DSpace Collection:
http://hdl.handle.net/123456789/2551
2024-03-29T07:19:16ZVenturing Cooperation between Alpha University College (AUC) Library and Resource Centers of College of Distance Studies
http://hdl.handle.net/123456789/2652
Title: Venturing Cooperation between Alpha University College (AUC) Library and Resource Centers of College of Distance Studies
Authors: Mammo, Wondimeneh
Abstract: As one means of creating wider access to individuals who for various reasons are unable to be enrolled in the traditional, face-to-face programs, distance education has become a well-established approach to pursue education in their respective interest areas for adults. A quick glimpse at the history of distance education in Ethiopia vis-à-vis institutions engaged in the sector provides us with the fact that private higher education has taken a leading role despite facing unlimited challenges in the sector. Commencing a distance education programme requires commitment from all stakeholders’ side to make it a success. Especially, providing dependable student support for students enrolled in the distance education programme of Private Higher Education Institutions (PHEIs) can be taken as a strong challenge as it requires huge amount of resources. As one of the components of student services, provision of library services for distance learners by instituting resource centers to provide library and other services by targeting proximity is evident in the provision of distance education. In the light of providing such services in Alpha University College, different resource centers are put in place to reach the students in their respective locations. Close look
at such centers revealed that there are some degrees of similarities in the resources that are housed and services provided in the centers with Alpha University College Library. Nevertheless, irrespective of the similarities, there has never been a formal agreement in boosting the capacities of the resource centers to provide quality services and ultimately improve the delivery of distance education in AUC. Therefore, this research was undertaken to Identify possible cooperation and collaboration areas between the distance education resource centers and Alpha University College Library. Specifically attempt has been made to respond to such research questions as “what mechanisms are used to acquire resources at the resource centers?”~ “how resources are organized in the resource centers?”~ “how users are made aware of the existence of resources and services in the resource centers?”~ “what is the level of adequacy and ICT utilization in the centers?” and “what are the immediate collaboration areas between the resource centers and UC library?”. In order to respond to the above
research questions, literature review, interview and review of such professional networks as Consortium of Ethiopian Academic and Research Libraries (CEARL) were uses as methodologies. Major findings of the research are: absence of collection development policy; lack of collaboration on the collection development of the resource centers; formal resource discovery tools are missing; user education/information literacy is non-existent; ICT related content and services are extremely weak; services provided for distance learners are very limited and formal agreement with similar nearby institution is lacking. Based on the major findings future cooperation and collaboration areas are provided.2014-01-01T00:00:00ZThe Dynamics and Challenges of Distance Education at Private Higher Institutions in South Ethiopia
http://hdl.handle.net/123456789/2651
Title: The Dynamics and Challenges of Distance Education at Private Higher Institutions in South Ethiopia
Authors: Dea Lerra, Mulatu
Abstract: Evidently, the implementation of a DL system does not ensure a high-quality education. Lack of sufficient time, difficulty of course materials and the absence of adequate learner support as the major perceived problems that caused the withdrawal of students from distance teacher-training programs. The purpose of this study is to explore the dynamics and challenges of distance education at Private Higher Institutions in South Ethiopia. For the given study, a representative sample of tutors and academic program leaders was selected using probability sampling techniques
(simple random and stratified sampling techniques were used). The researcher finally decided 40 tutors, and 10 program leaders/coordinators and 6 distance learners as FGD as the total elements of the sample. For the specific kind of investigation, only questionnaires (for tutors) and interview (for program leaders) were used. The finding revealed that, the number of learners in a class during tutorial programs is not to the standard, the tutors’ are responsible for one to two courses at a time and the remainder for more than two courses, assignments were too difficult for the ability of
the students on the courses some learners do not receive modules before tutorial sessions and, consequently, some were forced to share modules on certain courses, modules were not given long enough in advance of the actual tutorial sessions less commitment of stakeholders to realize the DL program. The researcher recommended that, Intensification distance education units at the institution and ensuring that students have a suitable educational background when they join to specific program would make distance education more effective. In addition to this, it is good to try to make the system more flexible and use different information and communication technologies to support distance education like e-library.2014-01-01T00:00:00ZChallenges and Implementation of Measurement, Continuous Assessment and Evaluation in Open and Distance Learning in Ethiopia
http://hdl.handle.net/123456789/2650
Title: Challenges and Implementation of Measurement, Continuous Assessment and Evaluation in Open and Distance Learning in Ethiopia
Authors: Adela, Manaye
Abstract: This research on challenges and application of assessment and evaluation in open and distance learning in Ethiopia was made by taking 160 distance learners from 3 government and 2 private university distance learners in filling Likert type questionnaire of which 142 are given back to the researcher. In addition, secondary data as archival were referred from two institutions and 7 FGDs among 49 learners have been conducted. Participants were selected using multistage sampling followed by stratified sampling from university to department level and year level or seniority. It was found that there are repeatedly narrated feedback problem in addition misuse of formative evaluation is the potential challenge. The misuse was in terms, weight given for assessment tools, assignment feedback or reporting pitfalls and lack of transparency. From the FGD it was also found that most of the learners make assignments to be done by others through payment. As assessment has equivalent role with teaching learning process in quality education, (Asthana, 2000), the misuse assessment and evaluation affects the progress and cross checking of learning outcomes that the institutions expect as per the statement of objectives on course syllabus. On the other way, summative evaluation and final exam administration has also drawbacks as susceptibility to cheating at administration and subjectivity at scoring as there is claim of "Single-Blindness" in terms knowing the learners' marks. As per the finding recommendations are given to institutions, center coordinators, invigilators and scorers (who mark exam papers). Though it seems impractical, efforts should be made to shift to e-contact of learner with the center for both formative and summative evaluation.2014-01-01T00:00:00ZLanguage Errors Observed in Editing and Ways to Minimize Them: The Case of SMU Tes t ing Center
http://hdl.handle.net/123456789/2649
Title: Language Errors Observed in Editing and Ways to Minimize Them: The Case of SMU Tes t ing Center
Authors: Burayou, Degefa
Abstract: The purpose of this study is to find out the errors that are encountered in the assessment tools prepared by the assessors in order to find solutions to the errors identified. In order to collect data, questionnaires and interview questions were used for qualitative and quantitative analysis, and data were put in tables and shown in percentages. The sampling procedure was based on the population of 391 exam papers and 391 assignments of term B. These were stratified by departments and 30% of the total number of the papers in each department were sampled. Accordingly, 55 exams and 55 assignments for Social Sciences, 94 exams and assignments for the Department of Agricultural Development Studies, 83 exams and assignments for the Department of Business, 58 exams and assignments for the Department of Law,
25 exams and assignments for the Department of Natural Sciences were stratified and 30% were taken and analyzed. In addition, group discussion, questionnaire and interview were employed. And, check list was used to tally each occurrence of errors and ratings of the ability of the assessors as excellent, very good, and good, and tables were used. The parameters in relation to the errors observed were: capitalization, spelling, punctuation, clarity, coherence, conciseness and agreement. In this study, quantitative and qualitative methods of analysis were used. The data were carefully analyzed and summarized. In this regard, the finding has come out with important recommendations for the assess, like seeking expertise support, enhancing their own experience through reading, using reference materials, implementing feedback given by the editor, developing interest and attitudes towards their respective jobs, sharing experiences among their colleagues, mentoring the new comers, using reference materials and adapting commitment and desire for change, were indicated. On the other hand, similar recommendations were cited for the institution (TC) to implement. To mention: provide time for the assessors to use the library, allow more time to browse the internet as the assessors are busy reading modules and making drafts of assignments, exams and project works, facilitates discussion in English at some time internals, facilitate training on writing skills, provide materials and extra sources, give due attentions when recruiting new assessors, use written exams as a criterion for an entrance.2014-01-01T00:00:00Z