Use of ICT Tools in Open and Distance Learning System

Rise of Open and Distance Learning (ODL) systems in India is largely a 20th century phenomenon. The ODL systems have taken up responsibilities to identify the educational needs of diverse segments of people and accordingly plan innovative and flexible systems to meet their requirements. Though ODL systems have been on the priority of the Governments in India for a long time, Post 2015 Development Agenda of United Nations has given a renewed policy thrust for it. Despite their tremendous potential to address the problems in Indian Higher Education, the functioning of ODL systems is constrained by low reach of technology, poor infrastructure and sharp socioeconomic, linguistic and cultural variations in targeted areas. This chapter gives an account of gaps in theory and practices of Open and Distance Learning systems. Recommendations have been made to optimise the practice of ODL to suit Indian context. Existing research studies have been put in to perspective and recommendations have been made for practitioners of Open and Distance Learning systems.

The present study focuses on the impact of teachers using traditional method and ICT tools on the academic achievement of the students, attitude of the students towards the subject chemistry, attitude of the students towards the use of ICT tools in teaching learning of Chemistry and the impact of the ICT tools on the written communication skills of the students. ICT tools in the present study may be understood as the application of digital equipment to all aspects of teaching and learning. Thus, the components of ICT would be video tapes, audio tapes, CDs, DVDs, television broadcast, video cassettes; computer-based learning materials, teleconferencing, video conferencing, internet, web conferencing etc. Sample for the present study comprised of students of 4 sections of class XII Science enrolled in Jamia Senior Secondary School and Syed Abid Hussain Senior Secondary School. As random assignment of subjects to control and Experimental Groups has not been applied, the present study is Quasi Experimental in nature. Of the many quasi experimental designs, Pretest- Posttest non-equivalent Groups Design was employed for the present study. The following tools were used for attaining the objectives of the study: Attitude Scales: a) Five point Likert scale for measuring Impact of ICT tools on the attitude of students towards chemistry (ATCS) b) Five point Likert scale for measuring Impact of ICT tools on the attitude of student towards the use of ICT tools in teaching learning of chemistry (ATIS). In accordance with the objectives of the study, the obtained data was analyzed using specific statistical techniques, which include computation of mean, S.D, t-test, ANCOVA (analysis of covariance). It was found from the study that traditional method must be used along with suitable ICT tool which may help in improving the teaching learning process and increasing the comprehensibility of the subject Chemistry. Thus, it was inferred that the use of ICT tools in the teaching learning of Chemistry has a positive impact on academic achievement, attitude and communication skills of the students.

The Republic of Korea's management of the COVID-19 pandemic showcases an exemplary model through its robust and comprehensive approach, underscored by decisive leadership and a unified governmental strategy using ICT tools. Central to its success was the deployment of the 3T strategy (Testing, Tracing, Treatment) and a four-pillar policy response centered on Openness, Transparency, Civic Engagement, and Innovativeness. The establishment of the Korean Center for Disease Control and Prevention (KCDC) in 2004 and the Infectious Disease Control and Prevention Act paved the way for the pan-governmental COVID-19 response. The use of sophisticated ICT tools played a significant role in the success of Korea's response. The study argues that South Korea's approach, particularly its innovative use of ICT tools, offers valuable lessons for enhancing global emergency preparedness and response systems.

There has been rapid development in the technology sector all over the world; however, this has not influenced the use of ICT in teaching and learning in developing countries. This study was carried out to examine teachers' capacity to use ICT tools, what kind of ICT tools they use and the use of ICT tools in teaching and learning in TVET teacher training institutions in Uganda. The study employed both qualitative and quantitative methods to collect data from respondents. The study used Krejcie & Morgan table to select respondents for the study. The study employed a questionnaire to collect data from respondents. Data analysis was done using statistical package for the social sciences. The results of the study indicate that 63% of the teachers had the capacity to use ICT tools in teaching and learning. The study found out that teachers who had basic skills in ICT use were 53%, intermediate skills in ICT use 38% and advanced skills in ICT use were 9%. Teachers were using desktop computers, laptop computers and internet in teaching and learning. However, the results also indicate that they were no electronic learning infrastructure in the institution (0%). Therefore, this implies that teachers were prepared to use ICT tools in teaching and learning during training and after training. Generally, the study results indicate that the majority of the teachers were using ICT tools in teaching and learning (88%). However, 12% of the teachers were not using ICT tools in teaching and learning. Therefore, there is need for the institution to establish the causes and develop ICT policy to guide teachers and learners.

Access to markets by Smallholder farmers has conventionally been constrained by lack of market information. Efforts to strengthen access of farmers to markets has triggered the mushrooming of several projects that embrace ICT tools in promoting access to competitive market information. Nevertheless, most farmers still lack access to accurate market information, such as existing commodity prices. This study examines the determinants of the use of ICT tools among smallholder farmers for agricultural transactions. The study uses Kenya Agricultural Commodity Exchange (KACE), one of the ICT-based marketing platform, as the case study. The objectives of the research are to determine the factors that influence access to agricultural information, and establishing factors that determine the intensity of use of ICT tools in accessing agricultural information. Survey was conducted among 136 smallholder farmers in Bungoma County. Both purposive, and multi-stage sampling were used to obtain the sample for this research. The study finds that several farmer characteristics, farm and capital endowment factors affect the use of ICT tools, particularly mobile phones. Gender, age, literacy level, affordability, perceived importance, mobile ownership and group membership were found to be significant in influencing the decision to use KACE ICT tools and the intensity of use of these tools for agricultural transaction activities. The study further recommends for policies that support the expansion of ICT projects, training on their applications and sensitization on the use of these platforms. The study suggests for policies to address gender disparities on access and use of ICT tools for agricultural transaction.

A teacher in the digital age must be competent in successfully integrating content, pedagogy, and technology in the teaching learning process. The COVID pandemic prepared us to be ready for new and transformative changes in the education system, be it online education, flipped classroom, blended learning, individualized learning, or computer-based adaptive testing. Against this background, the present cross-sectional study examines the use of ICT tools and expertise in using them by elementary school teachers. The sample consisted of 167 elementary school teachers selected randomly and rated their use and expertisein using various ICT tools. The study found that teachers were more proficient in using simple ICT tools and rarely or never used complex ICT tools. Variables such as teacher teaching experience, type of employment had no significant influence on usage and expertise. However, the use and expertise of using ICT tools among teachers working in urban schools is better than that of teachers working in rural schools. In addition, educational qualification was found to have a significant influence on the use and expertiseof using ICT tools. Furthermore, there was a significant positive and moderate correlation between use of ICT tools and expertise in using ICT tools, suggesting that there may be many other influencing factors.

Open and distance learning system is now well-established serving millions of students globally. The technological developments in the 4th industrial revolution era have impacted open and distance learning system. Artificial intelligence, blockchain, 3D printing, computer vision, internet of things, internet of behaviour etc. have introduced smart services in teaching, learning, curriculum design, learning design, user experience, instructional delivery and evaluation and assessment systems. In this paper we discuss how such technologies have brought the digital transformation to open and distance learning. We also examine the meta immersive smart future of open education.

El objetivo de este trabajo está centrado en determinar cómo el efecto red, la brecha digital y la brecha participativa afectan el uso de las herramientas TIC en la actividad política ciudadana. Para esta labor, como primer apartado, se presenta una fundamentación teórica que sirve como marco de referencia para dar sustento al uso de las aplicaciones de software en la actividad política. Un segundo apartado definirá los conceptos de “brecha digital”, “brecha participativa” y “efecto red”, factores necesarios para determinar la disposición de los usuarios a utilizar una tecnología de software y/o la disponibilidad de la tecnología al alcance de usuarios políticos. La tercera parte evidenciará de manera cronológica el uso de distintas herramientas TIC en la acción política chilena, describiendo además, una agrupación política de base tecnológica. Un cuarto apartado realiza un análisis que determina cómo el efecto red y la brecha participativa inciden en el uso de las aplicaciones. Concluyendo que existe una brecha digital significativa en el uso e implementación de aplicaciones auto-gestionadas específicas, que tiende a contener las opciones alternativas, que concentra además. los usuarios en sólo unas pocas empresas transnacionales de Internet. No obstante, es posible observar pequeñas organizaciones políticas que están dispuestas al uso de las aplicaciones de software alternativo auto-gestionadas, presentándose en prospectiva una brecha participativa que puede dar ventajas comparativas a un grupo de activistas o partido político por sobre otros.

Ponte Academic JournalOct 2022, Volume 78, Issue 10 A REVIEW OF THE DYNAMICS AND COMPLEXITIES OF PRE-SERVICE TEACHER TRAINING BY DISTANCE IN SOUTH AFRICAAuthor(s): Sunday Olawale OlaniranJ. Ponte - Oct 2022 - Volume 78 - Issue 10 doi: 10.21506/j.ponte.2022.10.3 Abstract:While there is broad consensus about the relevance of open and distance learning (ODL) to the teaching and learning delivery in higher education, there is limited research about the challenges facing distance learning institutions, especially those with pre-service teacher training. South Africa is one of the countries in Africa with strong open and distance learning system, with thousands of individuals obtaining their teaching qualifications annually. As established in literature, the training of sufficient teaching manpower for the continent of Africa might require the building of one new university per week for the next twenty years, had open and distance learning system not discovered. However, this review identified many challenges in the ODL based pre-service teacher training, especially in the areas of learners’ support system, communication and feedback, school-based mentoring of student teachers, as well as meeting the needs of students that are living with disabilities. The paper recommends some measures for stakeholders to strengthen ODL based pre-service teacher training so that it meets the 21st century demand for quality teachers. Download full text:Check if you have access through your login credentials or your institution Username Password

Efficient web-based open and distance learning services

This chapter deals with the issue of if and how ICT (including social media) could support innovation processes in the AKIS and the EIP. It presents how innovation is defined and introduces the three factors on which innovation should be based: software, hardware and ‘orgware’. As background information for an evaluation of these factors the conceptual framework of socio- technical networks, innovation and learning processes in relation to ICT is described. Various types of software tools have been evaluated for the survey, and it is shown that there are already a multitude of ICT and social media tools, which can be used in the agricultural sector for knowledge sharing and innovation. Further, what they offer and how they differ from each other are described. Some examples of the successful use of various types of ICT tools in the agricultural sector have been identified, and also some which are expected to be successful, but which are not yet widely used.
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\nThe survey has not been able to identify any successful examples of use of software (social networks and ICT tools) for innovation processes in the agricultural sector, but such examples have been identified for other business sectors. These examples have shown that especially the ICT tool, ‘crowdsourcing’ has proved to be a promising tool in innovation processes, but its value depends on the complexity of the subject.
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\nHardware (PCs, tablets, smartphones and mobile phones plus broadband connection) is a prerequisite for effective communication. There are considerable differences in the access to and speed of the broadband connections and the price for the use of it in different regions of the EU, with the northern and western Member States generally having better access and speed and lower prices for Internet connection than the eastern and southern Member States. Some of the barriers relating to hardware may be overcome with time, while others will have to be solved by investments in infrastructure.
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\nAs regards ‘orgware’, i.e. the capacity building of the different institutional actors involved in the adaptation process of a new technology by networking, the role of the Internet in communication and collaboration processes by providing platforms for the development of virtual communities has been described. Furthermore, examples are presented on how the successful/promising examples of use of ICT tools in the agricultural sector fits into the theory. Finally some important barriers to the development and uptake of ICT for knowledge sharing and innovation in the agricultural sector are presented together with recommendations on how to overcome them. The report is based on analyses presented in more detail in the three appendices on software, hardware and ‘orgware’, respectively.

The study assessed the factors hindering the implementation of adult education in Open and Distance Learning system in Mbeya, Tanzania whereby two research objective namely to examined the practice of adult education through online distance learning in Mbeya region and exploring issues that hinder the practice of adult education through online distance learning. Mixed research approach employed and has a sample size of 56 respondents where by 40 respondents were adult education learners. The study found that the practiced programme not well known among rural society, even local government officials did not knew about adult education, some thought AE is teaching adult reading and writing. Moreover, physical facilities were not satisfactory. Most learners and teachers not satisfied with the availability, relevance and adequacy of teaching and learning materials (textbooks, curriculum, other curriculum support materials, storybooks, technological facilities). The study concludes that the practice of adult education in Mbeya region had positive impact basing on its modes of operands and was among the strategies that revealed to motivate and enhances the programme to gain its popularities. It recommended that more training should offered to learning institution and they should cooperate with the Tanzania Commission for Universities and public universities in Tanzania and NACTVET to use the ODL system. Finally, it is essential that the government of Tanzania to support all institutions through giving the financial and non-financial support as well the qualified human resources including leaders who know the significant of ODL system in practicing the adult education in Tanzania.

Conflicts between young immigrants and older native populations are widely recognized as a challenge in different parts of the world. In the European context, the following paper focuses on presenting the research results of a community-based project entitled “ICT Guides” conducted in Gothenburg (Sweden), Sheffield (the United Kingdom), Madrid (Spain), and Berlin (Germany), in which we investigated the features and functions of the intergenerational learning of immigrant youth and unrelated seniors using ICT tools. We claim that both groups perceive intergenerational learning with the use of ICT as a chance to get to know the other group despite the age and cultural differences. Through the use of ICT tools in intergenerational learning, digital tools can help those who lack a good command of language when communication problems occur. ICT facilitates mutual understanding and contributes to breaking down the polarization that can occur between immigrant youths and unrelated seniors, to the mutual benefit of both parties.

The purpose of the study was to analyze the teacher education and training program of Pakistan for ICT-integration. It was hypothesized that there is a possibility to integrate Information and Communication Technology in teacher education and training program of Pakistan. It is a case study with the objective to analyze the teacher education program of Pakistan for the possibility to integrate-Information and Communication Technology through Open and Distance Learning. The sample comprised of all students of M.Ed Distance Education Program of University of Peshawar enrolled in session 2013. The data was collected through a self-made three point rating scale comprising 58 factorized statements. The collected data was analyzed by computing percentages and applying chi square for interpretation of significance and inference. The results of study revealed that there is possibility of ICT-integration with teacher education especially through Open and Distance Learning System but there are threats and challenges also to be faced and resolved for this purpose. The results revealed need for a policy framework, revision of objectives, whole school Information and Communication Technology literacy campaign, introduction of Information and Communication Technology at all levels of schooling, training of educators, development of curricula and training modules, presentation, production and development of e-content, resolving the issues of connectivity, power crisis, religious conflicts, developing and utilizing existing infrastructure, developing curricula at all levels of schooling for ICT-infusion. The study recommends commitment to resolve issues, face threats and converting these threats and challenges to opportunities in teacher education of Pakistan through Open and Distance Learning System.

The main purpose of this research is to determine the usability of augmented reality in open and distance learning environments in accordance with universal design principles, and to make predictions for the future by gathering expert opinions on this subject using the Delphi technique. The Delphi technique was applied to 14 expert participants for 3 rounds as the primary data collection tool with open ended questions based on the theoretical framework. Structured interview questions were used as a secondary data collection tool and were applied during an academic exchange in China. In the Delphi technique used as the primary data collection tool, 92 themes were evaluated by experts and accepted as usability principles by end of this research. Therefore, 92 themes under 21 titles were presented for the use of augmented reality within the framework of universal design principles in open and distance learning. This research may be the first unique study on the usability of augmented reality not just as the convergence of this technology with open and distance learning environments but also incorporating the learning and communication dimensions of this convergence, thereby contributing to the literature of the field. It is imperative to determine the usability of augmented reality in open and distance learning, along with the “how” of this use in application. In this regard, the findings of this study are significant in shedding light to the enrichment, diversification and increased interaction of open and distance learning environments in accordance with universal design principles, bringing a new perspective to how a different technology convergence may be conducted, providing further accessibility.