ACHIEVING PEDAGOGICAL RICHNESS TO MEET THE NEEDS OF ODL LEARNERS
Open Distance Learning (ODL) institutions around the world have realized that effective pedagogies are critical in retaining students. In addition, as technology becomes increasingly available and affordable, more ODL institutions are leveraging on various technologies...
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| Format: | Book Section |
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World Scientific
2007
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| Online Access: | https://library.oum.edu.my/repository/1109/ |
| _version_ | 1848801611179098112 |
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| author | Zoraini Wati Abas, Halimatolhanin Mohd Khalid, |
| author2 | Fox, R., |
| author_facet | Fox, R., Zoraini Wati Abas, Halimatolhanin Mohd Khalid, |
| author_sort | Zoraini Wati Abas, |
| building | OUM Institutional Repository |
| collection | Online Access |
| description | Open Distance Learning (ODL) institutions around the world have realized that effective pedagogies are critical in retaining students. In addition, as technology becomes increasingly available and affordable, more ODL institutions are leveraging on various technologies of learning to provide more efficient and effective pedagogies. The Open University Malaysia (OUM), for example, adopts a blend of learning approaches to educate its growing number of learners spread across the country. The blend involves interactive print and electronic media to support self-learning, peer learning as well as learning that is facilitated by the tutor. A successful blend is one that provides the right amount of opportunity for learners to construct their own learning. As OUM continues to experiment with new ways of using technology, it is important for the learning to be more efficient and effective particularly to cater to its exponential growth in student numbers. How pedagogical richness is conceptualised through various technologies such as audio and video streaming, online discussions, multimedia and print is described in terms of dynamism and level of interactivity. How an improved blend of learning is achieved through the development of various learning modes, technology and media or delivery used is described. The model for the pedagogical richness (in response to the need to cater to the different learning styles and requirements of 45,000 learners who are dispersed geographically in 55 locations, both urban and rural) is provided. The greater challenge of ensuring the effectiveness of tutors who need to be able to adapt (from their preferred teaching style) to the requirements of the various pedagogical strategies at OUM is also discussed. [ABSTRACT BY AUTHORS] |
| first_indexed | 2025-11-14T21:10:12Z |
| format | Book Section |
| id | oai:eprints.oum.edu.my:1109 |
| institution | Open University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T21:10:12Z |
| publishDate | 2007 |
| publisher | World Scientific |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:eprints.oum.edu.my:11092017-11-03T04:22:24Z ACHIEVING PEDAGOGICAL RICHNESS TO MEET THE NEEDS OF ODL LEARNERS Zoraini Wati Abas, Halimatolhanin Mohd Khalid, LC Special aspects of education Open Distance Learning (ODL) institutions around the world have realized that effective pedagogies are critical in retaining students. In addition, as technology becomes increasingly available and affordable, more ODL institutions are leveraging on various technologies of learning to provide more efficient and effective pedagogies. The Open University Malaysia (OUM), for example, adopts a blend of learning approaches to educate its growing number of learners spread across the country. The blend involves interactive print and electronic media to support self-learning, peer learning as well as learning that is facilitated by the tutor. A successful blend is one that provides the right amount of opportunity for learners to construct their own learning. As OUM continues to experiment with new ways of using technology, it is important for the learning to be more efficient and effective particularly to cater to its exponential growth in student numbers. How pedagogical richness is conceptualised through various technologies such as audio and video streaming, online discussions, multimedia and print is described in terms of dynamism and level of interactivity. How an improved blend of learning is achieved through the development of various learning modes, technology and media or delivery used is described. The model for the pedagogical richness (in response to the need to cater to the different learning styles and requirements of 45,000 learners who are dispersed geographically in 55 locations, both urban and rural) is provided. The greater challenge of ensuring the effectiveness of tutors who need to be able to adapt (from their preferred teaching style) to the requirements of the various pedagogical strategies at OUM is also discussed. [ABSTRACT BY AUTHORS] World Scientific Fox, R., Kwan, R., Tsang, P., 2007 Book Section PeerReviewed Zoraini Wati Abas, and Halimatolhanin Mohd Khalid, (2007) ACHIEVING PEDAGOGICAL RICHNESS TO MEET THE NEEDS OF ODL LEARNERS. In: Enhancing Learning Through Technology. World Scientific, pp. 161-170. ISBN 9789812705587 https://library.oum.edu.my/repository/1109/ |
| spellingShingle | LC Special aspects of education Zoraini Wati Abas, Halimatolhanin Mohd Khalid, ACHIEVING PEDAGOGICAL RICHNESS TO MEET THE NEEDS OF ODL LEARNERS |
| title | ACHIEVING PEDAGOGICAL RICHNESS TO MEET THE NEEDS OF ODL LEARNERS |
| title_full | ACHIEVING PEDAGOGICAL RICHNESS TO MEET THE NEEDS OF ODL LEARNERS |
| title_fullStr | ACHIEVING PEDAGOGICAL RICHNESS TO MEET THE NEEDS OF ODL LEARNERS |
| title_full_unstemmed | ACHIEVING PEDAGOGICAL RICHNESS TO MEET THE NEEDS OF ODL LEARNERS |
| title_short | ACHIEVING PEDAGOGICAL RICHNESS TO MEET THE NEEDS OF ODL LEARNERS |
| title_sort | achieving pedagogical richness to meet the needs of odl learners |
| topic | LC Special aspects of education |
| url | https://library.oum.edu.my/repository/1109/ |