Open and Distance Learning Systems

 Functions of open and distance learning 

Regardless of the size of the programme, unit or institution undertaking development and implementation of an open and distance learning system, the following functions must occur at some level. Some valuable considerations in relation to each open and distance learning task are listed in the following.

Obtaining and managing money and other resources

·     grant-sustained, cost recovery (self-financing);

·     higher development and start-up costs; and

·     human support relatively expensive component.

Developing or acquiring programmes and courses

·     considerable development time required for full-scale development and production;

·     buying or leasing (or franchising) courses from other open and distance learning providers may be more effective use of resources; and

·     continuum of approaches, from single author to large teams of specialists.

Recruiting and promoting

·     analyse and assess the needs of your prospective learner populations;

·     make information available at right place and time;

·     provide sufficient accurate information about time, cost, effort required;

·     provide sufficient accurate information about when, where and how to get involved; and

·     reassure potential learners about legitimacy and credibility.

Physically producing, reproducing, storing and disseminating materials

·     course materials requirements may demand print, audio, video or computer software;

·     dissemination may require post, courier, transport companies, telecommunications, broadcasts or satellites;

·     physical production and reproduction can be time consuming; and

·     specialised equipment and personnel may be required for storage, handling, packaging, dispatch and inventory.

Enrolling and registering

·     process varies from simple manual lists to complex electronic systems;

·     fixed or rolling entrance dates; and

·     range of delivery options available.

Delivering programmes and courses

·     two-way communication required;

·     evaluation and feedback;

·     collaboration with other agencies;

·     library services; and

·     record systems.

Providing learner support

·     personal support such as advice or counselling;

·     academic support such as tutoring, grading and examining; and

·     face-to-face or mediated support.

Examining, crediting and granting credentials

·     range of credit options available;

·     exam taking and credit evaluation requirements; and

·     involvement of professional associations and external agencies.

Evaluating and revising processes, procedures, programmes and courses

·     learner performance;

·     learner satisfaction;

·     meeting goals and objectives; and

·     resistance to change.

Training and developing staff

·     orientation and adjustment to new technologies and approaches; and

·     awareness of advantages and limitations of open and distance learning operations.