Typically, face-to-face schools have an overall administrator (principal/chief executive officer) who is responsible for the overall running of the school, including supervision of educators and other support staff. The school administrator is answerable to education authorities in the Ministry of Education. There is usually a deputy administrator (deputy principal) who supports the principal. There are educators who are responsible for teaching learners. These often form small teams called departments, which are based on subject areas at secondary school level or on grade levels at primary school. They support each other in mediating the curriculum and in monitoring the activities of decentralised part-time tutors who support learners. Depending on the size and type of school, there is also support staff responsible for supporting the well-being of a school, like cleaning, maintenance of school gardens, drivers and office assistants.
Learning activity 1: Structure of a traditional face-to-face school compared to that of an open school
You will need 30 minutes to complete this activity.
- Draw two sketch diagrams to illustrate how the structure of a traditional school differs from that of an open school.
- Share and discuss your sketch diagrams with a colleague.
Our reflection and feedback on Structure of a traditional face-to-face school compared to that of an open school
The school principal usually works with heads of departments to ensure effective curriculum implementation. The principal, deputy principal and heads of departments constitute a school management team. In addition to the school management team, the principal also works with a school governing body (SGB), as explained in Unit Two of this course. As you will recall from that unit, strategic policy decisions are made by the SGB and day-to-day operational decisions are made by the school management team. In a face-to-face school, decision making tends to be centralised, so are key resources needed to support teaching and learning. Infrastructural facilities like classrooms, libraries, bathrooms and sports grounds are all centralised. Some schools have computer labs which are used by teachers and learners for computer literacy training, which are also centralised at the school headquarters where almost all school business happens. Communication is largely inter-personal, between teachers and learners and amongst teachers themselves, requiring minimum use of technology. A face-to-face institution is generally characterised by the centralised nature of services, hence the centralised administrative structure.
Once the institution starts offering distance education, it changes from a single mode to a dual mode institution. Its structure therefore has to change. Instead of using a centralised decision making system, the school resorts to a decentralised decision making system, which allows people working directly in contact with the distributed student population to make prompt decisions on certain operational issues. Thus, decentralised support centres are established, often in regions or even districts within a country. These regional hubs are managed by people who can make immediate decisions on matters affecting learners. In a dual mode institution, little investment is needed at the central premises for distance learners, who rarely visit the headquarters. Substantial investment is needed in the decentralised centres which are within easy reach of students.
- What infrastructure and facilities are needed at headquarters to facilitate communication with regional offices and directly with distance education students?
Appropriate investment is needed at the headquarters to allow the institution to reach out to the decentralised centres. The school headquarters needs to communicate essential information directly to learners and to part-time staff. Thus appropriate structures and systems need to be put in place to ensure that such communication happens. Distance education providers which rely on paper-based systems need to set up printing, packaging and distribution structures that allow study materials, assignments and examination papers to be distributed to outlying centres safely and timely. They also rely on the services of postal providers for distributing essential announcements to students, like examination dates. In some instances, the study materials are also distributed through courier companies. The logistics involved in managing such dispatch of paper –based materials are complicated and cumbersome, especially in big countries where there are long distances to be covered. Equally overwhelming are the costs that are associated with such processes. In these instances, the distance education provider has no control over the courier or postal companies that provide the distribution service. Therefore, the security of the materials and their timely delivery cannot be guaranteed.
Thanks to the advent of technology, many distance education institutions now rely on digital resources which are easy, quick and more secure to send. Once developed at the headquarters, digital resources can easily be shared with learners through a learning management system, portal or even by email. Chances of the materials getting damaged before they reach the learner are extremely low. However, the need for a plan that facilitates the smooth flow of activities and timely provision of services to students is still needed even in technology-enhanced distance education.
Learning activity 2: Advantages of using digital resources in distance education
You will need 30 minutes to complete this activity.
- In half a page, describe the advantages of using digital as compared to paper-based resources in distance education.
- Explain why it is necessary to retain paper-based learning resources in your context.
- When you have finished writing, post three or four key words or phrases in the discussion forum to summarise what you have written.
Our reflection and feedback on Advantages of using digital resources in distance education
A key aspect of distance education is the assessment process, which should be both for and of learning. In an open school, assignments are used as a key teaching and learning strategy; they are used as assessment for learning. Their dispatch to learners, their marking by part-time staff, moderation by fulltime subject heads, and provision of timely feedback to students are essential activities that require appropriate structures to be set up and efficient systems to be established. The advent of technology makes these processes happen faster and in a more efficient manner. However, the need to monitor and quality assure the processes remains paramount. Neat and accurate data bases containing student information and course marks are needed. Efficient people and offices that take the responsibility for executing such responsibilities need to be in place. Data bases holding student information are also important as they enable the institution to track students with a view to providing timely support. This is particularly important in distance education environments where learners can easily lose motivation to learn due to learning in isolation. ICT infrastructure is needed, which will enhance communication and support for this kind of tracking.
