Using ICT and distance education to increase access, equity and quality of rural teachers’ professional development

Robinson, Bernadette

doi:10.19173/irrodl.v9i1.486

Cited by 56 publications

(38 citation statements)

References 9 publications

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“…It enables more learner engagement more often with more choices (Robinson, 2008: Chokri, 2012 Creating a personalized learning environment that challenges students to practice problem-solving, share and present ideas thinking and learning.…”

Section: Principles Of E-learningmentioning

confidence: 99%

An Analysis of Challenges encountered by students on the E-learning platform at Zimbabwe Open University

Tafangombe¹,

Kaputa²

2015

GJSS

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The philosophy of distance education is that it removes barriers to learning. Individuals learn what they want, when they want, and where they want. All this freedom is accomplished by a variety of technologies. Hence technologies in printed and non-printed formats can be used. This study focused on the challenges that students encountered on the E-learning Platform at the Zimbabwe Open University (ZOU). The study used a qualitative approach using a case study design. Structured interviews and document analysis were used to collect the data. According to Flick (2009) these enables the generation of appropriate descriptive information on the phenomenon under study. Purposive sampling was used identify the students; lecturers from the four faculties of the ZOU who have used the e-platform Key informants from the Information, Communication Technology (ICT) department of ZOU were also interviewed. The findings of the study show that ODL students face challenges when accessing the e-platform. Students, lecturers and even most ICT personnel do not have the capacity to use the myVista internet based programme. This is an e-tutoring programme which allows learning to occur between the student and the tutor on line. The study recommended as a priority that all students, lecturers and key ICT personnel be trained in the use of the e-platform especially the myVista programme. ZOU should put in place a policy on how e-tutoring should be conducted. This would help to make the e-platform materials student friendly. Furthermore there is need to improve students' computer literacy skills.

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Section: Principles Of E-learningmentioning

confidence: 99%

An Analysis of Challenges encountered by students on the E-learning platform at Zimbabwe Open University

Tafangombe¹,

Kaputa²

2015

GJSS

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“…If access is denied or left unaddressed by a school, students may struggle academically or drop out, learning gaps may compound or widen over time, students may be unable to participate in certain courses, school programs, extracurricular activities, or sports, among other undesirable outcomes (Organization for Economic Corporation and Development (OECD), 2008;Robinson, 2008).…”

Section: Accessmentioning

confidence: 99%

The Contributions of ICT in Ensuring Access and Equity in the Production of Teachers in Nigeria Using Open and Distance Education

Igbokwe¹

2015

UCER-A

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In Nigeria, open and distance education (ODE) is known to have offered access to many teachers who would have previously been denied educational opportunities based on where they live and work, poor economic conditions, social status, etc.. To this end, this paper examined the contributions of information and communications technology (ICT) in ensuring access and equity in the production of such teachers in Nigeria using ODE. This examination was based on existing data and evidence. The findings showed that most of the ODE institutions, like the National Open University of Nigeria (NOUN) and the National Teachers' Institute (NTI), operate the study centre system furnished with some ICT facilities, like computers, multi-media players, liquid crystal display (LCD) projectors, televisions, and printers, and do their registration and distribute course materials online.Notwithstanding, they still use the face-to-face mode of teaching and print technology. Some of the problems facing the use of ICTs in ODE institutions in Nigeria were discovered to include lack of knowledge and skills by some facilitators in designing and developing courses in electronic format, poverty and poor ICT penetration, poor Internet connectivity especially in rural areas, lack of computer education background by student teachers, electricity failure, low teledensity, and lack of universal access to ICTs. Consequently, it was recommended that education leaders and teacher educators should ensure that teachers who are products of ODE can competently use ICT as an enabler to optimize learning opportunities by developing teacher education programmes that use ICT-blended pedagogy to improve teaching and learning, especially in the area of curriculum delivery and assessment. In-service and pre-service courses in integrating ICTs in teaching and learning were recommended for student teachers, teachers, course facilitators, and education leaders.

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“…Web-based technologies can improve access, equity, and quality of professional learning opportunities. Also, establishing online cohorts of teachers in courses can provide rich interactions regardless of location and teaching commitments (Harlen & Doubler, 2007;Robinson, 2008;Teemant, Smith, Pinnegar, & Egan, 2005). In addition, online or blended professional development may provide "real-time, ongoing, work-embedded support" (Dede, Ketelhut, Whitehouse, Breit, & McCloskey, 2009, p. 9); benefits associated with written asynchronous communication, which can enhance learning by allowing more time for reflection and more considered response; the potential of the online community to encourage the sharing of teachers' reflections and experiences; and extended access to resources and expertise beyond the immediate school environment (Dede et al, 2009;Harlen & Doubler, 2007).…”

Section: Analysis: a Connectivist Perspectivementioning

confidence: 99%

Interconnecting networks of practice for professional learning

Mackey

Evans

2011

IRRODL

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The article explores the complementary connections between communities of practice and the ways in which individuals orchestrate their engagement with others to further their professional learning. It does so by reporting on part of a research project conducted in New Zealand on teachers' online professional learning in a university graduate diploma program on ICT education. Evolving from social constructivist pedagogy for online professional development, the research describes how teachers create their own networks of practice as they blend online and offline interactions with fellow learners and workplace colleagues. Teachers' perspectives of their professional learning activities challenge the way universities design formal online learning communities and highlight the potential for networked learning in the zones and intersections between professional practice and study.The article extends the concepts of Lave and Wenger's (1991) communities of practice social theory of learning by considering the role participants play in determining their engagement and connections in and across boundaries between online learning communities and professional practice. It provides insights into the applicability of connectivist concepts for developing online pedagogies to promote socially networked learning and for emphasising the role of the learner in defining their learning pathways.

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Using ICT and distance education to increase access, equity and quality of rural teachers’ professional development

Cited by 56 publications

References 9 publications

An Analysis of Challenges encountered by students on the E-learning platform at Zimbabwe Open University

An Analysis of Challenges encountered by students on the E-learning platform at Zimbabwe Open University

The Contributions of ICT in Ensuring Access and Equity in the Production of Teachers in Nigeria Using Open and Distance Education

Interconnecting networks of practice for professional learning

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