Forty Years of Distance Education: Challenges and implications at the Open University of Sri Lanka

	Characteristics of Delivery Technologies
Models of Distance Education and Associated Delivery Technologies	Flexibility			Highly Refined Materials	Advanced Interactive Delivery	Institutional Variable Costs Approaching Zero
	Time	Place	Pace	Highly Refined Materials	Advanced Interactive Delivery	Institutional Variable Costs Approaching Zero
FIRST GENERATION The Correspondence Model
• Print	Yes	Yes	Yes	Yes	No	No
SECOND GENERATION The Multimedia Model
• Print	Yes	Yes	Yes	Yes	No	No
• Audiotape	Yes	Yes	Yes	Yes	No	No
• Videotape	Yes	Yes	Yes	Yes	No	No
• Computer-based learning (e.g. CML/CAL/IMM)	Yes	Yes	Yes	Yes	Yes	No
• Interactive video (disk and tape)	Yes	Yes	Yes	Yes	Yes	No
THIRD GENERATION The Telelearning Model
• Audio tele-conferencing	No	No	No	No	Yes	No
• Video-conferencing	No	No	No	No	Yes	No
• Audiographic Communication	No	No	No	Yes	Yes	No
• Broadcast TV/Radio and audio-teleconferencing	No	No	No	Yes	Yes	No
FOURTH GENERATION The Flexible Learning Model
• Interactive multimedia (IMM) online	Yes	Yes	Yes	Yes	Yes	Yes
• Internet-based access to WWW resources	Yes	Yes	Yes	Yes	Yes	Yes
• Computer-mediated communication	Yes	Yes	Yes	Yes	Yes	No
FIFTH GENERATION The Intelligent Flexible Learning Model
• Interactive multimedia (IMM) online	Yes	Yes	Yes	Yes	Yes	Yes
• Internet-based access to WWW resources	Yes	Yes	Yes	Yes	Yes	Yes
• Computer-mediated communication, using automated response systems	Yes	Yes	Yes	Yes	Yes	Yes
• Campus portal access to institutional processes and resources	Yes	Yes	Yes	Yes	Yes	Yes

Table 2

Progression of e-functionalities at the OUSL

Division	Automated functionalities	Progression of e-functionalities
IT Division	e-Information repositories	establishment of OUSL MIS (OMIS) with several sub-systems using local servers a new financial management system, including General Ledger, Accounts Payable and Purchase Orders, Human Resources and Pay Roll modules document management and human resource systems student administration system (MyOUSL) enabling students to view their records such as payment status, examination results, and notices established the OUSL OMIS intranet to access information such as circulars, policy documents, minutes of meetings etc. as e-copies in the central campus integrated Library LMS with the OMIS
	e-Applications	initiated downloadable online applications via the OUSL web since 2009 commenced online student enrolment since 2017 replacing manual entries
	e-Administration	connected all the computer terminals in the central campus via Local Area Network (LAN) with internet facilities enabling free OUSL email (Allou) extended connection to the nine regional centres through a Wider Area Network (WAN) enhancing staff communication established free Wi Fi access points in the main campus and regional centres facilitated cloud-based web conferencing ZOOM technology to conduct meetings during the COVID 19 outbreak period Initiatives have taken to migrate OMIS and OUSL LMS to cloud-based system.
	e-Teaching and learning	initiated interactive web conferencing system using Big Blue Button enabling lecturers in Colombo centre to connect with remote learners facilitated cloud-based web conferencing ZOOM technology during the COVID 19 outbreak period in 2020 in order to encourage teachers to teach from home
Library	e-Information repositories/e-administration	commenced computerising of library catalogue with Information Storage and Retrieval System (CDS/ISIS), developed, maintained and disseminated by UNESCO in 1991, circulation system in 1993, acquisition with Dbase in 1995 and with bar code entries in 1999 (OUSL library, 2020, pp. 29-30) introduced integrated library management system (ALIS for windows) in 2003 expanded and developed its own Content Management System (CMS) using open source software; KOHA and achieved the fully process automation status in 2003. It was the first university library in Sri Lanka to achieve the fully process automation status provided a dedicated space (“Virtual Library”) in the central campus with internet connection to the OUSL learners to view digital resources in 2006 expanded the “Virtual Library” to a remotely accessible digital library in 2009 through the library web portal. It is an online resource repository and a very popular service receiving positive feedback from the overseas users as well developed a national automation system by networking the OUSL library with all public libraries in Sri Lanka (National e-library centre) at the Public Library since 2014 through the funding from provincial and local governments initiated expansion to access the OUSL learning resources through the public libraries through an e-public information system.
CETMe	e-Information repositories	initiated OUSL OER repository consisting of OUSL learning resources and made them available through the OUSL web since 2014 initiated two OUSL repositories to house OUSL video productions; “OpenCast” and “OpenUtube” (with curated OUSL productions) in 2018 initiated a dedicated audio channel; “Radio OUSL” to enhance communication (Centre for Educational Technology and Media, 2020, pp. 24-28)
	e-Teaching and learning	took the responsibility of online course design and development since 2007 initiated in conducting online tests across all regional centres since 2007
	e-Interface	enhanced OUSL LMS (OUSL ELearn) since 2017 giving more reliable solutions to teachers and learners enabled easy access for students to MyOUSL and OUSL Elearn with identical user control credentials since 2018

Table 3

Some of the quotations for either successful or hindered strategies for mitigation

Challenge	Successful mitigation strategies	Strategies hindered mitigation
Leadership	… strong skills of persuasion, and the stabilization of the regional centre network in the 1990s was a major step forward (Raheem, 2010, p. 26).	… OUSL did not have the foresight to carry out this experiment that would have been cost-effective and also would have provided some lessons … (Vidanapathirana & Abeysekera 2010, p. 122).
Governance	There were very clear objectives why the OUSL was established … But due to various pressures, desires, comforts, and conveniences, people modified to suit the consensus … Key features of this university must be maintained … (Interview with Former Vice-Chancellor).	… dissatisfaction at the lack of additional institutional support for those who work beyond their routine duties (Ariadurai & Manohanthan 2008 p. 5)
Staff commitment	… those who were committed to online conversion continuously improve their products with new changes, additions and improvements… (Liyanagama, Kulasekera & Vidanapathirana, 2015, p. 10)	… encourage the young inexperienced programmers to adopt appropriate team working practices … the regular departure of team members to better paid jobs in the private sector … (Johnson & Johnson, 1999, p. 39).
Sustainability of the interventions	Model 2 proved to be a more efficient and sustainable model … since the ET Division’s knowledge base continues to grow … (Jayasooriya et al., 2008).	non-inclusion of the relevant staff during the project and just handing over the tasks at the end of the project to a division with inexperienced staff without any training and technical facilities (Senior Administrative staff 2)

Table 4:

Proposed Mitigation Strategies for future technological interventions

	Challenge	Proposed Mitigation Strategies for future interventions
1.	Lack of infrastructure facilities and physical resources	collaborations and partnerships (local and foreign) through projects and donations
2.	Lack of expertise	on the job training off-shore/onsite training through collaborations/partnerships onsite regular training by the trained master trainers onsite/off-shore workshops on emerging technologies
3	Visionary Leadership	strong skills of persuasion to mitigate challenges take timely and sometime radical decisions to fulfill the vision identify “enablers” and facilitate the process prioritize essential tasks implement decisions quickly enabling interventions enable support structures/ dedicated units monitor the progress of implementation drive all the staff collectively to the goal through participatory approach institutionalize individual/departmental/faculty level best practices
4	Good Governance	formulate policies establish organizational structures and streamline mechanisms prepare guidelines and Standard Operating Procedures (SOPs) Identify strategies for implementation formulate monitory mechanism to check the progress and take remedial measures
5	Staff Readiness/commitment	exposure/induction regular staff training involve them in the project/innovation provide support mechanisms regular encouragement, appreciation using motivational strategies
6	Organizational culture	strengthen infrastructure, physical and human resources establish dedicated units with adequate resources and human resources encourage staff provide devices – tablet/laptop/desktop computers or financial assistance provide concessions or free access provide free telephone number/s for students and staff so that the cost will be borne by the institution create a stable and conducive learning environment
7	Adoption of Technology	regular awareness/training to make the staff ready for innovation provide infrastructure facilities provide technical experts/support develop user-friendly e-interfaces propose alternative support strategies in case the major one fails
8	Sustainability of the interventions/ innovative practices beyond the project period	formulate a sustainable plan at the beginning of the project develop strategies for institutionalization of best practices/innovations draw mechanism for generating funds encourage collaborations and partnerships use motivational strategies for staff implement realistic time schedules facilitate staff retention through addressing grievances and encouragement

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DOI: https://doi.org/10.5944/openpraxis.12.3.1122 | Journal eISSN: 2304-070X

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Language: English

Page range: 311 - 327

Submitted on: May 8, 2020

Accepted on: Aug 31, 2020

Published on: Sep 30, 2020

Published by: International Council for Open and Distance Education (ICDE)

In partnership with: Paradigm Publishing Services

Keywords:

Open and Distance Learning,

Generations of Distance Education,

Open University of Sri Lanka,

Online Learning,

Reflective practices

© 2020 Buddhini Gayathri Jayatilleke, Geetha Udayanganie Kulasekera, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 12 (2020): Issue 3