**5. Discussion & conclusion**

Learning principles and theories transforms Distance education model, enriches the present models and creates new ones by the use of capabilities of information and communication technology. It also suggests new learning-teaching approaches in which the learner plays an important role. This model was formed on the basis of the systemic theory of distance education. The main components of the model are as follow: input (educational framework, the learner, the instructor, the Inputs including the educational framework, the learner, the teacher, the content development group and the Information and communication technology), The teaching- learning process (learner readiness, teacher readiness, learner activities and evaluation), Output (effective learning in the learners) and feedback.

This model places the learner at the center of the learning environment. Educational practitioners and professors should be committed to make each learner succeed. This is done to create deep and active learning which if from among the priorities of the current century higher education and theoretical educational principles of distance of distance learning and structuralism.

Thus, the atmosphere and the environment for the main learner should be created and learner responsiveness for self-learning should be enhanced. For this purpose, upon entering the learning environment, learners need to be reedy. In this model, active teaching-

curriculum planning. Thus, group and independent activities have been considered for students. Likewise, interactive educational packages have multiple presentations which cover most appropriately the various learning styles. Students are capable of stopping lectures, taking notes, reading comprehension. The ability of online students to self- assesses and repeats the educational material, eradicates the course failure rates problem and reducing it significantly. Computer recording and saving allows students to follow the program individually and make progress in this regard. The ability to process responses which is constructs using evaluations and computer- aided education allows students to continuously provide feedback in the course of the program (Grush, 2002). Active learning should also promote learning at the level of metacogniotuion. At this level, the learner is conscious about the learning process. S/h understands the educational goals. She/he can recognize her/his abilities and weakness in the course of attaining the learning goes and is capable of monitoring progress towards these goals. Likewise, evaluation of the learner, in

this model, falls down intro three parts: initial, formative and summative evaluation.

Psychological results: improvement of communicative skills, positive views and

satisfaction, time management abilities, development of thinking skills.

Results of the outputs of system provide feedback for review and promotion of teaching-

Learning principles and theories transforms Distance education model, enriches the present models and creates new ones by the use of capabilities of information and communication technology. It also suggests new learning-teaching approaches in which the learner plays an important role. This model was formed on the basis of the systemic theory of distance education. The main components of the model are as follow: input (educational framework, the learner, the instructor, the Inputs including the educational framework, the learner, the teacher, the content development group and the Information and communication technology), The teaching- learning process (learner readiness, teacher readiness, learner

This model places the learner at the center of the learning environment. Educational practitioners and professors should be committed to make each learner succeed. This is done to create deep and active learning which if from among the priorities of the current century higher education and theoretical educational principles of distance of distance

Thus, the atmosphere and the environment for the main learner should be created and learner responsiveness for self-learning should be enhanced. For this purpose, upon entering the learning environment, learners need to be reedy. In this model, active teaching-

activities and evaluation), Output (effective learning in the learners) and feedback.

Effective distance learning outputs in the present model include:

Objective results: educational success

**4.3 Educational output** 

**4.4 Feedback** 

learning processes.

**5. Discussion & conclusion** 

learning and structuralism.

learning approaches were designed using information technology and communication. These include: writing, discussion, problem solving, and higher level cognitive activities as analysis, synthesis, evaluation and timely feedback. Online and offline connections provide the opportunity for feedback. Student interacts mutually with others, professors and experts. Most of the research and models designed for distance learning focus to a large extent on active – learning approaches (procedures (Miguel Batista & Maria Martinez, 2006, Zarifsanayei, 2010). Education should proceed by more access to information and content. Interaction with others is paramount important in the in the gradual development personal understanding of the learner. Interaction with human and non human factors of the environment is from the integral parts of the high quality educational experiences. Thus, considering the theoretical foundations and the present missions of universities eight types of interaction are designed. This is indicative of the significant of crating learning and group learning communities in the world of information age being supportive of theoretical foundations selected in designing the learning model.

For the purpose of effective distance education, it is necessary to allow and accept the individual differences among learners. The proportion between learning styles and teaching methods improves the learning outcome. Therefore, the present model contemplates the inclusion of group and individual activities and educational packages in multiple presentations. From among other issue emphasized in the present model, one can refer to initial, formative and summative evaluation. In the distance learning environment, evaluation should be considers as part of learning process and its feedback should be applieds for the purposes of improving learning.

Finally, regarding the present study, considering the followings are recommended for the improvement of learning-teaching procedure in educational distance education planning of the universities:


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**3**

Paul Birevu Muyinda

*Makerere University* 

*Uganda* 

*Department of Open and Distance Learning, School of Distance and Lifelong Learning, College of Education and External Studies,* 

**Open and Distance Learning in Dual Mode** 

Open and distance learning (ODL) has garnered increasing interest from not only lifelong learners but also traditional high school leavers. Conventional universities are repositioning themselves to become dual mode universities in order to satisfy the ensuing demand for ODL. Dual mode universities are those which offer both distance and on-campus based

ODL is a relatively a young phenomenon in dual mode universities. Thus many of its would be key stakeholders in these universities are yet to fully appreciate and/or understand the modus operandi and treasures inherent in it. Consequently, in many dual mode institutions, ODL students have often been treated as second class students who are attended to, in all

It is the intention of this Chapter to show the hurdles that ODL faces in dual mode universities with the hope of getting long lasting solutions to identified huddles. The Chapter also demystifies the benefits and values derived by dual mode universities in efficiently running ODL programmes. The Chapter shows that with deliberate initial investment in the necessary infrastructure, staff and student support services, the treasures of and potential for ODL programmes can be enormous. Limited or lack of investment in the aforementioned resources and activities has led to limited harnessing of the treasures and potentials for ODL programmes in dual mode universities. This Chapter chronicles the challenges and unexploited treasures and benefits of running ODL programmes in dual

The rest of this Chapter is organized in 14 sections. In *Section 2*, the concept of distance learning is defined. *Section 3* explores the concept of on-campus based learning. In *Section 4*, we reiterate the concept of dual mode universities. In *Section 5*, we provide an account of Makerere University external programme. The organization of ODL at Makerere University and demand for and attrition on ODL programmes are given in *Sections 6* and *7* respectively. In *Section 8*, we show how tuition is extended to ODL learners at Makerere University. The staffing and infrastructural position for ODL at Makerere University is

programmes of study (Aguti, 2009; Muyinda *et al*., 2009).

respects, only after attending to conventional students.

mode universities, with particular reference to Makerere University.

**1. Introduction** 

**Universities: A Treasure Unexploited** 

