Editorial: Digital bridges and virtual scaffolds: reimagining open and distance learning for 2025 and beyond

New innovations in distance and open learning are ever taking place. However, the pace has been intensified in this direction by the advances in information and communication technology. The innovators and early adopters have been there in all the ages who make these innovations take place and new ideas flourish. The book under review is an effort in the direction of documenting the innovations and experiences in the area of distance and open learning. Spread over 19 chapters in all by different masters of their fields, the book gives a snap shot of the new work being done for furtherance of open and distance learning in different parts of the world.

The growth of open and distance learning initiatives has arisen from the wish of employers to train staff with least absence from work, the improvement of facilities to meet the needs of students studying in their own time and the desire of some teachers to promote learning in areas which would not attract sufficient students for traditional methods. It has also been encouraged by the upgrading of more conventional correspondence courses and pressure from those within training and education establishments who see open and distance learning as a way of promoting their own ideas on how people might be helped to learn. The pros and cons of open and distance learning are discussed and definitions provided. Open learning versus traditional approaches are considered. Evaluation of open learning is discussed and its future direction considered.

Virtual and Open Education has recently become a recognized field of education across the globe as the mode of education which helps large number of students to access quality educational opportunities. The purpose of was study to establish the influence of virtual and open learning to private demand for education: The objectives of the project included the following; to determine the current status of enrollment of open and distance learning in Kenyatta University; extent to which Virtual and open learning influence enrollment; challenges facing Virtual and open learning in Kenyan universities. The study was guided by Industrial production model of Otto Peters (1994). The research utilized Descriptive survey method as the main study. The target subject under study consisted of 400 virtual and open students from Kenyatta University. Through random sampling technique and proportional two hundreds (200) open and distant learners from Kenyatta University were identified. The study used purposive sampling to choose three Digital School co-coordinators. The process of data collection involved administering questionnaires and scheduling interviews with the selected individuals. The study relied on both qualitative and quantitative data. When analyzing quantitative the research used descriptive statistics and Statistical Package for Social Science (SPSS version 17).Qualitative data was analyzed by establishing the categories and themes, relationships/patterns and conclusions in line with the study objectives. Results indicated that virtual and open learning influence enrollment at Kenya Universities, where about 6248 virtual and open students have enrolled to the program. Various challenges touching on inadequate funding, network problem, delayed feedback and low teaching staff levels were identified. The study also established that the institutions offering virtual and open learning in Kenya are governed by their own institutional policies .It is articulated that the findings of this study and the recommendations therefore suggested would aid the government and universities in Kenya to achieve their goal of providing quality virtual and open education at affordable cost. It would benefit in policy on guiding on financial provision for virtual and open learning programmes, creating national Open university as well as the articulation of nationwide policies for virtual and open education and efficient use of virtual and open learning resources in providing student support services.

Virtual and Open Education has recently become a recognized field of education across the globe as the mode of education which helps large number of students to access quality educational opportunities. The purpose of was study to establish the influence of virtual and open learning to private demand for education: The objectives of the project included the following; to determine the current status of enrollment of open and distance learning in Kenyatta University; extent to which Virtual and open learning influence enrollment; challenges facing Virtual and open learning in Kenyan universities. The study was guided by Industrial production model of Otto Peters (1994). The research utilized Descriptive survey method as the main study. The target subject under study consisted of 400 virtual and open students from Kenyatta University. Through random sampling technique and proportional two hundreds (200) open and distant learners from Kenyatta University were identified. The study used purposive sampling to choose three Digital School co-coordinators. The process of data collection involved administering questionnaires and scheduling interviews with the selected individuals. The study relied on both qualitative and quantitative data. When analyzing quantitative the research used descriptive statistics and Statistical Package for Social Science (SPSS version 17).Qualitative data was analyzed by establishing the categories and themes, relationships/patterns and conclusions in line with the study objectives. Results indicated that virtual and open learning influence enrollment at Kenya Universities, where about 6248 virtual and open students have enrolled to the program. Various challenges touching on inadequate funding, network problem, delayed feedback and low teaching staff levels were identified. The study also established that the institutions offering virtual and open learning in Kenya are governed by their own institutional policies .It is articulated that the findings of this study and the recommendations therefore suggested would aid the government and universities in Kenya to achieve their goal of providing quality virtual and open education at affordable cost. It would benefit in policy on guiding on financial provision for virtual and open learning programmes, creating national Open university as well as the articulation of nationwide policies for virtual and open education and efficient use of virtual and open learning resources in providing student support services.

Open and distance learning is a fairly new concept in Malawi. The major public provider, the Malawi College of Distance Education, rolled out its activities only about 40 years ago. Over the years, the demand for distance education has tremendously increased. The present government has displayed positive political will to uplift ODL as outlined in the Malawi Growth and Development Strategy as well as the National Education Sector Plan. A growing national interest in education coupled with political stability and a booming ICT industry also raise hope for success. However, a fragile economy with a GNI per capita of -US$ 200 over the last decade, poor public funding, erratic power supply and lack of expertise put strain on efforts towards the promotion of ODL initiatives. Despite the challenges, the nation appears determined to go flat out and explore all possible avenues that could revolutionise education access and equity through ODL. Keywords—challenges, distance education, Malawi, open learning, prospects. List of abbreviations CDSS Community Day Secondary School COL Commonwealth of Learning DEC Distance Education Centre MCC Malawi Correspondence College MCDE Malawi College of Distance Education MGDS Malawi Growth and Development Strategy NESP National Education Sector Plan ODL Open and Distance Learning OL and DE Open Learning and Distance Education Author is with University of Malawi. e-mail: achimpololo@poly.ac.mw

The paper posits the Regional Training and Research Institute for Distance and Open Learning (RETRIDAL) as an institution established for the purpose of enhancing Open and Distance Learning in the West African sub-region. The institute has pursued this mandate with an unparalleled vigour since its establishment in 2003 —a partnership of the Commonwealth of Learning and the National Open University of Nigeria. It is the opinion of this paper that enhancing the Open and Distance Learning mode of education in the West African subregion will require building capacity. Consequently, RETRIDAL has championed this cause through workshops and training sessions as well as commissioning research studies in Nigeria and other West African countries. The objective is to produce suitably qualified manpower that is able to utilise ODL to mitigate the exploding demand for access to education in the sub-region. The paper also foresees a future of ODL and RETRIDAL for West Africa, as many universities are keying into the distance education paradigm.

Demand for higher education in Kenya has continued to rise over the years thereby outstripping the available supply in the conventional face-to-face programmes. This can be attributed to two major factors. First, are the reforms in the basic education sector, for example, the Free Primary Education and the Free Day Secondary Education which have enhanced enrolment and completion rates in these lower levels. Second, is the changing labour market trend which requires workers to be re-tooled during their working life. Universities therefore have to cope with demand for education from young secondary school graduates as well as older citizens who are already working. To meet this high demand for higher education as well as provide flexible education for the working class, universities in Kenya must leverage the potential of ICT in teaching and learning. Despite moves by most universities in Kenya more than a decade ago to embrace Open and distance learning (ODL) programmes that utilise modern ICT technologies in teaching and learning, enrolment in these programmes still remain low compared to the traditional face-to-face platform of delivery. For example, in 2016, Kenyatta University, which had a total student population of about 70,000 had only about 6,000 (8.5%) enrolled in the Digital School of Virtual and Open Learning. The objective of this study is to establish the obstacles that hinder the success of Open and Distance Learning programmes at Kenyatta University. The study employed a sequential mixed methods design that allowed collection of both quantitative and qualitative data. Data was collected from a sample of 207 students through a questionnaire while Key Informant Interviews were conducted with 5 members of staff directly involved either in the management of the ODeL programme or in on-line teaching. The study established that success of the ODeL programme was hampered by technical, instructional, institutional and personal challenges. Key technical challenges faced by both students and staff are insufficient exposure to computers and ICT technology, lack of finances to buy ICT gadgets and lack of internet connectivity. Key institutional challenges facing the programme are delayed delivery of study materials and inadequate learner support services. With regard to instructional challenges, inadequate academic support due to lecturers failing to facilitate units on-line and poorly designed course materials were the key ones. Lastly, learners in the programme faced individual challenges such as financial constraints, insufficient study time, conflict between study and family/work balance. The study recommends the strengthening of learner support mechanisms to address the institutional, instructional and individual challenges faced by learners in the ODeL programme.Keywords: Blended learning, distance learning, e-learning, higher education, ICT, ODel, open learning.

In this chapter, we consider the concept of distance education in relation to open schooling, and then move on to define the concept of open learning. All too often, distance education and open learning are assumed to be synonymous, as evidenced in terms such as ‘open and distance learning’. The concepts of distance education and open learning are distinct and conflating the two has negative consequences for planning in education systems. However, if the meaning of each is properly understood, then it becomes possible to use all of the lessons learned from distance education and the use of ICT in education to create schooling systems that are more intrinsically open and thus better equipped to provide high quality education to learners. We consider how technology can be used to support open learning, with a particular focus on the role that open education resources (OERs) might play in improving quality and reach of education. The chapter ends with a brief example of an OER project supporting K-12 education in South Africa.

The rapid spread of Corona Virus 2019 known as COVID 19 has brought disturbance to a large number of people’s lives and economic stability. It has greatly challenged the people’s holistic way of life with uncertainties considering the significant public health risks COVID-19 poses. This pandemic has affected the global educational systems which led to delve into advanced teaching-learning tools or modalities that would help bring about the transition from the usual face-to-face mode to flexible learning. The objective of this study was to find out the perception of the respondents on the implementation of Flexible Learning in the delivery of nursing education programs as the basis for the recommended course of actions in the schools of nursing. This is a descriptive-quantitative study, which utilized a self-rated standardized questionnaire—The flexibility questionnaire developed by Bergamin et al., (2012). The questionnaires were purposively administered to a total of sixty-six (66) respondents composed of the deans, coordinators/program heads, and faculty members of selected nursing schools in Metro Manila. The results had shown that the respondents agreed to all indicators mentioned in the survey tool. It has therefore shown in this study that respondents desired an approach to flexible learning in which teaching and learning could exercise regulation and jurisdiction.ReferencesAlly, M. (2004). Foundations of educational theory for online learning. In T. Anderson (Ed.), The theory and practice of online learning. 15–44. Athabasca University Press.Arbaugh, J. B. (2000). Virtual classroom characteristics and student satisfaction with Internet-based MBA courses. Journal of Management Education, 24(1), 32–54. doi:10.1177/105256290002400104.Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S.-L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1–6. doi:10.1016/j.iheduc.2008.10.005.Bergamin, P.B., Werlen, E.,Siegenthaler, E., & Zizka, S. (2012). The relationship between flexible and self-regulated learning in open and distance universities. International Review of Research in Open and Distance Learning. 13(2), 101-103.Daniel, J. (2020). Education and the Covid 19 pandemic. Viewpoints/Controversies. https://doi.org/10.1007/s11125-020-09464-3.Ghebreyesus, T. (2020). Addressing mental health needs: an integral part of COVID 19 response. World Psychiatry. 19(2), 129-30.Hart, I. (2000). Learning and the “F” word. Educational Media International, 37(2), 98-101. doi:10.1080/095239800410388.Lewis, R. & Spencer, D. (1986). What is Open Learning?. Council for Educational Technology.Moran, L., & Myringer, B. (1999). Flexible learning and university change. In K. Harry (Ed.), Higher education through open and distance learning: World review of distance education and open learning.157–171. Routledge.Palmer, S.R. (2011). The lived experience of flexible education –theory, policy and practice. Journal of University Teaching and Learning Practice. 8(3), 16.Sadler‐Smith, E., & Smith, J. P. (2004). Strategies for accommodating individuals’ styles andpreferences in flexible learning programmes. British Journal of Educational Technology, 35(4), 395–412. doi:10.1111/j.0007-1013.2004.00399.Shurville, S., O’Grady, T. and Mayall, P. (2008). Educational and institutional flexibility of Australian Educational Software. Campus-Wide Information Systems, Emerald Group Publishing Limited. 25(2), 74-84.Tucker, R. & Morris, G. (2012). By Design: Negotiating Flexible Learning in the Built Environment. Discipline Research in Learning Technology, Co-Action Publishing. 20(1).United Nations. (2020). Policy brief: COVID 19 and the need for action on mental health.

African societies have always had their traditional education. This evolved during the advent of missionary works when most societies were exposed to Western education, which sought to instil “reading of the Bible”. In traditional African education, teaching and learning were done orally, through open gatherings around the fire where the elders told stories, or challenged the youngsters in myths, legends, idioms, and solution-oriented quizzes. With the arrival of European missionaries’ modes of delivery changed as formal classroom setups were introduced. This chapter, which is written from an open distance learning context, looks into ways in which self-reliance and self-directness might be facilitated in an African open learning context. The chapter, which is conceptual in nature, further explores the challenges and possibilities that characterise open and distance learning (ODL). It shall be argued that ODL aims at creating autonomous and self-directed learners who can champion their own learning. The chapter shall draw on the works of Mentz et al. (2019), Mentz and Oosthuizen (2016), and Knowles (Self-directed learning. Association Press, 1975a; Self-directed learning: a guide for learners and teachers. Cambridge Adult Education, 1975b) to argue that self-directed learning (SDL) is a product of autonomous students who, on their own volition, identify their learning needs and create ways of achieving outcomes. Based on the ODL experiences, the chapter shall argue that ODL is a student-centred mode of delivery. Thus, through a convergence of ODL and SDL, students employ various interventions to create and co-create knowledge and solutions to their own learning. Against this backdrop, the chapter shall argue that SDL and ODL are pertinent modes of delivery of teaching and learning in times of global crises such as the current COVID-19.KeywordsOpen and distance learningSelf-directed learningAutonomous learnersTraditional African education

This paper employs the Community of Inquiry Theoretical Framework to examine the instructors’ conceptions of training efficacy and motives for online instruction in open and distance learning mode at the Open University of Tanzania (OUT). Using a hermeneutic phenomenology research design, data were collected from 25 instructors at the Open University of Tanzania through in-depth interviews, which were corroborated with questionnaires. Findings from the study indicated that, generally, continuous professional development significantly impacts how instructors teach in the online environment. Although most participants rated training as an effective strategy for online instruction, the programmes lacked regularity and fell short of more relevant training programmes. More specifically, findings indicated that the training package missed some essential contents required by instructors. A wide range of motives for conducting online training is elaborated. This paper recommends that institutions invest in relevant regular training programs for online instructors and ensure comprehensive training packages. Keywords: distance learning, online instruction, online learning, open and distance learning, open learning

With the integration and advancement of new technology, Distance and Open Learning has taken different forms. It has gradually become more general, less non-traditional and sometimes a main trend in several countries. This article discusses the concept of Open and Distance Learning and focuses on the strengths and weaknesses of different models of ODL, especially for countries like Sri Lanka. The Correspondence Model based on print technology mostly has now evolved into the Intelligent Flexible Learning Model which aims to capitalize on the fastness of the Internet and the Web. While the Fifth Generation of ODL offers a large number of advantages, several constraints such as marginalization of certain groups of learners who were not raised with digital technologies, the credibility of data and information downloaded from the Internet, speed of the Internet, the time taken to download and upload materials and the time taken by the instructors to respond to students have been identified. While technology is an effective strategy to overcome barriers to education, its use could also impose other barriers. The authors stress that any technology which does not facilitate those who are really disadvantaged and bequeaths advantages only to those who already have access to formal education should be weighed carefully for its costs and benefits. DOI: http://dx.doi.org/10.4038/ouslj.v6i0.4112 OUSL Journal (2010) Vol. 6, (pp. 22- 43)

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Accounts of experience and direct testimony are used extensively in health and social care education. In the sphere of open and distance learning (ODL) they both offer a richness and texture in the materials and form the focus for the use of a spectrum of ‘human data’, which are central to the health and social care professions. This article discusses some of the uses of experience and testimony in ODL relating to health and social care and examines ways in which testimony is transformed for pedagogic purposes in open and distance learning.