PCF5:Institutions - Models of dual mode delivery

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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

  • Nature

- 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

  • Staff

- Higher percentage of administrative staff - Tutorial assistants for marking, teaching and communication - Need for on-the-job and formal ODL training

  • Reason for dual mode

- 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

  • Learner support

- 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

  • Cost effectiveness

- Attrition rates high (±60% in some cases) mainly for already disadvantaged and weak students and mainly at first year level - Finances and other resources

  • Students’ reactions

- Receive same qualification whatever the mode of learning

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.
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