Attitudes and Perceptions of Students to Open and Distance Learning in Nigeria

Felix Kayode Olakulehin,David Olugbenga Ojo

doi:10.19173/irrodl.v7i1.313

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.

Highlights

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)
Sixty-six students (55%) perceived that the course materials used in their open and distance learning (ODL) study are of higher quality than the lecture notes provided by lecturers at conventional institutions
Responses to Item 4: “The tutorials in use in ODL are as effective as the lecture methods used in the conventional system,” indicate that there is little difference in students’ perceptions of lectures/ tutorials used in the conventional institutions versus ODL institutions

Summary

Introduction

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). Many early nationalist leaders in Nigeria were 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, when Nigeria assumed full independence. At this time, internal developments have begun in many sectors of the Nigeria economy, including education

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