses the issue of staff development in ODL. As an emerging discipline, DE does not have trained professionals in place compared to conventional education, which is serviced by colleges of education and universities that train teachers. Chapter 4 by Modesto, Stanslaus Tichapondwa focuses on the issue of project management skills that a distance education practitioner should develop. ODL practice is essentially project oriented, and acquiring the principles and procedures of project management will enhance informed practice. Chapter 5 by Chakuchichi, David and Gatsha, Godson is concerned with learner support issues. In DE a clearly defined and well-managed learner support system is critical for purposes of delivery, and for that reason the practitioner needs exposure to principles and procedures for more effective practice. Chapter 6 by Modesto, Stanslaus Tichapondwa and Galegane, Golebamang discusses important issues of concern to both practitioners and the learners under them. These are language skills and how best to study as a distance learner. Recognition is given to the fact that distance education learners tend to be isolated compared to their counterparts in the conventional classroom. The latter can access immediate assistance from their teacher, while the former is unable to do that. Chapter 7 by Chakuchichi, David; Moses, Boingotlo and Masendu, Matlhoatsie shares with practitioners, especially writers of study materials, ways of coming up with up-to-standard materials. In order for qualifications obtained through distance education methodology to be credible, editing is crucial. Chapter 8 by Chitura, Miriam; Seeletso, Mmabaledi and Nyaruwata, Leonorah T. brings into focus a theme that is often taken for granted, namely, gender in education. By drawing on experiences from different countries in the region, the writers draw the attention of the practitioners to issues that ought to be considered for purposes of democratizing ODL provision. Chapter 9 by Modesto, Stanslaus Tichapondwa and Chitura, Miriam takes up an aspect of educational provision that is considered to be the legitimate aspect of conventional education, namely, the provision of technical and vocational training. It creates practitioner awareness of what DE can achieve by providing such education via the distance education mode. Chapter 10 by Nhundu, Tichatonga Josphat refocuses the DE practitioner on the aspect of how best to write journal articles. The contributor provides practical guidance on how to go about the scholarly activity, thereby equipping DE academics with practical skills applicable to the discipline. Chapter 11 by Modesto, Stanslaus Tichapondwa utilises research findings to draw the attention of DE practitioners to the trends of research and scholarship in Southern Africa. Supported with statistical evidence, the chapter shares wisdom regarding how best to elevate research effort from ordinariness to higher levels. Chapter 12 by Mhlanga, Ephraim is about quality assurance in open and distance learning. Both from literature, and from experience, distance education is looked down upon as second rate education, or as education meant for failures in conventional institutions. One of the many reasons for that mindset is the poor approach to quality assurance provision in DE. The chapter, therefore, discusses procedures on how to quality assure teaching and learning in ODL. Chapter 13 by Nhundu, Tichatonga Josphat deals with a critical aspect of ODL provision, namely, costing. Governments and administrators erroneously think ODL can be provided anyhow without taking into account the economics of education. The chapter provides guidance on what should be considered when embarking on a distance education project. Chapter 14 by Gatsha, Godson examines the critical aspect of Open and Distance Learning Management and the Law. The ideas articulated are meant to give managers of distance education some insight into legal issues, using the situation in Botswana as an example. en_US
dc.description.abstract This book seeks to sensitise ODL practitioners in the region and abroad of the issues at the vortex of the ODL agenda. Without clarity of awareness about such issues, any provision of education is bound to be prejudiced and dysfunctional when dispensed by practitioners who proceed under a cloud of misconceptions and half-truths about ODL. The book’s primary objective is, therefore didactic with the intention to coach and mentor practitioners on principles and procedures of open and distance learning. en_US
dc.description.sponsorship Southern Africa Development Community- Centre for Distance Education (SADC-CDE). en_US
dc.language.iso en en_US
dc.publisher Virtual University for the Small States of the Commonwealth (VUSSC) and Southern African Development Community (SADC), Centre for Distance Education (CDE) – (SADC‐CDE) en_US
dc.subject Distance education en_US
dc.subject Open and distance learning en_US
dc.subject Southern Africa Development Community (SADC) en_US
dc.title Open and distance learning practices in Southern Africa: collaborative initiatives en_US
dc.type Book en_US

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