COURSE CONTENT ORGANISATION IN DISTANCE LEARNING PROGRAMS IN CAMEROON HIGHER EDUCATION INSTITUTIONS
Abstract
Distance Education is a mode of instructional delivery that has gained grounds in Cameroon’s higher education institutions (HEIs).The interest in distance education programs has emerged in response to the need to provide time-bound and location-bound students with access to educational opportunities that would not have been afforded to them if only offered in a traditional, face-to-face format (Belderrain, 2006). As a result, many HEIs in Cameron such as the university of Buea, Dschang, Douala, Yaounde I and II, ICT university, just to name a few have design instruction programmes that are offered though various distance education modes (face-to-face, online and blended).The proliferation of distance learning programs has brought the need to examine not only the type of content provided to learners but also, the way this content is provided to ease students’ learning. The quality of content is one of the factors that determine the quality of education in distance learning.Irrespective of the availability of the content development tool for distance learning, content needs to be presented in such a way that it will be easy for learners to understand and interact with its structure. Designing the quality instruction involves organizing instructional activities to create a satisfying and effective learning experience. Therefore, it is important to describe the way course contents in these distance learning programs are organized so as to determine whether it meets the standards of organization content or not. The purpose of this study is to provide a description of the organization of course content in higher education distance learning programmes.
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