Open Education Resource Policy Adoption in Tanzania Higher Learning Institutions: A Literature Review

Recently and particularly in Tanzania higher learning institutions have experienced significant trends in the adoption of open education resources and exponentially advanced towards the application of open education policy and guidance. Open education resource policies are essential tools in guiding, using, sharing, and modifying online resource practice This study used a survey design to assess open education resource policy adoption in Tanzania higher learning institutions. Specifically, areas related to the availability of open education resource policy; community awareness of open education resource policy, and implementation of open education resource policy in higher learning institutions were addressed. The survey involved five purposely selected public higher learning institutions, SUA, OUT, NM-AIST, MU, and MoCU based on their long experience in education, programs offered, and widely extended campuses throughout the country distance learning that demands comprehensive open education resources policy. The findings reveal that most higher learning lacks open education resource policy except for the Open University of Tanzania, which was based on providing distance learning. Instead, most institutions have a repository policy available online and easily accessed from respective pages. However, policies are not reviewed, which can result in inconsistent practice and the use of old software versions, which can lead to human errors and sometimes system failure. Thus, the study recommends policy review and upgrade of software systems to encourage the creation, access, re-use re-purpose, and redistribution of quality OERs to support teaching and learning practice

Flexibility and agility in pedagogical contingency planning design in open, distance and e-learning

Pedagogical contingency policy planning in open distance and e-learning plays a critical role in achieving the United Nations 2030 Agenda for Sustainable Development and the 17 Sustainable Development Goals, with the aim to stem poverty, protect the planet, foster gender equality, defend and promote cultures and cultural understanding, and ensure prosperity for all. The purpose of this conceptual paper is to describe criticalities of flexibility and agility in pedagogical contingency policy planning designs in open, distance and e-learning in developing states like South Africa. Furthermore, it examines epistemologies of diverse students’ pedagogic inclusion in line with social justice and equal rights during strategic planning and management. The legal rational paradigm is underpinned by a qualitative narrative research design to analyse available theories and epistemologies of flexibility and agility in pedagogical contingency policy planning theories in open distance and e-learning. Using the theory of justice by Rawls, the paper recommends that flexibility and agility in pedagogical contingency policy planning in open, distance and e-learning ecosystems must ensure that students from diverse backgrounds are catered for in line with social justice and equal rights values and principles. This is critical for a country like South Africa to achieve the 2030 Agenda for Sustainable Development and the 17 Sustainable Development Goals

Part-time learners in open and distance learning: revisiting the critical importance of choice, flexibility and employability

In this article, we argue that, if open learning seeks to (re)assert a social justice mission, issues of openness and flexibility are more critical than ever. Drawing on qualitative data from a National Union of Students Wales/Open University study, which explored, in the voices of Welsh students, the identity, motivation and barriers faced by part-time distance learners, three key findings emerged. First, the chimaera of ‘choice’ – for part-time distance learners whose personal circumstances prevent any other mode of study; second, the vacuity of policy assertions around ‘flexibility’ in HE – what personalised learning means for part-time distance learners should be contested and re-examined; third, the mantra of ‘employability’ – for part-time distance learners, employability is a conundrum which needs to be understood in a far more inclusively nuanced way. We conclude that the voices of part-time distance learners need to be heard by policy makers and should inform open universities’ continuing efforts to enable vulnerable and marginalised learners to access HE

Learning outcomes and their assessment: putting Open University pedagogical practice under the microscope

The Open University (OU) is the United Kingdom's only university devoted to distance learning. It is also the UK's largest university with over 200,000 students overall. Around 150,000 students are studying undergraduate level courses. Over the last decade major policy changes have impacted on UK higher education. Following the recommendations of the National Committee of Inquiry into Higher Education (Dearing Report, 1997) and the establishment of the Quality Assurance Agency, all UK universities have been required to define learning outcomes for their programmes and link learning outcomes to teaching and assessment. This major pedagogic shift led the OU to establish the Learning Outcomes and their Assessment (LOTA) project to re-examine the ways its courses are planned, designed, delivered and assessed, and to initiate necessary institution-wide changes. Explicitly linking outcomes, assessment and teaching, actively using assessment for learning, and supporting academic staff development are key elements in enhancing student learning

Network of Australiasian Tertiary Associations: a space for discussion, collaboration and advocacy in tertiary education

This presentation explores the development of a network focused on enhancing network leadership in tertiary education associations. The Network of Australasian Tertiary Associations (NATA) is an Office for Learning and Teaching (OLT) project that aims at facilitating a sustainable collaborative network between established higher education associations. NATA provides a space for discussion, action and advocacy on key issues pertinent to the Australasian tertiary environment. Members of NATA comprise Australasian Society for Computers in Learning in Tertiary Education (ascilite), Australasian Council on Open, Distance and e-learning (ACODE), The Higher Education Research and Development Society of Australasia, (HERDSA), The Council of Australian Directors of Academic Development, (CADAD), Open and Distance Learning Association of Australia (ODLAA), Australian Academic and Research Network (AARNet) and Netspot. Networks are important hubs for the development of new ideas and are discussion and dissemination spaces for individuals and communities. The project is now focused on progressing achieving the NATA's key objectives through three strategic activities. These comprise: ● Disseminating the ALTC Good Practice Reports through the development of asynchronous 'E' Resources, completed in partnership with report authors ● Conducting research into the network and network leadership through interviews, focus groups and surveys ● Supporting partner associations to engage in small-scale projects aligned with the key objectives of both the NATA and their association to provide value to the sector and strengthen communication and engagement of NATA partners. Through the creation of collaborative connected spaces for discourse and action, the NATA aspires to develop a model that will influence policy, research and learning and teaching in the Australasian tertiary environment

Role of the African Council for Distance Education in Fostering Quality Assurance in Open and Distance Learning in Africa

The African Council for Distance Education (ACDE) was established to promote research, policy and quality in open and distance learning (ODL), so as to increase access to education and training in Africa. This paper discusses the role of the council in fostering establishment of a quality assurance and accreditation agency (QAAA) aimed at addressing concerns for quality in ODL on the continent, so that the society can have confidence in it. The paper discusses the context within which establishment of the council and development of the QAAA were necessitated as well as the policy framework within which the QAAA is being developed. The challenges being experienced in implementing the project are examined and recommendations towards their resolution, and ensuring the success and sustainability of the agency, are made.Keywords: Quality assurance; Open and distance learning; Accreditation; ACD

Quality of civic education materials to promote democracy in context of a market-led education system: Conceptual and pedagogical issues, existing materials and gaps

This study shares the concerns of professional educators and international education agencies UNESCO, the Commonwealth of Learning (COL), and the Teacher Education in Sub Saharan Africa (TESSA) that in order for the developing world to achieve the Jomtien 1990 and Dakar 2000 declarations about access and quality of education, it is necessary to go beyond conventional methods of delivery. While it acknowledges the inevitability of adopting Open and Distance Learning (ODL) approaches as well as the design, development and sharing of Open Educational Resources (OERs) within and across countries and educational institutions, this article critically examines the impact of market-led education policy on the availability and quality of civics school texts. The author recommends for concerted efforts of local and international professional agencies in building capacity for developing and sharing of OERs for the benefit of teachers and students in Tanzania. Keywords: Civic education, Instructional Design, Open and Distance Learning, Open Educational Resources, Pre-service teachers, Tanzania

The Language Question, Development and the Education of the Disadvantaged through Open and Distance Learning (ODL): A Case of the Zimbabwe Open University (ZOU)

This paper focuses on the language question and the education of the disadvantaged through open and distance learning at tertiary level. It seeks to explore some of the difficulties associated with the teaching and learning of the disadvantaged through open and distance learning as a result of the Zimbabwean educational language policy. The paper is a qualitative analysis of data gathered on teaching and learning of some of the disadvantaged students through open and distance learning in the Zimbabwe Open University. Observation and unstructured interviews were used to establish the conditions experienced by these students in their endeavor to comprehend their modules as well as express themselves in tutorials, assignments and examinations. The paper expresses the situation and moves on to demonstrate the unavailability of anything sacred in the use of English as the sole medium of instruction in open and distance learning. It is suggesting the implementation of a more favourable language policy in open and distance learning since the mission of the Zimbabwe Open University as an open and distance learning institution is to ensure education for all. The paper is suggesting the need to use local languages as the languages of instruction, for instance, the two national languages (Shona and Ndebele)

Adult beginner distance language learner perceptions and use of assignment feedback

This qualitative study examines perceptions and use of assignment feedback among adult beginner modern foreign language learners on higher education distance learning courses. A survey of responses to feedback on assignments by 43 Open University students on beginner language courses in Spanish, French, and German indicated that respondents can be classified into three groups: those who use feedback strategically by integrating it into the learning process and comparing it with, for example, informal feedback from interaction with native speakers, those who take note of feedback, but seem not to use it strategically, and those who appear to take little account of either marks or feedback. The first group proved to be the most confident and most likely to maintain their motivation in the longer term. The conclusion discusses some of the pedagogical and policy implications of the findings

Indonesian EFL Students’ Experience towards Distance Learning during Covid-19 Pandemic

Covid-19 pandemic has shifted face-to-face learning to distance learning since 2020.  It occurs around the world including Indonesia. Generally, distance learning is new for the students but they have no choice to learn during this pandemic situation. Thus, this qualitative study aims to explore college students’ experience towards distance learning during Covid-19 pandemic. The college students taking English course at a Hindu Religion School located in Jakarta, Indonesia were administered a close and open-ended questionnaire and interviewed. The data were analyzed thematically. Findings suggested that the technology platform mostly used in the learning      process was Zoom. In addition, most students did not find the obstacles to learning      and only a few students had problems getting a stable internet access during learning. They also had adequate financial resources to undertake distance      learning. They lacked time to study during the pandemic. Majority of them perceived that their language skills (speaking, reading, writing, listening, and vocabulary) were quite improved. They also reported that distance learning had positive and negative impacts. By comparing those impacts, they preferred distance learning to face-to-face learning in future. The recommendations for the instructors and policy makers are explicated to improve future learning better