Access and Success in Learning: Technologies for Scaling up Open and Distance Learning Programme in the Institute of Distance Learning, KNUST, Kumasi, Ghana
| dc.contributor.author | Essel, Rebecca | |
| dc.contributor.author | Owusu-Boateng, William | |
| dc.coverage.placeName | Ghana | en_US |
| dc.coverage.spatial | Africa | en_US |
| dc.date.accessioned | 2016-03-18T03:36:00Z | |
| dc.date.available | 2016-03-18T03:36:00Z | |
| dc.date.issued | 2010-11 | |
| dc.description.abstract | In recent years, in the field of education and training, there is an increasing world-wide interest in students opting to read open and distance learning programmes and also stakeholders expanding their infrastructure and distance learning programmes. The terms open and distance learning (ODL) represent approaches that focus on opening access to education and freeing learners from the constraints of time and place and offering flexible learning opportunities to individuals/groups of learners (UNESCO, 1997). The distant learner sees ODL as a way of increasing access, flexibility and combination to work and education or a more learner-centered approach, with new ways of interaction. According to (UNESCO 2002) report on trends, policy and strategy considerations, the term ‘distance learning is used as a synonym for the more comprehensive and precise term distance education’. The main aim of distance education is to create wide opportunities for learners to study regardless of their geographic, socioeconomic conditions or other constraints. Distance learning would usually have the learners become responsible for what and how they learn, and who to ask for help. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11599/2230 | |
| dc.language.iso | en | en_US |
| dc.subject | Access | en_US |
| dc.subject | Open and Distance Learning (ODL) | en_US |
| dc.title | Access and Success in Learning: Technologies for Scaling up Open and Distance Learning Programme in the Institute of Distance Learning, KNUST, Kumasi, Ghana | en_US |
| dc.type | Working Paper | en_US |