Promoting ODL through eLearning: a reflection on the role of eLearning policies and strategies Bopelo Boitshwarelo, Centre for Continuing Education,University of Botswana

Introduction Background E-Learning plays a critical role in supporting Higher educational institutions(HEIs) to provide access to high quality and relevant academic programmes. In particular e-Learning can promote Open and DistanceLearning(ODL) in these institutions by: increasing access, enhancing flexibility, improving quality of learning materials/environments. Open and distance learning reflects both the fact that teacher and learner are removed in time and space from each other, learning situation includes greater dimensions of openness and flexibility in terms of:  of access, curriculum or other elements of structure The use of ICTs enhances the achievement of ODL goals more effectively. Nadeosa Conference Presentation,30 /08/11

Introduction cont’d What are the trends? The past decade has seen a rapid growth of eLearning in universities in Africa e.g. –acquiring infrastructure, –hardware, –software and, –in some instances coming up with units that coordinate eLearning activities. An emerging trend has been for universities to develop either policies or strategies for eLearning. They play a major role in ensuring the effectiveness of eLearning in HEIs. When eLearning is effectively deployed then it can lead to the growth of ODL. Goal of the presentation This paper therefore reflects on the role of eLearning polices and/or strategies with a particular focus on ODL. Specifically it looks at some strategies and analyses how they articulate their commitment to ODL. Nadeosa Conference Presentation,30 /08/11

Context and methods I am involved in an eLearning Strategy Development Taskforce at UB One role(TOR) involved benchmarking against eLearning policies/strategies of other institutions regionally and globally. Aim of this paper is to extract statements that commit eLearning to ODL and make an analysis of key terms used. 9 Universities from some commonwealth countries. Nadeosa Conference Presentation,30 /08/11

Exploring ODL statements from eLearning policies/strategies: Table 1 InstitutionStatement(s) from Policies/StrategiesNature of the statements University A, UKEnsuring eLearning is accessible to all students whatever their circumstances Faciliatating flexible and distributed learning Access and flexible learning Distributed learning University B, UKFlexible and independent experiences covering both blended and fully eLearning courses Flexibility, independence University C, Canada The unique needs of University online programs serving students at a distance require centrally provided e- learning support services that are flexible and robust. Sufficient resources must be provided to meet these needs. The University should state that is committed to ensuring the ongoing success of online learning programs. Distance, flexible and robust support services University D, New Zealand Foster the Creation of personal digital spacesFlexibility/independence (inferred) Nadeosa Conference Presentation,30 /08/11

Exploring ODL statements from eLearning policies/strategies: Table 1 cont’d InstitutionStatement(s) from Policies/StrategiesNature of the statements University E, South Africa No statement that has clear reference to ODLThis University has decidely not engaged in ODL therefore there is very little if any ODL activity University F, South Africa Providing all students including part-time and distance education students, convenient access to the educational resources of the university. Provide conveneient access to educational programmes Part-time/Distance education, convenient access University G, South Africa Acknowledges that the changing terrain requires increased flexibility of course provision, and that ICTs can be used to support this flexibility. (That is, they) they can play an important role in increasingly flexible or distributed delivery, opening access and reaching non-traditional learners in diverse ways. Increased flexibility, distributed delivery. Opening access, non-traditional learners University I, Uganda To provide greater access to university education, by developing capacity for increased enrolment through non-conventional approaches in teaching and learning i.e. Distance education and virtual university. Greater access, non- conventional approaches University E, South Africa No statement that has clear reference to ODLThis University has decidely not engaged in ODL therefore there is very little if any ODL activity Nadeosa Conference Presentation,30 /08/11

Synthesis of the statements Collectively the strategies essentially commit to ODL through: 1.Promoting greater/open/convenient/flexible access to Educational programmes Educational resources Learner support services Nadeosa Conference Presentation,30 /08/11

Synthesis of the statements cont’d 2. Providing flexibility in terms of – Access( place and time) –Teaching and learning approaches –Delivery modes –Meeting learning needs emanating from differenr circumstances. –Independent/personalised learning 3. Recognising –Part-time learners –Learners at a distance –Non-conventional/traditional learners –Distributed learners Nadeosa Conference Presentation,30 /08/11

Implications for UB At UB there is no formal document guiding eLearning This has meant that although the university is reasonably resourced, ODL activities have not benefited much from the available eLearning resources. Clearly, an arbitrary approach to eLearning has not yielded noticeable results for ODL at UB. Perhaps the imminent strategy will go a long way in addressing this deficiency Nadeosa Conference Presentation,30 /08/11

Conclusion Elearning is one way of realising the potential of ODL If this potential is to be fully realised, universities need to move from arbitrary ways of doing eLearning to developing eLearning policies/strategies which spell out how they wish to make optimal use of ICTs for teaching and learning proceses particularly ODL. The role of ODL practitioners is therefore to ensure as much as possible that such discrete policies/strategies categorically state how ODL will benefit(Inglis, 2007) Furthermore, a greater role should be played at the point of use where practitioners need to identify and exploit the full strategic potential of ICTs for ODL in their institutions (Gunn et al, 2009). Nadeosa Conference Presentation,30 /08/11

References Curran, C. (2004). Strategies for e-learning in universities. National Distance Education Centre and Dublin City University, Retrieved 8 August, 2011 from Gunn, C., Csete, J. & Barnett, J. (2009). Aiming for the right place: eLearning strategy past, present and future. In Same places, different spaces. Proceedings ascilite Auckland Inglis, A. (2007). Approaches taken by Australian universities to documenting institutional elearning strategies. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore Mackintosh, W. (2005). Can You Lead From Behind? Critical Reflections on the Rhetoric of E-LEARNING, Open Distance Learning and, ICTs for Development in Sub-Saharan Africa (SSA). In A. A. Carr-Chellman (Ed.), Global Perspectives on E- LEARNING: Rhetoric and Reality (pp ). Thousand Oaks, California: SAGE Publications. Melton, R. F. (2002). Planning and Developing Open and Distance Learning: A quality Assurance Approach. London: Routledge Falmer. Rosenberg M E-Learning: Strategies for Delivering Knowledge in the Digital Age New York: McGraw-Hill Inc. UNESCO (2002). Open and Distance Learning: Trends, policy, and strategy considerations. Paris: UNESCO. Nadeosa Conference Presentation,30 /08/11