- 0 INTRODUCTION
The overall goal of the policy on admission to the Distance Learning Institute, DLI, University of Lagos is to open up greater access to quality university education for the teeming population of workers, out-of-school youths and adults and unemployed secondary school graduates, who are hither to denied access to university education in Nigeria.
It is recognized that the DLI has migrated fully to the Open and Distance Learning (ODL) mode, there is the need to adopt an appropriate admission policy that is ODL friendly. Therefore, with effect from the 2014/2015 academic year, the following requirements are prescribed for admission to degree programme in the DLI.
FLEXIBILITY AND LIFELONG LEARNING
- 0 Introduction
Our policy on flexibility and lifelong learning is in tandem with the major objectives of Open and Distance Education in Nigeria, i.e. to increase access to education for all.
The open and Distance Learning of the Distance Learning Institute, University of Lagos has been structured to provide education for all in a flexible mode.
- 1 Objectives of Open and Distance Learning
The major objective of Open Distance Education in Nigeria is:- to increase access to all and for all, to formal and non-formal education convenient for individual background and cater for the continuous education development of the professional in all works of life.
It is on this premise that Distance Learning Institute, University of Lagos’ flexibility and lifelong policy is based on the following :
- Fostering access to continuing and lifelong education for all and to all, regardless of differences in gender, age, race, marital status, creed and religion.
- Promoting increased access to education provisions to all categories of interested applicants who meet the basic admission requirments.
- Making learning flexible, individualised and custom-made to meet the needs of the learners.
- Providing a bridge-programme that prepares potential applicants deficient in minimum admission requirements to thereafter proceed to achieve their educational goals
- Encouraging collaboration among comparable institutions in areas of research, visiting scholar in any area that may be beneficial to the Institute.
- Providing blended learning platforms, including occasional face-to-face meeting, e-learning, Learning Management System (LMS), podcasting, tutor-marked assignments (TMAs), online lab, etc. for our learners.
- Permitting entry into programmes at enhanced level, for prospective learners with recognizedprofessional qualifications.
- Employing flexible devices (such as online interaction & self-assessment report, learningneeds assessment) and criteria in selecting applicants into programmes.
- Allowing learners to complete their programmes in a maximum of ten and twelve years for five-year and six-year programmes respectively.
Providing flexible channels for distributing and collecting learning modules.
- 0 Introduction
Learner support is an important and integral component of open and distance education. Thus,the Distance Learning Institute (DLI) place great importance on it wide range of support services and resources are provided to help learners succeed in their studies and to manage other areas of life that may affect their academic achievement.
The various learners supports provided by the Institute, are grouped as follows:
- 3.1 Pre- enrolment Support
- Creative support and advice to prospective learners
- Career counselling, guidance, information and advice to help prospective learners make informed choices.
- 3.2 Support During the P
- Timely referrals as at when required.
- Developingpersonal skills and qualities necessary for success in academic pursuit
- Continuous support on assessment monitoring and submission within stipulated time/period.
- Career counselling, guidance, information and advice to help learners plan for the future.
- Basic ICT skills needed to succeed in open distance learning.
- Study skills.
- Time management.
- Opportunity for feedback on DLI oprations including quality of support, course materials course delivery etc.
- 3.3 Support Provided afterProgramme
- Graduates shall be supported to identify other possible learning opportunities and the ways in which these opportunities could be accessed.
- Graduates request for documents and employer’s requests for confidential reports shall be attended to promptly.
- 4 Monitoring and Impact Measurement Support
The Learner Support shall be subjected to close monitoring by the Head/ coordinator of Learner Support unit and subjected to annual review by the Academic Board.
This policy shall be amended periodically to accommodate new ideas. Annual monitoring of the effectiveness of the support system against retention and achievement data for learners who receive additional learning support shall be used as an impact measurement tool.
Impact shall be measured by the number of learners who access the various support services available to them and the number of staff who attend development sessions on learner support. Systems shall be developed and used to monitor and measure the retention and success of learners who received additional learning support.
INFORMATION, ADVICE AND GUIDANCE (IAG)
- 0 Introduction
Distance Learners are of diverse backgrounds and are often faced with lots of challenges, which include, but are not limited to
- Educational background,
- Different occupational and family challenges, and
- Different personal challenges.
Therefore, there is a unit called IAG, charged with the responsibility to provide useful information to prospective learners,those on the programme and feedback fromemployers of labour to assist them in managing their challenges and achieving success in their programme of study.
- 1 Aim of Information, Advice and Guidance
The aim of IAG unit in Distance Learning Institute, University of Lagos include; providing accessible, personalized, up-to-date, effective, timely, usable and impartial information, advice and guidance on the programmes, facilities and services available at the Institute to current and prospective learners and other interested individuals.
- 2 Objectives of IAG
The objectives of IAG in Distance Learning Institute, University of Lagos include:
- To provide accessible,up to-date and usable information to learners, potential learners and others who may require such information
- Help learners manage isolation that is typical of open distance learners.
- Assist learners in adopting effective study skills and habits that would enable them achieve success in their study
- Provide interpersonal counselling devoid of coercion and subjective biases.
- Treat all learners who come for IAG services individually on the basis of their needs and challenges
- Guide learners in making informed decisions concerning their studies and academic pursuit.
- 3 IAG Services
The Services to be provided by IAG are in three-folds, Information, Advice and Guidance.
- 3.1 Information
Information service covers:
- Disemination of up-to-date information on the programmes available in the Institute
- Services and facilities in the Institute.
- Make use of printed materials such as hand-bill, posters, bill boards, and through electronic media including social media, Institute’s website and Learning Management Systems (LMS) and
- Access to the help desk staff,who are strategically positioned to attend to anybody that needs information.
- 3.2 Advice
This is equated with confidential counselling and help that is provided to prospective learners and current learners as the need arises. This shall be provided through face-to-face, telephone, email, and other personalised methods to the learners.
The areas covered under advice include but not limited to:
- Career problems and progression,
- Educational matters and personal issues.
- Advocacy and referral may sometimes be used by IAG staff in helping learners find solutions and achieve success in their endeavours.
- 3.3 Guidance
Guidance is aimed at supporting prospective learners and leaners in making informed choices that would help them in achieving their goals of studying at the Institute.
Guidance also aims at:
- increasing retention,
- success and achievement rates and
- reduction of attrition rate among learners.
- Guidance services are provided on person-to-person individual basis or in group.
- 3.4 Implementation
- Availability of professionally trained counsellors in the Institute who are poised to provide impartial and individualized services to prospective learners.
- Availability of well trained and motivated Help Desk Officers to provide support for learners and potential learners as well as those who have graduated but still need one form of information or the other from the Institute.
OPEN EDUCATIONAL RESOURCES
- 0 Introduction
The undertaking of the Distance Learning Institute (DLI) is to provide an enabling environment for teaching and research. The Institute is therefore committed to dynamic knowledge generation, leadership in innovation and a culture of excellence. It is on this premise that DLI has embraced the concept of open educational resources and its use in higher education.
Open Educational Resources (OER) are teaching, learning and research resources available for free access and use with no or limited restrictions and adapt for teaching, learning, development and research. DLI envisages that the use of other OERs will become fully incorporated into teaching and learning at all levels within the institute to further ensure that the highest standards of education are achieved.
To ensure smooth take off of the OERs at DLI, the ICT Directorate has been strengthened with both human resources and equipment. The university ICT infrastructure is supported by fibre optic backbone and internet bandwidth of 50Mbps to facilitate improved and efficient access throughout the university campus. OER are available in digital formats (online and offline formats such as DVD or CD-ROM).
The IT network will be continuously upgraded to support the OER website that would share selected materials on the World Wide Web. OER are also available in printed form.
- 1 OER will be used to
- Foster pedagogical innovation and relevance that avoids teaching from the textbook
- Broaden use of alternatives to textbooks while maintaining instructional quality
- Lower cost of course materials for students.
The term OER will be used to refer to learning materials such as:
- Learning objects(quizzes, crossword puzzles, flashcards, animations, interactive maps, timelines, etc.)
- Audio lectures
- Audiovisual lectures
- Sounds and music
- Entire course content
- Collections of journal articlesand institutional repositories
- 2 Regulation on the Use of OER
The Institute keeps in mind the copyright Act for digital online education in Nigeria.
- 3 DLI Tools to Identify and Select OER
Several resources are available on the Internet that provides teachers with tools to identify and select OER for use in instruction. Some of these are:
- OER Commons
- Internet Archive
- FREE: Federal Resources for Educational Excellence
- COLKnowledge Finder
- Creative Commons
- 4 Criteria for Selection of OER
DLI Criteria / Guidelines for Selection of OER Materials are listed below
- Quality of content, literary merit and format
- Favourable reviews
- Permanence/lasting value
- Authority: author
- Scope and depth
- Physical quality
- Formats available: print, DVD, Flash Drive, Tablet format and Android, CD-ROM, online, etc.
COURSE MATERIALS DEVELOPMENT
- 0 Introduction
The purpose of this policy is to provide a framework, principles, and guidance for course materials development at the Distance Learning Institute of the University of Lagos. The University recognizes:
1. That its course materials represent a critical interface between the University and its students
2. That its course materials are produced in a manner that ensures educational effectiveness, and ease of use
3. The need to schedule and manage its course production resources in a manner that maintains high standards for design and production
4. Its obligation to provide its students with course materials that are consistent in meeting high standards of quality and accuracy
5. Its obligation to obtain copyright clearances for all course materials prior to their delivery
6. Its obligation to provide public and consistent information about its courses.
Course materials design, development, production, delivery, and maintenance proceeds according to the University's seven-phase process. The overall management of that process rests primarily with the course coordinator. Others who share responsibility for coordination and implementation of the process include course team members (multimedia instructional designers, editors and visual designers). Course materials will be developed and revised in alignment with University strategic and operational educational plans, using principles of learner centeredness and respectfulness, clear outcomes, and appropriate and accessible use of online and other technologies.
- 1 Regulations on course Development
- Course Development Stages
a. Follow a seven-phase development process (outlined below)
b. Are initiated and maintained within academic centers and programs, in consultation with other centers and programs
c. Result from the collective efforts of a course design and development team that is organized prior to the preparation of the Phase 3 Report, and normally comprises a course coordinator, subject matter expert (SME), editor, multimedia instructional designer, and visual designer
d. are informed by principles of student centeredness, learning theory, distance education theory, and visual design.
e. exemplify ease of use, accuracy, currency, and educational effectiveness
f. are produced with consistent, high standards of design and production within available resources
g. are produced in a coordinated and expeditious fashion.
h. follow principles and practice of research ethics, where applicable.
- Course Outlines:
a. The content of individualized-study syllabi must provide information that would help a student or prospective student to choose an appropriate course, or that would help a receiving institution to assess the course content.
b. Course syllabi will be maintained online by Educational Media Development.
- 2 The Seven-stage Course Development Process
The seven-stage process of program and course development is a planning and evaluation framework within which the course development process resides.
Stage 1 General Programme Plan
Stage 1, embraces the long-range institutional and educational, plans that stipulate the criteria for development, revision, or cancelling of new or existing programmes. These long-range plans are identifies in two sets of plans:
- (1) The strategic University Plan and sub-plans, and
- (2) The plans of both academic centres and programme areas that flow out of that plan.
Pre-stage 2 Brief Academic Programme Proposal
Before the detailed stage 2 Programme plan is prepared within the parameters set by the Strategic University Plan, a brief Pre-Stage 2 Proposal for a new programme is circulated for discussion among the Academic Centres of the University. The Pre-Stage 2 allows for a full discussion of options to cross-list courses and modularizes others for adaptation for different disciplines; thereby helping to avoid duplication of effort before significant investment is made in programme development.
Stage 2 Detailed Individual Programme Plan
In stage 2, a detailed programme plan is prepared that describes learning outcomes, courses, levels and course relationships within programmes identified in the Stage 1 General Programme Plan and the Pre-Stage 2 proposal. The DLI, according to guidelines set by the University Academic Council, and the Governing Council, subsequently presents this plan for approval.
Pre-stage 3 Preliminary Course Proposal
Prior to the development of a course Stage 3 Proposal, a Preliminary Course Proposal is prepared. The Preliminary Course Proposal is then circulated to provide opportunities for cross-listing, modularization, and joint use of learning objects and avoidance of duplication. After the course coordinator responds to the comments submitted by academic centre and various departments, the director then approves the Preliminary Course Proposal.
Stage 3 Individual Course Plan For Design, Development and Delivery
A course team is formed comprising the stage 3 author and multimedia instructional design, editing and visual design professionals. The course coordinator submits a phase 3 Report for all new courses and for course replacements. As appropriate, the Report describes such planning details as major course components, learning objectives, instructional strategies, online learning activities, estimated costs, selected textbooks, supplementary library materials, and other required resources. The Stage 3 Report includes a sample course unit. The Report is circulated for discussion among the Academic Centres as well as pertinent departments. Upon the recommendation of the Director, the Senate approves the Stage 3 Report.
Stage 4 Course Materials Preparation
In Stage 4, the course coordinator oversees preparation of course materials according to the course specifications described on the stage 3 Report. Before submitting the stage 4 materials for editing and online production, the course coordinator reviews them to ensure their integrity and completeness. Stage 4 materials are submitted for editing, complete with assignments, exams, reading file materials, required visual elements, and designated supplementary materials. The stage 4 course materials are edited by the University’s course materials editors, or by editors approved as meeting these standards. During this stage, visual design is applied and online activities are developed.
Stage 5 Delivery and Tutoring
Delivery and tutoring of the courses are undertaken according to the delivery specifications described in the stage 3 Report and any relevant University policies.
Stage 6 Evaluation
Stage 6 focuses on evaluation of the instructional effectiveness of the course materials. Evaluation includes a feedback process for the purposes of making the course more effective. It involves collection of data from variety of sources (e.g., students, programme reviewers, tutors, library services, and others are appropriate). Evaluation results are reported to the Director, the Academic Planning Committee, and the stage 7 course teams.
Stage 7 Course Revision
A course team is formed comprising the author and multimedia instructional design, editing and visual design professionals.
- 0 Introduction
This policy applies to any course that forms part of an award program of the Distance Learning Institute University of Lagos.
- 1 Delivery Methods
The distance learning delivery method shall make use of innovative social and educational technologies and best possible of mix media to improve the quality of its course delivery. The distance learning delivery methods shall be determined by the nature of the course, student disability and accessibility to materials at their disposal. Therefore the following should be considered in choosing appropriate methods:
a. Methods shall encourage students’ active participation
b. The mode of delivery shall build on the students’ experience and knowledge which would enable them to construct new knowledge and experience
c. The chosen method(s) shall be student-centered
d. Where learning outcomes can only be achieved through work-based experience, work- integrated learning should be used (practical oriented courses).
- 2 Use of Multimedia Technology
Technology is a tool for learning or for delivery of materials, and as such will only be used as appropriate to the educational goals of each course.
a. Currently supported software will be used unless a specific research project is being implemented.
b. Student and tutor feedback, accessibility, and other factors affecting learning will be used to determine University standards for multimedia delivery.
c. Technologies such as audio and video cassettes, CDs and DVDs, online distribution of content and information, audio and video podcasting would be used to compliment and facilitate content delivery
d. Multimedia such as telephone conversation, audio and video conferencing, SMSs and MMSs,
e. Social network such as blogs, twitter, face-book etc through cell phones, c-mails and chat would be used for delivery where it is applicable.
f. Print Media of good quality, inexpensive, prepared according to DLI regulation would be used to guide students through learning process to inculcate skills, attitude and knowledge for effective understanding and delivery of the content.
g. Face-to-face interaction is encouraged in difficult areas of the course materials.
However, any media selected to be used to deliver and facilitate student learning must be
- Accessible and available
- Methodologically appropriate
- Integrated media into a coherent experience
- Flexible to accommodate changes.
The course delivery system in DLI, shall undergo the following processes which are stated below:
- Course Coordinators are appointed for the online and distance education course. If this course is also delivered on campus then the same person should coordinate all forms of delivery. Where the Course Coordinator is not the same person there should be close liaison.
- Any course offered online, distance education or blended learning shall be approved by the Senate.
- A Course Checklist must be used as a compliance guide by Course Coordinators during the Course development, delivery, evaluation and completion.
- A Course Outline shall be developed for every course online, distance education or blended learning.
- Course Coordinators shall submit a statement to the Director (before each teaching period) verifying that the Course Outline satisfies the University Course Outline Policy.
- Course Materials for modules/study sessions should be developed by or in consultation with academic staff.
- If materials including modules/study sessions course outline etc. are to be sent in paper copy to students then this must occur one week prior to the delivery time.
- The Course Coordinator shall provide for those students with print disabilities who request a Course Outline in an appropriate format and timeframe.
- Course materials shall be reviewed at each third delivery of the Course, or at least once every two years (whichever the more frequent), by the Course Coordinator and an independent academic “reader”. That is, each module/ study session must be read by an independent academic “reader” or editor in the area or externally.
- Each module/study session shall be “proof read”. This involves such issues as pagination, correct positioning of illustration, and accompanying materials and correct hierarchy of headings. Textbook listings must include: Title, Author, Publisher, Year of Publication and ISBN.
- Course Coordinators are required to include in their materials (either in written materials or electronically) some information on the communication/interaction mechanisms to be used in the courses. There are a variety of forms that can be used including Discussion Boards, Forums, chat rooms, e-mail or phone. The extent of the communication will depend on the particular discipline and the point of time in the course.
- Responses to students direct questions to the teacher or Course Coordinator should be answered within an appropriate timeframe from the time of the contact. Online and Distance Education students must receive comparable levels of regular and appropriate academic interaction and feedback.
- The learning outcomes (including graduate attributes) of any online, blended learning or distance education course must be the same as any on campus equivalent.
- An online presence for each course shall be established which includes contact details of the Course Coordinator with e-mail address, a course outline, links to online resources and support services, and appropriate University policies. If an electronic teaching environment is used then the website must have a link to the teaching environment where information can be placed. All websites must be developed within a standard format.
- The institute provides interactive lectures for students on its learning management system (LMS).
- 0 Introduction
Assessment is the process through which learners are evaluated to determine their level of success and the category of grade to be awarded. It is also an objective way by which learners are measured to determine whether they have satisfied the examiners for the award of degree/certificate. In other word, assessment is a way of determining learning outcomes of learners with the aim of providing feedback.
- 1 Scope of Assessment
The policy is applicable to all programmes of undergraduate and diploma courses and subject offered by the Distance Learning Institute (DLI), University of Lagos.
- 2 Principles of Assessment
The fundamental aims of assessment are to guide learners’ development through ensuring high of quality of output regulated by quality assurance and delivery in all courses offered by the Distance Learning Institute, University of Lagos. Based on these, the following principles shall guide DLI assessment:
- Assessment shall be aligned to specific learning outcomes and specific skills expected of learners
- Assessment shall be designed and structured to provide an objective evaluation of knowledge, theoretical, practical and analytical skills acquired by learners.
- It shall be a transparent process, administered with high level of honesty, integrity and confidentiality.
- Question databank shall be created for all courses out of which expert in the field shall select for specific session assessments.
- Assessment shall ensure reliable and consistent judgement of learners’ performance.
- Each course unit shall be graded in accordance with University grading procedure.
- 3 Assessment Design
- Assessment shall be both formative and summative in nature.
- Formative shall evaluate current skills of learners while summative shall evaluate the extent of new skills acquired by learners through effective individual task, group task multiple choice type, essay type and other means of developing learners’ skills and competencies.
- Assessment shall be all inclusive to ensure that all areas of skills expected of learners are covered and tested.
- 4 Tutor Marked Assignment (TMA)
- Continuous assessment shall be a minimum of two and maximum of four tutor marked assessment (TMA), the weight attached should range between 5 and 10 marks.
- Total tutor marked assignment shall range between 30% - 40% of the total mark obtainable while the final assessment shall range between 60% - 70% of the total mark obtainable.
- The turnaround time for assessed work by the tutor shall be maximum of three weeks from the due date.
- All TMA scores shall be submitted two weeks before the commencement of the final assessment.
- 5 Information to Learners
- All formative assessments for the session shall be made available online through the Learning Management System (LMS).
- Details of the formative tasks expected, as well as the opening and closing due dates for each formative assessment shall be specified, while possible date for the summative assessment shall be put online.
- The only acceptable identification of learners on the assessment documents (scripts etc) shall be the unique matriculation number.
- Instructions are part of assessment , failure to follow instructions shall be sanctioned
- Learners shall be required to be at the venue of assessment not later than half an hour before the commencement of any assessment. It is mandatory for learner to visit the LMS at least three(3) times a week.
- 6 Academic Misconduct
- Plagiarism is a grievous offence, any learner who is involved shall face Assessment Misconduct Committee and if found guilty shall be sanction according to the University regulation.
- Cheating on assessment constitute academic misconduct which attract severe punishment. If found guilty, candidate shall be punished according to the following stated rules.
Physical attack or assault on invigilator
Coming to the examination hall with microchips, prepared answer scripts, and other prepared materials.
Rustication (2 sessions)
Consultation, soliciting or giving information or assistance
Rustication (1 session)
Coming to the examination hall with mobile phones
Rustication (1 session)
Failure to appear before the misconduct panel
Suspension for 1 session after which non-appearance leads to expulsion
Rude and disorderly behaviour in the examination hall
Rustication (1 session)
Failure and/or refusal to fill the examination misconduct form when apprehended
Rustication (1 session)
- Assessment misconduct committee is a standing committee established to try any form of assessment misconduct with appropriate sanctions.
- 7 Quality Assurance
Quality assurance is embedded in the assessment process as the continuous existence of the Institute is in its ability to operate within internationally good practices. In order to maintain high level of quality among learners, the following are put in place.
- Ensure quality study materials which must have passed through a three stage editing: content, language and ODL instructional design.
- Well specified learning outcomes for each study session, in-text questions (ITQs)and end of study session self assessment questions (SAQs) designed to ensure learners intermittently evaluate their learning progression.
- 7.1 Moderation and Review
- Summative assessment questions and marking guide are reviewed by external examiners from comparable institutions before administering to the learners.
- Graded scripts are also subjected to review and moderation by external examiners.
- 7.2 Eligibility and Admittance to Assessment Venues
To participate in writing or submission of assessment for grading, the following conditions shall be met by the learners:
- Payment of specified service charge and registration of courses to be offered within the specified period.
- Biometric information submitted at the period of admission shall be the primary source of identification throughout the programme duration of each learner, except for change in marital status peculiar to female learners only.
- Electronic devices such as mobile cell phones, programmable calculators etc. are not allowed.
- 8 Grading Procedure
The DLI shall use grades as specified below
Table 1: Score, grade and grade point
70% and above
60% - 69%
50% - 59%
45% - 49%
40% - 44%
0 – 39%
TEACHING STAFF CAREER DEVELOPMENT
- 0 Introduction
The Distance Learning Institute (DLI) shall continually ensure that:
- Her teaching staff have the opportunity for an academically acceptable career development and part for all category
- Opportunityis given for continuous development of skills and knowledge, and trainings of teaching staff
- Programs are ingrained to facilitate retention of categories of teaching staff
- Staff members are exposed to collaboration with other allied institutions both locally and internationally.
- 1 Category Identification
The various teaching staff of DLI can be categorized into Full-time, part-time/ adjunct faculty and non faculty members.
- 1.1 Full-Time Lecturers/Facilitators
- Shall be given the opportunity to move up the hierarchical organogram based on agreed institutional criteria
- Shall have the opportunity to attend relevant academic and career trainings, seminar and workshops locally every year and internationally once in three to enhance their career opportunities.
- 1.2 Part-Time/Adjunct Facilitators
- Part-Time/Adjunct staff shall be given the opportunity to attend relevant academic and career trainings, seminar and workshops locally and internationally periodically, that shall enhance their understanding of ODL and enhance delivery of their courses
- 2 Conditions of Service
The conditions of service of staff are as contained in the University of Lagos condition of service governing senior staff.
- 3 Training and Development of Staff
This policy underscores the need for, and commitment to, continuing training and re-training of management, academic and administrative staff of the Institute.
In pursuance of this policy, the Institute shall:
- Ensure appropriate funding of staff training and development programmes.
- Encourage and support Assistant Lecturers to acquire their Ph.D degree.
- Undertake on regular basis an assessment of the training needs of all categories of staff and develop appropriate programmes to meet the needs.
- Encourage inter-disciplinary research in Open Distance Learning in which younger lecturers will have the opportunity of learning from their older counterpart.
- Organize appropriate training programmes for management staff and Board of DLI.
- Encourage mentoring of junior staff by their senior counterpart.
- Encourage members of the Management Board, Management staff, Academic and Administrative staff to attend seminars, workshops, conferences.