Main Article Content
In Nigeria, Open and Distance Education has grown over the decades as yarning of desired individuals for education increases. This has resulted into a paradigm shift from face-to face mode of instruction to where individuals can learn at their convenience outside the conventional system of education. However, the quality of the programme has become source of concern. There are diverse opinion that teachers trained through distance education are of low quality compared to their counterparts trained through the conventional mode. To erase the wrong perception, there is need for approach of assuring quality in teacher preparation through Open and Distance Learning Institute. To this effect, this paper examines the various quality assurance policies, systems and procedure put in place for ensuring quality in Distance Learning Institute, University of Lagos. The investigation further measures perceptions of one hundred and seventy-three participants of how quality have been sustained overtime under six main headings and challenges facing them. Results, however, gave rise to recommendations for decision regarding improved quality distance education with special focus on the teacher education programmes of the Distance Learning Institute University of Lagos, Nigeria.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The work published in AjDE is licensed under a Creative Commons Attribution ShareAlike 4.0 International Licence (CC-BY-SA).
Adagba, O. & Idu, O.O. (2006). Under funding: An impediment to effective financial administration of higher institution of learning in Nigeria. International Journal of Economic and Development, 6(2), 48 – 59.
Aglazor, G. (2017). The role of teaching practice in teacher education programmes: designing frame work for best practices. Global Journal of Educational Research, 16(2),24- 29.
Akinbode, O.S. & Abati, O.A. (2019). Teacher preparation and teaching professional competence among federal colleges of education graduates in southwest-Nigeria. Journal of Education and Human Development, 8(1), 93-105.
Allsop, Y., & Jessel, J. (2015). Teachers’ experience and reflections on game-based learning in primary classroom: view from England. International Journal of Game -Based Learning 5(1), 1-17.
Andabai, P.W. (2013). The impact of teaching practice on trainee teachers I the Nigerian tertiary institutions: the Delta University experience. Academic Journal of Interdisciplinary Studies 2(5), 109-116.
Bento-Kuper., J.B. (2001). The micro teaching experience: Students’ Educatioon, 12(4), 830 835.
Belawati, T., & Zuhairi, A. A., (2007). The practice of quality assurance system in open and distance learning: a case of at Universitas Terbuka Indonesia. International Review of Research in Open and Distance Learning, 8(1), 1-15.
Belawati, T., Zuhairi, A.A., & wardani, I.G.A.K (2012). Quality assurance in a mega-university: Universitas Terbuka. In I.S. Jung & C. Latchem (Eds.), Quakity assurance and accreditation in distance and e-learning: models, policies, and research . NewYork : Routledge.
Davies, R.S., Howell, S., & Petrie, J.A. (2010). A review of trends in distance education scholarship at research universities in North America. International review of Research in Open and Distance Learning, 11(2), 12-36.
Elliot, J. (1993). Restructuring Teacher Education. London:Falmer press.
Ezewu, N. (2000). Instructional media and the new technologies of instruction. London: Longman Publishers.
Holloway, J, (2001). The benefits of mentoring. Educational Leadership, 58, 85-86.
Hu, C., &Wong, A.F. (2006). Video conferencing by student teachers: Does it make any difference? New Horizons in Education, 53, 42-56.
Ijaya, Y. (2001). From quality control to guality assurances: a panacea for quality education in Nigerian schools. Paper presented at the third annual conference of the national association of educational administration and planning held at University of Benin.
Imart, J. (2003). Two basic mechanisms for organizational learning in schools. European Journal of Teacher Education, 36(3) 276-281.
Kasanda, C. D., (1995). Teaching practice at the University of Namibia: Views from student teachers. Zimbabwe Journal of Educational Research, 7:57-68.
Ngara, R., Ngwarai, R.& Ngara, R (2013). Teaching practice supervision and assessment as a quality assurance tool in teacher training: perceptions of prospective teachers at Masvingo teacher training colleges. European Social Sciences Research Journal, 1(1), 126-135.
Ngidi, D. P. & Sibaya, (2003). Student teachers anxieties related to practices teaching. South African Journal of Education, 23,18-23.
Oguntunde, G.A. (2009). Perception of undergraduates of the adequacy of microteaching techniques in agriculture teacher preparation. The Voice of Teachers, 2 . retrived on 15th May, 2019 at http://voiceofteachers. org//index.php/ VOT/article/view/63/62.
Okobia, E.O, Ogumogu, E.A, & Osagie, R.O (2013). An analysis of the perceived challenges faced by student-teachers during teaching practice exercise. Journal of Education and Practice, 4(11), 7-11.
Pitsoe, Ve.J & Mila, W.N. (2012). Towards constructivist teacher professional development , Journal of Social Science, 3(2), 71-74.
Tait, A. (1997). Quality Assurance in higher education : selected case studies . Vancouver, BC.: The Common Wealth of Learning. 7
Tagoe, M.A. (2014). Making real the dream of educationfor all through open schooling and open universities in Ghana. Sage Open retrieved on 2nd May, 2019 at http://www.uk.sagepub.com/aboutus/openacess.htm.
UNESCO (2016). Can lifelong learning be the post-2015 agenda for the least developed countries? International Journal of Lifelong Education, 34(5), 551-568.
Uzoedina, G (2015). Lecturers’ perception on impact of teaching practice exercise on students’ teachers’ professional growth in Anambra state. Journal of Emergining Trends in Educational Research and Policy Studies, 6(3)57-261.