Open and Distance Learning Systems

 A systems approach to open and distance learning 

A systems approach sets the conditions for proceeding in an orderly way. A systems approach also recognises that all the components of the system are interrelated. A change in one component will bring about changes in the others.

Open and distance learning programmes, units and institutions use a phased model for problem solving:

analyse - design - develop - implement - evaluate - revise

Analysis: a detailed examination of all facets of the problem

·     What is the problem to be solved?

·     Is the problem an instructional problem or an environmental problem?

·     Who has the problem?

·     What are the resources available to solve the problem?

·     What are the constraints or limitations to be faced?

Output from the analysis phase:

·        a clear statement of the problem

·        a detailed description of the target population

·        identification of the resources and constraints

Design: requires the preparation of a detailed solution

·     Who are the target population and other stakeholders?

·     What will the solution accomplish?

·     How will the participants be different after the course or programme?

·     How will the participants achieve the objectives?

·     How will the course or programme be developed?

·     How will you know your solution is effective?

Output from the design phase:

·     a detailed plan that describes how, when, by whom and at what cost the problem will be solved

Development: must address the following kinds of questions

·    What strategies, media and methods will be used for each objective or task?

·    What learning resources will be required?

·    Where, when and how will learners be ensured of feedback as they practise their skills?

·    Where, how and when will evaluation activities be used?

·    What will be the consequences of success or failure or both?

·    How will the instruction be evaluated and revised?

Output from the development phase:

·     a complete course or programme package, including all materials, tools, equipment and plans for delivery, learner support, learner evaluation and course evaluations

Implementation: putting the solution into practice

·     Are all necessary resources (human, physical, financial) in place?

·     Are data collection mechanisms in place?

·     Are problem-solving and recording mechanisms in place?

Output from the implementation phase:

·        learner progress and performance records

·        data from a variety of sources (for example, records and solutions)

·        other evaluation data (for example, interviews, questionnaires)

Evaluation: not an ‘add-on’ but an integral component

·     How well does the system meet the goals initially identified?

·     How well does it meet the needs of the learners and other stakeholders?

·     Do you have sufficient specific information? How will you obtain it?

·     What specific changes can be made to improve the system?

Output from the evaluation phase:

·        analyses of records and data

·        specific solutions, including time, cost and other resource estimates

Revision: including a review of all decisions and activities of previous phases

·     Were the original analyses complete and correct?

·     Have circumstances changed sufficiently to require a major review of the analyses?

·     What changes, modifications or improvements are evident in the evaluation data?

·     Are sufficient resources available to complete the recommended changes?

·     What action needs to be taken?

Output from the revision phase:

·     revised course or programme, including the course materials, learner support and evaluation plan, and a revised course evaluation plan