Open and Distance Education Technologies

As technology evolved over the last hundred or so years, so has the availability of open and distance education. In the beginning distance education was only obtainable through written correspondence, however if one fast forward to the present, one finds multiple technical ways to participate in open and distance learning in the United States such as computers, iPads, tablets, smartphones, DVD’s, CD’s, and Youtube to name a few. I would prefer to use a combination of computers and teleconferencing. However, if one lives in another country like Europe, Tanzania, or China then there may be more challenges than opportunities of the technology available. Nevertheless, a comparative research study on the challenges and opportunities of technology based instruction in open and distance learning was conducted on the  Open University of Tanzania (OUT) and in China the Center for Continuing and Distant Education (CCDE) : www.ubuntunet.net/sites/ubuntunet.net/files/nyandaraz.pdf. Additionally, a case study was conducted in Greece on the use of teleconference at a post graduate course of the Hellenic Open University: http://www.eurodl.org/. Both studies provides one with a synopsis of the best use of technology available for educational use and justifies my selection of technology.

In the comparative study between the Open University of Tanzania (OUT) and the Center for Continuing and Distant Education (CCED) the results revealed that “CCED is more advanced regarding the use of technology in facilitating communication, delivery of e-learning materials and improving students’ learning than OUT. Computers and Internet are the dominant e-learning technology at CCDE along with print, CDs/DVDs, audio/videotapes and television” (Nyandara, 2012, p. 141). In contrast, OUT instructors had more access to computers than their student s and they did not use the computers to teach or utilize the free Moodle platform software. They “seemed to be more affected by limited access to technological infrastructures, insufficient pedagogy skills to use technology, shortage of technical and education technologist staff and slow internet connection” (Nyandara, 2012, p. 142).

Meanwhile in Greece at the Hellenic Open University (HOU) a case study was conducted and focused on “specific parameters related to the technical and pedagogical aspects of teleconference, such as the perceived ease of use, the perceived usefulness, the social presence, and the intentional use focusing on students of the module on Open and Distant Education of the School of Humanities of HOU” (Mavroidis, 2013). The study revealed that “the term “teleconference” referred to the meeting among two or more participants which allowed them to interact via two-way video and audio transmissions simultaneously as well as to exchange data in real time via Internet” (Mavroidis, 2013, p. 76). Moreover, the aforementioned specific parameters’ result were all positive. The students found that teleconference was useful, easy to use the technology, and it provided a social presence. Mavroidis (2013) contends that the use of “the teleconference tools alone does not lead to the development of a learning community, however collaborative activities seem to enhance the feeling of social presence” (p.88). Furthermore, the students “believed that teleconference would make their studies more interesting, would improve their communication with their teacher and would help them to answer questions, exchange ideas or discuss with other students” (p.89)

In sum, living in the United States provides an adult educator with one of the world’s top technological infrastructure and strong Internet connections for open and distance learning, therefore using computers and teleconference would be extremely effective tools to facilitate open and distance learning courses in conjunction with print material. Utilizing both technologies as an adult educator would allow for me to construct and implement a collaborative pedagogy approach to teaching for open and distance learning. However, I would also use CDs/DVDs, videotapes, print materials, and mobile phones for remotes places like Tanzania because as both studies reveal that every country does not have access or limited access to Internet.

 

Reference:

Mavroidis, I. (2013). Technology Acceptance and Social Presence in Distance Education- A Case Study On The Use Of Teleconference At A Postgraduate Course Of The Hellenic Open University. European Journal of Open, Distance and e-Learning, 76-96.

Nyandara, Z. I. (2012). Challenges and Opportunities of Technology Based Instruction in Open and Distance Learning: A Comparative Study of Tanzania and China. UbuntuNet Alliance, 130-145.