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Introductio
n
Open learning and self development
The term “open learning” was first used in the late 1970s to describe any
provision of education and training that actively sought to identify, and then
to remove, barriers preventing certain groups from learning. These barriers
included those endemic in conventional delivery of management
development stick as time (courses beginning and ending at set times of the
day or the year), place (courses requiring the learner
to attend an institution frequently and regularly) and pace (all learners
having to study at the same pace). More significantly, for the topic of this
chapter, harriers of educational design were also identified. These included
rigid course structures, limiting learners’ choice of what can he studied and
how it can be studied; barriers of preset entry requirements; no learner
choice of qualification; and lack of awareness or lack of confidence that may
inhibit an individual from even considering learning in the first place.
. In the early phase of open learning the first set of mainly logistical barriers
was addressed: schemes such as the United Kingdom’s Open University and
Open Tech were designed to lessen or remove barriers of time, place and
pace. Hence the importance of distance learning: through the provision of
learning packages (mostly in printed form), management development could
be delivered. more or less anywhere and individuals could study at any tin
and at their own pace (see Keegan, 1986). in a distance-learning scheme, the
course content is provided largely through specially designed materials
supplemented by a tutor with whom the learner has to communicate for most
of the time across a distance, by letter or telephone (or increasingly by e-
mail), with only occasional face-to-face contact. This form of open learning
uses a dissemination orientation. It is characterized by a relatively inflexible
syllabus and course structure.
As we shall see, distance learning and open learning are not synonymous.
Some open learning schemes involve learners in easy and frequent face-to-

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face contact with the tutor and other learner’s and/or other supporters to
learning, such as line managers. Instead of a fixed syllabus, transmitted by
materials, more open schemes allow greater learner participation in
objective-setting and ways of learning. In contrast to the dissemination
orientation of distance learning, such schemes show The term “open
learning” was first used in the late 1970s to describe any provision of
education and training that actively sought to identify, and then to remove,
barriers preventing certain groups from learning. These barriers included
those endemic in conventional delivery of management development stick as
time (courses beginning and ending at set times of the day or the year), place
(courses requiring the learner
to attend an institution frequently and regularly) and pace (all learners
having to study at the same pace). More significantly, for the topic of this
chapter, harriers of educational design were also identified. These included
rigid course structures, limiting learners’ choice of what can he studied and
how it can be studied; barriers of preset entry requirements; no learner
choice of qualification; and lack of awareness or lack of confidence that may
inhibit an individual from even considering learning in the first place.
. In the early phase of open learning the first set of mainly logistical barriers
was addressed: schemes such as the United Kingdom’s Open University and
Open Tech were designed to lessen or remove barriers of time, place and
pace. Hence the importance of distance learning: through the provision of
learning packages (mostly in printed form), management development could
be delivered. more or less anywhere and individuals could study at any tin
and at their own pace (see Keegan, 1986). in a distance-learning scheme, the
course content is provided largely through specially designed materials
supplemented by a tutor with whom the learner has to communicate for most
of the time across a distance, by letter or telephone (or increasingly by e-
mail), with only occasional face-to-face contact. This form of open learning
uses a dissemination orientation. It is characterized by a relatively inflexible
syllabus and course structure.
As we shall see, distance learning and open learning are not synonymous.
Some open learning schemes involve learners in easy and frequent face-to-
face contact with the tutor and other learners and/or other supporters to
learning, such as line managers. Instead of a fixed syllabus, transmitted by
materials, more open schemes allow greater learner participation in
objective-setting and ways of learning. In contrast to the dissemination
orientation of distance learning, such schemes show a development
orientation. More recently open learning schemes have thus tackled the
harriers of educational design, focusing on widening learner choice of what

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is learned, how it is learned and how learning is supported. Thus open
learning is now generally is social not so much with removing
administrative barriers to learning as with providing increased choice to
learners across a wider front: choice potentially over all aspects of the
learning process and at all stages in the learner’s career. shows three stages:
entry to learning, during the learning and, at the end of learning, and typical
choices the individual may have to, or be encouraged to, make at each stage.
development orientation. More recently open learning schemes have thus
tackled the harriers of educational design, focusing on widening learner
choice of what is learned, how it is learned and how learning is supported.
Thus open learning is now generally asocial(ed not so much with removing
administrative barriers to learning as with providing increased choice to
learners across a wider front: choice potentially over all aspects of the
learning process and at all stages in the learner’s career.

Learning materials

Mention “open learning” and many people immediately think of substantial

learning packages. This IS especially so for distance schemes, where the
materials are often used to carry a high informational content, leaving
occasional face-to-face sessions to cover interpersonal Skills. The
presumption that the role of the materials is only to convey information is
limiting: in practice open learning materials carry out a variety of roles. This
section explores the function of materials, how materials can be selected and
adapted, and considers the role of different media.

(A) The function of learning materials

Open learning materials differ from conventional resources such as
textbooks, in that they are expected to perform a number of the functions a
good tutor would carry out in a well-run seminar. In the absence of frequent
and regular face-to-face contact with a lecturer or trainer, the materials may
be expected to:
• Arouse interest;
• Make clear the learning objectives
• Organize the content in a manageable way;
• Give learners chances to practice;
• Provide feedback on this practice;
• Explain difficult or unfamiliar ideas or processes;
• Relate learning to practical contexts; and

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 • Build learners’ confidence and independence.

Thus packages designed for use in open learning usually include features
such as the following: .
• spacious layout and good use of illustrations (tables, diagrams,
photographs etc.);
• An attractive and direct writing style;
• An explicit statement of objectives;
• Short sections for ease of study;
• Plenty of questions and practical activities, together with helpful
feedback and
• The use of a variety of media.
Decisions about the choices available to the learner will partly determine
which.

(B) Selection of learning materials

Wherever possible it makes sense to use existing materials. There are a
number of reasons for this. First, to use existing material means that a
scheme can be set up quickly. Secondly. an increasing number of high-
quality management packages are IU)W available. using a variety of
media, and these can either be used as they stand or adapted. Thirdly, to
generate new material is lime—consuming and expensive, requiring a
wide range of skills and experience.
The sequence for selecting materials is summarized below:
• Analyze the target group and their needs.
• Decide the characteristics of learning materials needed.
• Search for suitable packages.
• Examine packages against relevant criteria.
• Buy in and use suitable packages.

(C) Adapting materials

Your search for a suitable existing package may not he totally successful.
You may however, one that nearly meets your needs Alaptt1it is the
modification a standard learning package to better suit the Specific
requirements of an organization, whether a company delivers to its own
stall, or a provider offering a management programming to the 0fl
market. Adaptati0n allows 1fl organist to hen lit from fl existing package
while at the same little gaining added value relevant to a particular
context might, for example:

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 • Improve content (e.g. by updating by adding new concepts).

• Modify Content better to suit a company’s management

development style and culture.

• Dress a generic package in a particular user’s colors (e.g. by using

a company logo, by changing the chief executive video).

• Help a learner group, for whom the package was not originally
intended, to use the package productively (e.g. by adding an
introductory learning skills module to help adults gain confidence
in returning to trial study; by building in references to extra
supporters such as tutors and mentors).
• Adaptation can thus cover a wide range of actions. Some examples
are set out below:
• A major public utility is using a standard open learning text for its
junior and middle managers the text is changed in one respect only
name is printed on the cover of the material.

(D) Media
In traditionally correspondence courses, print is the only medium used. This
has undoubtedly hampered the more widespread use of open learning in
management education: potential learners and companies have formed the
mistaken belief that open learning is just another name for correspondence
courses, that it is unsuitable for developing skills, and that it is a second-best
form of learning. Increasingly, open learning materials for management
development include a range of media. This is partly the result of increased
sophistication in the design of learning materials generally: partly the
requirements of clients, who are becoming increasingly demanding in their
expectations of what open learning materials should include; and partly the
need to help learners develop and apply competences as well as to acquire
information. Finally, technological developments provide an opportunity to
use a greater variety of media than was the case a few years ago. However,
print remains the staple medium, although the standard management pack
now includes other ingredients.

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Innovative and Good Practices in Open Distance learning

Innovative and good practices in ODL in the AP region are presented in

eight categories.

• Quality Assurance: Over the past years, developing and implementing

policies to assure the quality has become a priority of ODL institutions. QA
is becoming even more important as ODL becomes popular and faces a
proliferation of borderless education. Seven cases are reported to highlight
innovative QA efforts in various aspects of ODL.

• Curriculum: Instead of offering a wide range of different subject areas,

new ODL institutions tend to offer programme or courses specialized in one
or a few fields of study. In fact, business and management at graduate level
and technology toward certification are two most popular fields for for-profit
e-learning institutions. Cases discuss examples of market-driven curriculum
in NetVarsity and new study fields for e-learning in several ODL
programme.

• Policy and Management: To meet the needs of a rapidly changing

environment for ODL, existing policies have been revised and new policies
developed in some ODL institutions. Athabasca and USQ have developed
ODL policies in a rather comprehensive manner whereas OUSL has adopted
a national level ODL QA policy manual.

• Student Services and Tutoring: Typical forms of student services in recent

ODL include face-to-face and/or online tutoring and counseling, telephone
or email services, digital libraries, and mentoring. With the development of
ICT, ODL institutions are able to offer individualized and interactive student

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services faster and easier than ever. Cases of comprehensive one-stop
student services and integration of online technology in tutoring and
assessment of services are analyzed.

• ICT Innovations: Modern developments of innovative technologies have

provided new possibilities to distance teaching professions, but at the same
time have placed more demands on ODL institutions to explore effective
ways of using these new technologies for their ODL practices. Cases which
highlight innovative approaches of utilizing ICT including multimedia,
LMS, mobile technology and e-books are introduced.
• Cost-savings: There is research evidence that an online programme can be
cost-effective due to increased enrollments, increased student access to
quality programme and resources, and other benefits. But there are also
cautions that initial fixed costs are only the beginning: providing continuous
student services, hiring new staff, maintaining virtual systems, and offering
new training add substantial costs to the institutions. Two cases are analyzed
to show how some of these variable costs can be reduced without
diminishing the quality of online programme.

• Collaboration: Collaborative partnerships are important for ODL

providers in that they reduce the cost of introducing new technologies and
also improve the quality of developing programme. Two cases are analyzed
to show some innovative ways of building collaborative partnerships locally
and internationally.

• For-profit Involvement: An increased for-profit involvement has

challenged the existing QA frameworks of ODL, which often do not address
for-profit education. Two cases show how for-profit e-learning institutions
have emerged and how some of QA issues have been addressed.

Policy and Management

Open education, open admission, innovative use of technologies, promoting
equality of higher education for adult learners, contribution to national
development and lifelong learning society, and provision of quality
education frequently appeared in ODL institutions’ vision statements
and mandates. Some institutions such as OUM and Ramkhamhaeng
emphasize contribution to new knowledge creation and research functions
whereas some other institutions such as IGNOU, Athabasca, UT and USP
include regional or international contribution. KNOU specifies the
mission of contribution to South and North Korea’s reunification.

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To realize their visions and fulfill the mandates, all the ODL institutions
have developed policies, management guidelines and organizational bodies
which oversee or carry out the policies. Major policy development areas
include academic affairs, personnel, admission, assessment, finance and
resource allocation, quality assurance, and services. Several institutions such
as AIOU, Athabasca, and KNOU have policies on equality, ethics, and
protection of human rights. Only few institutions such as IGNOU and USQ
have developed policies on transnational ODL activities.
Some institutions such as Athabasca, USQ and OUSL have developed a
rather comprehensive
handbook or manual listing policies and guidelines in all major policy areas.
ODL policies at different levels determine the kinds of ODL practices . That
is to say, ODL policies at institutional, national and international levels
provide the directions and guidelines for the everyday operations and
managements of any ODL activities and initiatives. To meet the
needs of a rapidly changing environment for ODL, existing policies must be
appropriately revised and new policies need to be developed. In doing so, an
ODL institution must take a comprehensive, systemic approach rather than a
piecemeal approach. This section introduces good practices in developing
and implementing ODL policies in a comprehensive manner at the
institutional and national level.

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10
Practical
study

About Virtual University

The Virtual University, Pakistan’s first University based completely on

modern Information and Communication Technologies, was established by
the Government as a public sector, not-for-profit institution with a clear
mission: to provide extremely affordable world class education to aspiring
students all over the country. Using free-to-air satellite television broadcasts
and the Internet, the Virtual University allows students to follow its rigorous
programs regardless of their physical locations. It thus aims at alleviating the
lack of capacity in the existing universities while simultaneously tackling the
acute shortage of qualified professors in the country. By identifying the top
Professors of the country, regardless of their institutional affiliations, and
requesting them to develop and deliver hand-crafted courses, the Virtual
University aims at providing the very best courses to not only its own
students but also to students of all other universities in the country.

The Virtual University of Pakistan holds a Federal Charter, making its

degrees recognized and accepted all over the country as well as overseas.

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The University opened its virtual doors in 2002 and in a short span of time
its outreach has reached over sixty cities of the country with more than a
hundred associated institutions providing infrastructure support to the
students. Pakistani students residing overseas in several other countries of
the region are also enrolled in the University's programs.

Management and function of VU

The Virtual University of Pakistan delivers education through a judicious

combination of broadcast television and the Internet. VU courses are hand-
crafted in meticulous detail by acknowledged experts in the field. Lectures
are then recorded in a professional studio environment and after insertion of
slides, movie clips and other material, become ready for broadcast. Course
lectures are broadcast over free-to-air television and are also made available
in the form of multimedia CDs. They can also be made available as
streaming media from the Virtual University’s servers. The multiple formats
allows for a high degree of flexibility for students who may view the lectures
at a time of their choosing within a 24-hour period. Additionally, students
can use the lectures to review an entire course before their examinations – a
facility simply not available in the conventional face-to-face environment.

In addition to the prescribed texts, comprehensive reading material / lecture

notes in the form of web-enabled content are provided through a
comprehensive Learning Management System (LMS) hosted on the VU
Web Servers and accessible over the Internet. The full power of hyperlinks
is utilized for making the on-line experience a truly powerful one. The LMS

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also provides an e-mail facility to each and every student as well as
discussion boards for interaction within the VU community.

An important feature of the LMS is a Question/Answer board where VU

faculty provides answers to questions posed by students on the subject
matter covered in the lectures. The Question/Answer board (also known as
the Moderated Discussion Board) is extremely fine grained, providing
separate sessions for each lecture of each course. In addition, read-only
access is made available to previous question/answer sessions and this
constitutes an extremely useful study resource for students. VU faculty
monitors this board on a continuous basis and answers to student questions
are provided within a short space of time.

Assignments are handed out through the LMS and also submitted by the
students through the same mechanism. Pop-quizzes and practice tests are
also conducted through the LMS.

Midterm and Final Examinations for every semester are conducted in a

formal proctored environment at exam centers designated for the purpose
throughout the country. Invigilators appointed by the University conduct the
exams. The formal examination atmosphere assists in critical quality
assurance of the student assessment system.

The learning management system is one of door to enter in class room. On

virtual university web site there is a proper student login tab called login on
at LMS (Learning Management system). Where student login with his
student ID and password.

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In there is a proper window which show different tabs with different features
which are followings.

Similar as a home page of any website which contain different information

about the coerces and about the university it’s also shows some status of
student and about his teachers and study center.

The profile shows all the information which belongs to student like.
Student ID his VU email, study program, study campus, registration number,
Personal information and academic history.

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Student grade book showing the progress of student it’s providing all the
history of grade points and CGPA acceding to the semesters. The main
benefit of this option is to inform the student about his overall performance.

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This is one of a different and best facility for student to keep him inform
about his fee structure and his paid fee. The fee account book is directly
access able for bank when student paid his fee the bank upgrade his account
and it will show on net which can see anytime. It shows challan no, payment
mode, balance and other information

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Lecture schedule shows all the details of lectures with time and days.

Notice Board showing all the new upcoming developments and program
which is important to be in the knowledge of student.

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Another but very important tab which provide the latest and essential
information to the student. Its provide the information about different
departments of university examination department, registrar office,
academics and study scheme.

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University also provide email account to there customers for e-mail. These
accounts manage by university. It is the best way to keep in touch with
students.

Study Material

The Virtual University of Pakistan delivers education through a judicious

combination of broadcast television and the Internet. There are four satellite
channels of virtual university VTV1,4. VU courses are hand-crafted in
meticulous detail by acknowledged experts in the field. Lectures are then
recorded in a professional studio environment and after insertion of slides,
movie clips and other material, become ready for broadcast. Course lectures
are broadcast over free-to-air television and are also made available in the
form of multimedia CDs. They can also be made available as streaming
media from the Virtual University’s servers. The multiple formats allows for
a high degree of flexibility for students who may view the lectures at a time
of their choosing within a 24-hour period. Additionally, students can use the
lectures to review an entire course before their examinations – a facility
simply not available in the conventional face-to-face environment.

The Data Collection

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Primary Data

BOOKS

Management Development (Joseph Prokopenko)

5th Edition

Chapter# 19

Page # 379,383,385

Web site

www.rdi.co.uk/Distance_Learning
www.wikipedia.org

www.aku.edu/ied/academics

Secondary Data
Organization

Virtual University Pakistan

Web site

http://www.vu.edu.pk/

www.unescobkk.org

SWOT Analysis

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Strengths Weaknesses

• Virtual university is • The university is totally

government of Pakistan depending and work through
project. internet.

• Universities have the best • University have some problem

facility members.
• The university have its own
TV and Radio broadcast
system .
to manage its program there
are some flaws in there
educational process.

Opportunities Threats

• University is working in 60 • University has only one threat

cities of Pakistan they can and that is about the funds
spend there circle easily with from government of Pakistan.
the sport of government.

• University use internet radio

and TV broadcast for different
purposes they can also use
cellular system .

Conclusion:

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Many open distance learning institutions have implemented QA measures
throughout their ODL practices including student services and tutoring,
course development, staff evaluation, and student
assessment. Some ODL institutions have obtained accreditation from outside
of their own country to achieve an international recognition and improve
their market value.
In several ODL practices, new collaborative partnerships have been
emerged. Such partnerships include private and public collaboration, for-
profit and non-for-profit collaboration, regional and international
collaboration, and specific task-oriented partnerships with other ODL
institutions or international organizations. Most institutions have introduced
ICT-based programmes and services in pursuit of quality improvement and
expansion. In some institutions, the use of ICT in distance teaching and
learning is no longer considered an experimental work. Moreover, several
ODL institutions in the AP region have updated existing curriculum to
meet the emerging needs of new ODL learners. The cases presented in this
paper will provide valuable help for those ODL institutions which are in
search of benchmarks. Nevertheless, the study also shows that we are not
yet at the stage where attention to QA is covering all parts of our ODL
activities. And in quite a few cases, innovative approaches have touched
only a small portion of ODL students and staff. Moreover, cross-border
educational activities are still at the margins in most ODL institutions, and
gender-related innovations have not been reported in any of the survey
replies. For further development of quality ODL in the AP region, much
Still needs to be done. Virtual university done a massive job in open distance
learning system its IT based approach complete all the criteria’s of 21th
century studies.

Recommendations:

I found Virtual University as a progressive and emerging institute in

Pakistani education sector. I have two recommendation for VU first they
should spend there circle and cover maximum cities of Pakistan. Second as
they use internet for many functions they also use cellular technology like
WEP and SMS services for information.

References

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BOOKS

Management Development (Joseph Prokopenko)

5th Edition

Chapter# 19

Page # 379,383,385

Web site

www.rdi.co.uk/Distance_Learning
www.wikipedia.org

www.aku.edu/ied/academics

http://www.vu.edu.pk/

www.unescobkk.org

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