PCF5:Institutions - Models of dual mode delivery

Title of session
Title of the session goes here Modes of dual mode delivery

Session details

 * Date: 14 July 2008
 * Time: 14:00
 * Room: Clarke Hall
 * Author:: Wendy Kilfoil

Session papers

 * Dr Rashid Aderinoye, New paradign in access to education (313)
 * Dr Venkat Rathnam Boda, Increasing access to higher education through distance learning (533)
 * Prof Babatunde Ipaye, Organisation of dual mode distance education institutions in Nigeria (19)
 * Dr Abdul Mannan, In search of a dual mode organisational structure (258)
 * Prof Harish Chandra Pokhriyal, Governance of distance and open learning in a dual mode university (732)
 * Prof Chandra B Sharma, Are innovations being replicated in open and distance learning? (758)
 * Dr Ontiretse Tau, Designing the University of Botswana distance education system

Key Issues that arose in the session
-	A separate unit or centre within the university which often does not enjoy much respect; has limited capacity and technical know-how; and is at the mercy of academic departments which see their contact students as their primary concern -	Face to face is perceived as higher quality as it is amenable to constant modification, negotiated win-win, etc. -	Quality can be assured through accreditation, resourcing, inclusion in strategic planning, staff development in ODL, etc. -	Distance education is often a cash cow. -	Some convergence between distance and face to face which is ICT driven -	Higher percentage of administrative staff -	Tutorial assistants for marking, teaching and communication -	Need for on-the-job and formal ODL training -	Increasing access for straight from school students in systems that cannot cope with numbers emerging from secondary education on their contact campuses -	Generally more open admission sometimes giving consideration to learning from experience for admission to higher degrees -	Life long learning -	Interaction and transaction -	Study habits -	Orientation to Distance Education -	Study centres, residential schools, etc. -	Computer and internet access -	Radio -	Counselling (face to face and online) -	Overcoming isolation -	Providing motivation -	Attrition rates high (±60% in some cases) mainly for already disadvantaged and weak students and mainly at first year level -	Finances and other resources -	Receive same qualification whatever the mode of learning
 * Nature
 * Staff
 * Reason for dual mode
 * Learner support
 * Cost effectiveness
 * Students’ reactions

Points for future action (Policy, recommendations, commitments etc.)

 * Bridging course before admission to programme to increase confidence


 * Use new technologies to improve quality of learning to motivate students


 * Orientation to distance education essential for new students


 * When using ICT, see the whole: it is not about technology but about leadership, participatory management, structures, processes, change management, staff training, usability as well as accessibility


 * Include as part of strategic planning and resourcing of whole university that is highly participatory and bottom up to increase a sense of ownership and accountability related to collective decisions.