Educational Significance of Open Distance Learning Mode: A Case Study of the University of Ibadan, Nigeria

Abstract

Open Distance Learning (DLC), as an instruction-delivery method, is one of the frontiers of knowledge of learning strategies targeted to meet the need of the ever-increasing global population for capacity and nation-building. It is an educational system that helps e-learners acquire modern technologies for critical thinking, quality education, and research growth. However, some critics and learners still prefer the conventional mode of learning practice on the assumption that Open Distance Learning mode lacks face-to-face interaction, absence of teachers, fixed location, fixed schedule, and close feedback between online facilitators and e-learners. Therefore, this paper investigates the educational significance of Open Distance Learning mode through the use of modern educational technology tools of WhatsApp classroom interactions used to deploy the teaching of English Language and Literature at Distance Learning Centre, University of Ibadan, Nigeria, between online facilitators and e-learners, as open access to knowledge-based information, critical thinking, learning security, interactive mutuality, high innovative skills and research development for capacity and nation-building. Besides, it examines its teaching and learning flexibility and its learning methodological friendliness. Five (5) excerpts are purposively selected from WhatsApp classroom interactions. The article employs Schechner’s performance and Freudian and Jungian Psychoanalytic theories. The data are subjected to content analyses.