FACTOR ANALYSIS OF PROBLEMS OF TEACHING PRACTICAL COURSES IN OPEN AND DISTANCE EDUCATION (A CASE STUDY OF KWARA STATE) (GENERAL EDUCATION PROJECT TOPICS AND MATERIALS)
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
The world over, open and distance method of education is gaining a momentum and becoming more popular than conventional education especially in Nigeria. Open and open and distance learning is an excellent method of reaching the adult learner. Because of the competing priorities of work, home, and school, adult learners desire a high degree of flexibility. The structure of open and open and distance learning gives adults the greatest possible control over the time, place and pace of education; however, it is not without problems. Loss of student motivation due to the lack of face-to-face contact with teachers and peers, potentially prohibitive startup costs, and lack of faculty support are all hurdles to successful open and open and distance learning. Open and distance education is much more flexible and student centered in approach. By allowing students to learn in more convenient locations, and often at more convenient times, open and distance education opens educational opportunity to previously un-reached learners. It also enables students to extend the period of their education from a limited number of schooling years to a lifelong learning process. It changes power and authority relationships between teachers and students and often encourages more equal and open communication than occurs in traditional educational settings. Despite excessive efforts at large, the concept of open and open and open and distance learning has yet to reach its height. Open and open and distance education is a vast term. It has been conceptualized by various educationists in different manners. On the bases of their experiences people define open and distance education differently. This is nothing unusual if you recall the story of the six blind men who went to view an elephant. One blind man got hold of the tail, and went home convinced that an elephant was like a rope. The other one got hold of the tusk, and exclaimed that the elephant was just like a spear. Upon touching the flank, the third blind man concluded that an elephant was like a wall. The remaining three made their own conclusions, depending on the part they happened to touch. When they all got back home, there arose such a disagreement that each man was left confirmed in his ignorance. So, what is this elephant called Open and distance Education? We are fortunate that we are not blind. We are also fortunate that this elephant has been researched into, therefore, there are ideas we can draw upon in the attempt to arrive at a better understanding.
