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    Attitudes and Perceptions of Students to Open and Distance Learning in Nigeria David Olugbenga Ojo and Felix Kayode Olakulehin National Open University of Nigeria Abstract In the West African Region of Africa, the National Open University of Nigeria (NOUN) is the first full fledged university that operates in an exclusively open and distance learning (ODL) mode of education. NOUN focuses mainly on open and distance teaching and learning system, and delivers its courses materials via print in conjunction with information and communication technology (ICT), when applicable. This ‘single mode’ of open education is different from the integration of distance learning system into the face- to- face teaching and learning system, which is more typical of conventional Universities in Nigeria and other parts of the world. Thus, NOUN reflects a novel development in the provision of higher education in Nigeria. This study assesses the attitudes and perceptions of distance teaching and learning by students enrolled in the NOUN and of the National Teachers’ Institute (NTI) compared to their experiences at conventional universities. One hundred and twenty (n = 120) randomly selected NOUN and NTI students of NOUN were the subjects of the study. The Students’ Attitude and Perception Rating of Open and Distance Learning Institutions Inventory (SAPRODLII), developed by the researchers, was administered to the subjects to measure their attitudes and experiences. Results of the study showed that students generally have a positive perception and attitude towards ODL, compared to traditional forms of higher education. Keywords: perception; attitude; flexibility; self-directed learning; conventional institution; learners Introduction Since the colonial period, correspondence colleges from the United Kingdom have provided intermediate and advanced level training to a number of suitably qualified Nigerians via correspondence courses (Owoeye, 2004). Being the only method of distance education available at the time, a large number of secretarial, commercial, and middle level administrators were trained using this mode of education. Many early nationalist leaders in Nigeria were also trained through this modality before they had the opportunity to travel to the United Kingdom to further their education (Adesina, 1988). Training was later extended to the preparation of students for the General Certificate Examinations – Ordinary and Advance levels – by notable institutions such as the Rapid Results College, Wolsey College, as well as Cambridge University and University of London (Owoeye, 2004). Delivery from foreign providers stopped, however, when Nigeria assumed full independence. At this time, internal developments began in many sectors of the Nigeria economy, including education. The dynamics of globalization, plus the introduction of information and communication technologies (ICT), resulted in a tidal wave of information that has, in many cases, overwhelmed many countries around the world in the last few decades. This has resulted in radical changes in the educational needs of individuals and society at large, and is reflected in the emerging need for additional specializations in learning. Because the world of work is more complex and fluid, newer approaches to working and learning are in demand; and more than ever before, educational institutions are required to imbue their students with functional lifelong learning skills they need to survive and meet the changes of the twenty-first century. Experiences both nationally and internationally have shown that conventional education is extremely hard pressed to meet the demands of today’s socio-educational milieu, especially for developing countries like Nigeria. In Nigeria, there exists a wide gulf between the demands for spots in the educational system at the tertiary level versus the actual number admitted annually (see Table 1). Table 1. Number of applicants and number of stu

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    Attitudes and Perceptions of Students to Open and Distance Learning in Nigeria David Olugbenga Ojo and Felix Kayode Olakulehin National Open University of Nigeria Abstract In the West African Region of Africa, the National Open University of Nigeria (NOUN) is the first full fledged university that operates in an exclusively open and distance learning (ODL) mode of education. NOUN focuses mainly on open and distance teaching and learning system, and delivers its courses materials via print in conjunction with information and communication technology (ICT), when applicable. This ‘single mode’ of open education is different from the integration of distance learning system into the face- to- face teaching and learning system, which is more typical of conventional Universities in Nigeria and other parts of the world. Thus, NOUN reflects a novel development in the provision of higher education in Nigeria. This study assesses the attitudes and perceptions of distance teaching and learning by students enrolled in the NOUN and of the National Teachers’ Institute (NTI) compared to their experiences at conventional universities. One hundred and twenty (n = 120) randomly selected NOUN and NTI students of NOUN were the subjects of the study. The Students’ Attitude and Perception Rating of Open and Distance Learning Institutions Inventory (SAPRODLII), developed by the researchers, was administered to the subjects to measure their attitudes and experiences. Results of the study showed that students generally have a positive perception and attitude towards ODL, compared to traditional forms of higher education. Keywords: perception; attitude; flexibility; self-directed learning; conventional institution; learners Introduction Since the colonial period, correspondence colleges from the United Kingdom have provided intermediate and advanced level training to a number of suitably qualified Nigerians via correspondence courses (Owoeye, 2004). Being the only method of distance education available at the time, a large number of secretarial, commercial, and middle level administrators were trained using this mode of education. Many early nationalist leaders in Nigeria were also trained through this modality before they had the opportunity to travel to the United Kingdom to further their education (Adesina, 1988). Training was later extended to the preparation of students for the General Certificate Examinations – Ordinary and Advance levels – by notable institutions such as the Rapid Results College, Wolsey College, as well as Cambridge University and University of London (Owoeye, 2004). Delivery from foreign providers stopped, however, when Nigeria assumed full independence. At this time, internal developments began in many sectors of the Nigeria economy, including education. The dynamics of globalization, plus the introduction of information and communication technologies (ICT), resulted in a tidal wave of information that has, in many cases, overwhelmed many countries around the world in the last few decades. This has resulted in radical changes in the educational needs of individuals and society at large, and is reflected in the emerging need for additional specializations in learning. Because the world of work is more complex and fluid, newer approaches to working and learning are in demand; and more than ever before, educational institutions are required to imbue their students with functional lifelong learning skills they need to survive and meet the changes of the twenty-first century. Experiences both nationally and internationally have shown that conventional education is extremely hard pressed to meet the demands of today’s socio-educational milieu, especially for developing countries like Nigeria. In Nigeria, there exists a wide gulf between the demands for spots in the educational system at the tertiary level versus the actual number admitted annually (see Table 1). Table 1. Number of applicants and number of stu

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    20 views23 pages

    Bedi Enterprises

    Uploaded by

    sonabeta07
    Attitudes and Perceptions of Students to Open and Distance Learning in Nigeria David Olugbenga Ojo and Felix Kayode Olakulehin National Open University of Nigeria Abstract In the West African Region of Africa, the National Open University of Nigeria (NOUN) is the first full fledged university that operates in an exclusively open and distance learning (ODL) mode of education. NOUN focuses mainly on open and distance teaching and learning system, and delivers its courses materials via print in conjunction with information and communication technology (ICT), when applicable. This ‘single mode’ of open education is different from the integration of distance learning system into the face- to- face teaching and learning system, which is more typical of conventional Universities in Nigeria and other parts of the world. Thus, NOUN reflects a novel development in the provision of higher education in Nigeria. This study assesses the attitudes and perceptions of distance teaching and learning by students enrolled in the NOUN and of the National Teachers’ Institute (NTI) compared to their experiences at conventional universities. One hundred and twenty (n = 120) randomly selected NOUN and NTI students of NOUN were the subjects of the study. The Students’ Attitude and Perception Rating of Open and Distance Learning Institutions Inventory (SAPRODLII), developed by the researchers, was administered to the subjects to measure their attitudes and experiences. Results of the study showed that students generally have a positive perception and attitude towards ODL, compared to traditional forms of higher education. Keywords: perception; attitude; flexibility; self-directed learning; conventional institution; learners Introduction Since the colonial period, correspondence colleges from the United Kingdom have provided intermediate and advanced level training to a number of suitably qualified Nigerians via correspondence courses (Owoeye, 2004). Being the only method of distance education available at the time, a large number of secretarial, commercial, and middle level administrators were trained using this mode of education. Many early nationalist leaders in Nigeria were also trained through this modality before they had the opportunity to travel to the United Kingdom to further their education (Adesina, 1988). Training was later extended to the preparation of students for the General Certificate Examinations – Ordinary and Advance levels – by notable institutions such as the Rapid Results College, Wolsey College, as well as Cambridge University and University of London (Owoeye, 2004). Delivery from foreign providers stopped, however, when Nigeria assumed full independence. At this time, internal developments began in many sectors of the Nigeria economy, including education. The dynamics of globalization, plus the introduction of information and communication technologies (ICT), resulted in a tidal wave of information that has, in many cases, overwhelmed many countries around the world in the last few decades. This has resulted in radical changes in the educational needs of individuals and society at large, and is reflected in the emerging need for additional specializations in learning. Because the world of work is more complex and fluid, newer approaches to working and learning are in demand; and more than ever before, educational institutions are required to imbue their students with functional lifelong learning skills they need to survive and meet the changes of the twenty-first century. Experiences both nationally and internationally have shown that conventional education is extremely hard pressed to meet the demands of today’s socio-educational milieu, especially for developing countries like Nigeria. In Nigeria, there exists a wide gulf between the demands for spots in the educational system at the tertiary level versus the actual number admitted annually (see Table 1). Table 1. Number of applicants and number of stu

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    of 23

    Enterprises

    COSTING AND PRICING OF BUILDING


    Presented To Mr. Pankaj Goel Presented By Navjot Singh BBA 5th Semester Roll No. 1105987

    ACKNOWLEDGEMENT

    First and foremost my heartfelt thanks to God Almighty for helping me in all my ways. I express my deep gratitude to Dr. (Col.) H.S. Singha & Dr. Sandhya Mehta who has provided me the necessary information and also for the support extended in the completion of this report. I owe my gratitude to my guide Mr. Pankaj Goel, Assistant Professor, for his valuable suggestions and support from the start to the completion of this study. Navjot Singh

    COMPANY PROFILE BEDI ENTERPRISES


    Bedi Enterprises is one of the leading Infrastructure Company in Ludhiana now. This Company has been established on 13th Jan. 2007. It is consisting of Real Estate Business. Understanding the need of fast changing world Bedi Enterprises has come up with customized residential and commercial complexes and agricultural land, keeping in mind stringent quality policy and international standard infrastructure practices.

    To establish a benchmark for developing the new India and to remain at the commanding height in Real Estate Business. To provide people with the world class Real Estate concepts with Professionalism, Ethics, Quality and Customer Service.

    OBJECTIVES OF BEDI ENTERPRISES

    Meeting ever growing challenging requirements in todays competitive world through strong quality systems. Creating dedicated and confident work force through continual development process. Adding value to the investors.

    COMPANY'S ACHIEVEMENTS

    Retail Market & E-commerce Wellness Industry Infrastructure Real Estates "Flats & Duplexes" Resorts Property & Investment

    COMPETITOR PROFILE

    Ambuja Realty Group Sun City Projects Merlin Groups Magicbricks Ghar4u NK Realtors

    COST OF THE FLAT

    DOWN PAYMENT

    EMI STRUCTURE (Installments)

    100%

    PARTIAL

    Spread Over a Long Period (Max.20Years)

    Shorter Span

    May Result in a Discount Being Offered. Reduction in Incidence of Interest

    Attract higher Principal Lower Interest

    FINANCING FACILITIES ON OFFER


    The various financing facilities that Bedi Enterprises. could take advantage of are: Offering loan against property Tie up with Recognized HDFC Bank Tie up with Commercial Banks Financial Institutions offering such Finances. Mortgaging Financing by self /Relatives

    OBJECTIVES OF THE STUDY


    To find out the out put Margin to the Cost of Finance. To find out the Profitability. To find out the how Bedi Enterprises sells their products.

    SIGNIFICANCE OF THE STUDY


    The project is of extreme significance to me as the whole cost of constructing a flat has been found out as well as the details regarding the profit margin has been calculated. It has helped me significantly as I am entering into the business of construction so have a blue print of the same with me.

    RESEARCH METHODOLOGY

    The primary source of data is questionnaires as part of the survey. This data forms the backbone of the analysis of the respondents requirements. The secondary sources of the data is the companys websites and manuals. This mainly provided information about companys profile. This helped in gaining knowledge about the industry. The sample size for the survey related to customer. The sampling technique to be used is convenience sampling. TOOLS TO BE USED : Graphs & - Pie- Charts

    LIMITATIONS

    Time constraint. The sample size was not sufficient. Respondents did not provide the accurate information due to hesitation.

    WHAT KIND OF PROPERTY INVESTMENT YOU ARE LOOKING FOR?


    KIND OF PROPERTY

    21% Resedential Commercial 79%

    Out of the total sample of 100 respondents 79 % of the respondents are interested in investing in Residential complex while only 21 % are interested for commercial complex. This represent that there exists a requirement of residential complex more than the commercial complex.

    WHAT TYPE OF PROPERTY YOU ARE INTERESTED IN?


    TYPE OF PROPERTY PEOPLE ARE INTERESTED IN
    8% 24% Resedential Commercial plot Resedential flat 53% 15% Commercial shop

    Out of the total sample of 100, more than half of the respondents are interested in residential flats . Also 24% of them are interested in residential plot. Whereas only 23% of the total respondents are interested in commercial plot or commercial shop. Thus reinforcing the above stated point that the demand for residential flats exceeds the commercial flats .

    WOULD YOU PREFER A PLOT ADMEASURING AREA 100 Sq. Yrds. IF MADE AVAILABLE AND DEVELOPED
    OWN A FLAT IN RESEDENTIAL COMPLEX
    20%

    Yes No

    80%

    As per the diagram above it can be seen that 80 % of the total respondents are interested in owning a flat in residential complex whereas only 20 % of the respondents says that they have no interest in owning the flat in residential complex

    IF YES WHAT PRICE WOULD YOU WILLING TO PAY FOR THE PLOT IN LAKHS?
    PRICE WILLING TO PAY FOR THE PLOT Size 100 sq mts 10% 15% 50% 25% 5 to 10 10 to 20 21 to 40 >1 Crore

    This represents as to what percentage of employees are willing to pay for the plot within the range specified .As per the above diagram half of the total respondents are willing to pay between 5 to 10 Lakhs Per acre of land offered to them whereas 25 % of the respondents can even pay between the price range of 10 to 20 Lakhs. While only 15 % are ready to pay a price that can lie between 21 to 40 Lakhs. 10 % of the respondents are even willing to pay even a price ranging between 40 Lakhs to 1 crore.

    DO YOU WANT ADD ONS LIKE UTILITY SHOPPING COMPLEX INCLUDING A MOTHER DAIRY OUTLET, PROVISION STORE, CHEMIST SHOP, CLUB, GYM, SWIMMING POOL,SPA,ETC.,
    UTILITIES ADDONS NEAR THE FLAT

    30%

    70%

    Yes

    No

    According to the diagram above, 70% of the total respondents want to add ons like utility shopping complex including a mother dairy outlet, provision store, chemist shop, club, gym, swimming pool, spa, etc.

    WHY DO YOU PREFER A FLAT?


    PREFER A FLAT

    20%

    25%

    20% 35%

    ECONOMY/AFFORDABLE

    SECURITY

    COMMON FACILITY

    COMMUNITY LIVING

    According to the diagram above, 35% of the total respondents prefer flat for security purpose , 20% of respondents prefer flat for economy / affordable

    FINDINGS

    People are interested for more of residential flats rather than commercial plots or shops While constructing the flats certain factors need to be kept in mind as these are the major reason for preferring flats in comparison to residential plots. There is a high requirement for the various addons that shall be provided to the people along with the flats People are also ready to pay between 25 to 35 lakhs for a two bedroom flat, if addons are provided whereas for a three bedroom flat they are willing to pay within the price range of 51 to 60 lakhs . Now since we have found out the requirement for the residential flats, the next step is to find out the cost of the flat.

    SUGGESTIONS

    The promoter Bedi Enterprises has borrowed money from the market for the purchase of land and this was at very high rate of interest. The development charges and infrastructure has to be made upfront where as the recovery will come only at the time of allotment of flats. Even the borrowing amount charges from the prospective buyers would not be sufficient to meet development charges and material purchase charge such as Bricks, Steel, Cement, etc. Since all the revenue will be a different income more than the actual cost incurred the interest charges to be borne become critical.

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