Evaluating An Online Programme Review Process in Open Distance Learning: A Case Study Using the CIPP Model

Purpose – The purpose of the paper is to investigate the enhancement of resource sharing with a state-of-the-art transportation system in a large open distance learning (ODL) institution in South Africa. The University of South Africa (UNISA) is an ODL institution, and it has the largest academic library of its kind in Africa. The University is acknowledged as one of the mega-universities of the world with a student body approaching 400 000. In addition to providing an inter-lending service to this large student body and to 3,000 staff, the UNISA Library is a net-lender within South Africa’s inter-lending and resource sharing network. The Library’s inter-lending service forms part of the request services available to all its clients and to the wider community of participating libraries. Daily, an average of 2000 requests is received for processing, retrieval and delivery. This paper provides a brief overview of how the Library’s request service is managed and will discuss the technologies used to speed up the request process. It focuses on an automated radio frequency identification (RFID) transportation system to be implemented as part of the 21st century, newly redesigned UNISA Library. To ensure the speedy availability of material on the shelves after return, this system automatically transports materials via a Paternoster book lift to the respective levels within the Library. Design/methodology/approach – The methodology used in this investigation encompassed a literature study and a study visit to a library where this automated delivery system had been implemented and information was gained from relevant service suppliers. Findings – The UNISA Library found that it is feasible to use the system in terms of the large number of books to be transported from drop-off points to the respective levels. In accordance with the investigation of the number of trolleys to be pushed daily by staff from one point to another, the installation of an automated system will allow more time for shelf maintenance staff to attend to the processing of requests for material and other important but less urgent duties. This will impact positively on the speed of delivery of requests submitted by ODL clients who cannot visit the libraries together with those submitted by local and international inter-library loan partners who depend on the UNISA Library as a net-lender for material not available in their own collections. This will impact positively on availability of material on the shelves and the speed of delivery of requests for information resources submitted by ODL clients who cannot visit the ODL libraries and inter-library loan partners, nationally and internationally, who depend on the UNISA Library as a net-lender for material not available in their own collections. Originality/value – Because rapid delivery of requested information resources has become very important to ensure just in time information, it is important to implement an internal delivery system to support the inter-lending process. This study is useful for libraries that need to deliver many physical items to a large client body.

The trends in open distance learning over the years and its evolution to higher education are interesting phenomena that continue to gain acceptance. While open distance learning serves as an intervening solution, initiated by most African higher institutions for students that missed out on the opportunity of studying in mainstream institutions, there is a need for her tertiary institutions to confront the challenge of making the Institutions open to meet the needs of upwardly enrolling higher education of adult students. However, this study argues that not only is this practice pedagogically unsound, but also clearly contradictory to the policy for open distance learning, for which the institutions were established in the specific context of the University of South Africa. It further highlights the rethink of the pedagogical approach by all stakeholders focusing more closely on the quality of openness in teaching and learning. It seeks guidelines for designing teaching and learning, particularly for Open Distance Learning (ODL) institutions, which only have a policy for distance and online learning and in contrast to the institutions’ agenda by creating opportunities through open distance e-learning nationally and on the African continent. The Transactional Distance Theory was adopted to underpin the study. Also, it highlights the openness in ODL and recommends different innovative ways to take the agenda of Open Distance Learning forward for optimal impact.

PurposeThe purpose of this study was to examine the challenges experienced by in-service English as a Second Language (ESL) teachers in an open distance learning (ODL) institution of higher learning in Malaysia. Many in-service ESL teachers who do not have the necessary teaching qualifications are seeking to obtain their teaching qualifications via the ODL mode of studies as it allows them to work as teachers while obtaining their teaching qualifications at the same time. They face multiple challenges which lead to high attrition rates, a concern for ODL institutions of higher learning worldwide.Design/methodology/approachA qualitative research design using a case study approach was used in this study where in-depth interviews were conducted with four in-service ESL teachers who are currently enrolled in an undergraduate Teaching English as a Second Language (TESL) programme conducted via ODL.FindingsThe research is exploratory in nature. Findings highlighted four major challenges by these in-service ESL teachers: (1) financial difficulties, (2) work commitments, (3) family sacrifices and (4) emotional stress. However, technological use was not considered a challenge as mentioned by literature.Practical implicationsFindings from the study may be useful to ODL institutions to provide relevant support to ODL students to improve student retention rates in ODL institutions.Originality/valueThis study may be considered as a baseline analysis on the challenges experienced by in-service ESL teachers in ODL institution of higher learning in Malaysia. Further in-depth studies are needed to understand how ODL institutions can better support their education programme students to complete their teacher education programmes.

PurposeThis paper presents the features and relevance of open distance learning in the context of the socio-economic conditions of people living in the Union Territory of Jammu and Kashmir (J&K) in India. Although the primary purpose of the present study was to ascertain the effectiveness of the learner support services (LSSs) and different facilities offered by the open distance learning (ODL) institutions in that specific region. On the basis of these findings, few suggestions are made for the improvement in the support services, in order to make the ODL system more responsive to the area-specific needs of the learners, especially those residing in inaccessible areas such as J&K.Design/methodology/approachA survey-based descriptive methodology was applied to conduct this study. The data extracted from primary and secondary sources were analysed to reach certain conclusions. In total, 1,200 distance learners constituted the sample of the research. A semi-structured questionnaire was designed and distributed amongst learners and academics in the region to obtain their feedback and opinion on different aspects of support services and facilities offered to ODL learners.FindingsResults of the study revealed that overall, the LSSs were satisfactory on different parameters, although they slightly varied from institution to institution. However, there was still scope for improvement in certain areas, where institutions further need to make serious efforts to address the identified gaps for improving the LSS and make teaching-learning more learner-centric in view of their specific requirements and local circumstances of J&K.Research limitations/implicationsThe present study focusses on presenting an overview of the only major components of LSS offered by ODL institutions and covers six distance education institutions (DEIs) located in different geographical locations within the limited jurisdiction of J&K. There is still scope to make focused (institution-wise) studies in a more specific situation and context to ascertain the problems in a more realistic way.Practical implicationsAlthough the study has been conducted in a specific territory of J&K, the findings reported in the paper may be equally useful for the other ODL institutions with similar characteristics or located in similar geographical locations, as support services are essential common components of institutions offering distance education programmes or courses.Originality/valueThe study is original research work conducted in the specific context of J&K, and its findings are based on the primary and secondary data collected from learners and other stakeholders of the selected ODL institutions. This work may be significant for the DEIs of J&K to get familiar with the essential components of LSS and develop a mechanism to further improve the academic and administrative support services for distance learners.

Librarians in open distance learning institutions are actively encouraged to develop and implement information literacy programmes for students and academics. This has become a necessity in an open distance learning environment because students and academics function in an information environment that is rapidly developing and becoming increasingly complex. Information literacy is described as a skill that is central to learning. Furthermore, rapid development in technology and the proliferation of information has also led to the transformation of teaching methods at open distance learning institutions. As we embrace methods such as e-learning or blended learning, information literacy training still remains an important factor in producing successful programmes. This paper provides an overview of information literacy training carried out by a group of personal librarians at the University of South Africa library. Information literacy training practice and challenges were identified from the literature as well as a web-based survey. Suggestions on how to tackle these challenges are also offered. This brief study suggests that librarians in open distance learning institutions need to adapt their information literacy training practice to suit their clients’ needs in a progressive open distance learning environment.

In South Africa, the Department of Higher Education and Training (DoHET) has expressed grave concerns about the poor pass rate of first-year accounting students. In an attempt to improve performance, the University of South Africa (Unisa), an open distance learning (ODL) institution, has developed a DVD for the first-year semester module, FAC1502, in financial accounting. This module forms the cornerstone of financial accounting at Unisa and is a prerequisite for all bachelor degrees in commerce and many related courses. FAC1502 has a total annual average registration of 13 000 students. The DVD, a multimedia, technology-enhanced learning support tool, complements flexible teaching and learning and presents a practical workshop for students to study at their own pace and equip them with the necessary basic theory, practical applications and financial accounting skills which underlie further course work.This article reports on the impact of student utilisation of the DVD as a probable effective multimedia intervention towards an improved student pass rate in the FAC1502 semester module. The assessment of the DVD effectiveness takes the quality of the DVD into consideration, as measured against quality standards of regulating bodies such as the College of Economics and Management Sciences (CEMS) of Unisa, SAQA standards and outcomes based guidelines of Unisa and the Department of Higher Education and Training (DoHET). The fact that, barring DVD utilization, other factors – such as a success/ at-risk student profile – might affect student performance and confound the effect of DVD utilization on performance, was catered for in the sampling technique applied in the study.In an ODL environment, a teaching and learning support tool which promotes practical accounting knowledge in a real-life context ensures an innovative way of teaching and supporting students.

Virtual Teaching Dispositions at a South African Open Distance Learning University

The purpose of this paper is to examine the prospective learner’s perception of effective market segmentation and advertising messages for open distance learning (ODL) advertisements. A descriptive study was conducted to assess the perceptions of prospective ODL learners in Malaysia. Selfadministered questionnaires were used to obtain meaningful data from 314respondents. The study was conducted from January to March, 2021. Based on the analysis, accessibility between the ODL institution and its market segments was viewed by the majority of the respondents as more important than substantiality. Furthermore, the respondents agreed that reminders and persuasive messages are significant in attracting audience attention to an ODL institution. The standardised path coefficients have shown that accessibility, reminders and persuasive messages are significant predictors of the sustainability of ODL institutions, whereas substantiality was perceived by the respondents as being insignificant. The results from this study will help ODL institutions be more focused when designing their advertising messages, and will deepen their understanding of market needs. These findings have strong implications for academic ODL institutions, particularly in the aspect of institutional sustainability based on effective market segmentation and the right strategy of advertising messages.

The objectives of this exploratory qualitative study were to determine the challenges of online teaching that were experienced by e-tutors in an open distance learning (ODL) institution, and to suggest possible solutions to overcome these challenges. The study was conducted with a sample of 31 (out of a total of 50) e-tutors in the Human Resource Management Department. Two main open-ended questions were sent to e-tutors in this department via email, to be completed on a voluntary basis. The results indicated that the e-tutors experience challenges such as low participation and lack of commitment by students. Students prefer to interact with the lecturers directly, there is limited or no interaction between lecturers and e-tutors, the e-tutors experience a sense of isolation and feel that their training is inadequate, and students are unclear about the role of the e-tutor, have limited access to technology and experience administrative problems. By analysing the findings of the literature review, as well as the results of the exploratory qualitative study, the researchers were able to identify the solutions by means of which an ODL institution can overcome the challenges of e-tutoring and ensure greater success for both students and the institution.

Graduation rates in a South African Open Distance Learning (ODL) institution have been as low as about 15% overall and attrition around 70%. Various attempts have been made to improve these rates from re-designing curricular, to having courses fully online, academic assistance in form of etutors and recently introduction of the extended programme for students who have not the necessary M-Score (low academic grades). The factors of attrition have been well researched for the last four decades and are grouped into institutional, personal and environmental. Among the institutional factors is also the educator who is more of a facilitator, a course and (should be) instructional designer. This paper expands on work done by Prinsloo (2009), ‘the student walk’, one of the most comprehensive studies done for an ODL institution. Many authors have emphasised the fact that an ODL institution although might offer the same content and courses as a face-to-face institution and in the two modes of delivery of education some personal and institutional factors could be common, the differences require an approach that demands better knowledge of the student and of what he/she brings with (e.g. learning styles and knowledge). The various advantages of an ODL mode of delivery should be maximised and although the educator plays the central role in creating a conducive to ODL education environment, the institution must also on the one hand give full support to the educator on the other hand to ensure it removes all barriers to the progression of the student. The paper argues that the role of the educator has not be fully defined and this could be one of the ‘missing links’ in minimising attrition. The educator ‘should be more than a ‘teacher’ in this fast technological changing world. The educator should become more of an action diagnostic researcher spending his/her time predominantly in diagnosing, conducting action research and applying the findings to the next cohort. Such findings can also be used in form of articles/papers to be published or presented in conferences thus contributing to the research output of the institution.

The COVID-19 pandemic prompted significant changes in higher education assessment practices, including those in Open Distance Learning (ODL) institutions. In response to the pandemic, ODL universities have switched from proctored face-to-face exams to non-proctored and online open-book exams. Although open-book exams provide timely programme completion, educators express concerns about their quality and student outcomes, particularly academic integrity in online exams. Moreover, students’ satisfaction with their academic performance obtained through open-book exams is still being determined. Therefore, this study investigates the influence of students’ experiences with open-book examinations and academic integrity on their satisfaction with academic performance at an ODL university. Data were collected through an online questionnaire completed by 166 students (85 undergraduates and 81 postgraduates) enrolled in Education programmes. The data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings indicate that students’ experience and the online platform support significantly impact their academic satisfaction, which, in turn, has a small effect on their academic Cumulative Grade Point Average (CGPA) performance. However, academic integrity was found to be insignificant for both academic satisfaction and performance. The findings provide new insights into open-book exams and pave the way for future directions to improve online exam practices in ODL institutions.

<p>Scholars in Open Distance Learning (ODL) often refer to distance education as ‘open’. The concept 'openness' on open and distance learning is very fluid and often misunderstood. It is the purpose of this desktop survey to review relevant literature and make interrogation of the concept 'openness'. We advance questions such as; How open is open and distance learning. In what aspects is ODL open and to what extent is the openness. We discuss openness concerning targeted potential students and entry requirements in ODL institutions, the openness of teaching, and learning approaches as well as openness concerning communication, the flexibility of curricula, and assessment. We conclude by answering whether or not ODL institutions are open as well as suggesting measures and ways of enhancing openness in ODL institutions.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0674/a.php" alt="Hit counter" /></p>

Physical activity (PA) is crucial for maintaining a healthy lifestyle, yet it is often overlooked, and many individuals do not engage in regular exercise. In recent years, the rise of Open Distance Learning (ODL) institutions has transformed the educational landscape, enabling students to learn from various locations, including the convenience of their homes. However, this shift to distance learning may contribute to a sedentary lifestyle, particularly for student-teachers who spend extended hours in front of computer screens. This study investigates the health demographic profile of student-teachers within an Open Distance Learning (ODL) institution, emphasizing the impact of distance learning on physical activity levels. With 206 participants, a self-developed questionnaire was used for data collection. Findings revealed a generally low level of physical activity among student-teachers, highlighting the need for increased time, motivation, and suitable facilities. The study underscores the potential long-term consequences of poor health status and limited engagement in physical activities. Recommendations include encouraging student-teachers to incorporate even low-intensity movements into their daily routines. The implications and recommendations are discussed to address the sedentary lifestyle, emphasizing the importance of promoting physical activity for overall well-being.

The purpose of this study is to monitor the nature of on-line interaction between the learners and educators. Data was collected by qualitatively and descriptively. A non probability purposeful sampling technique was chosen. The required data was extracted from the discussion forum interaction. The sample was second and third year health services management learners of an ODL (Open Distance Learning) University in South Africa. Data was collected weekly during the first semester from March to June 2012. The nature/type and trend of interaction were shown. Out of 1,379 learners only 53 participated in the discussion forum. Themes which emerged were assignments, study material, video conference study groups, registration and examination. Challenges revealed were originally academic, technical and administrative. Challenges of delay in getting study material, delay/no response from the lecturers, assignment answers incorrect and no connection from venues of video conference was noted. Recommendation was awareness of collaborative effort to support learner led by top management of researched ODL institution to address the challenges which learners were facing. Learners to be motivated by the educators are actively participate in the discussion forum. Further research is to be done on educators' prospects and challenges of on-line discussion forum interaction in ODL institutions.

PurposeThis research aims to investigate the role played by open distance learning (ODL) in supporting the professional development of in-service teachers in the field of English as a Second Language (ESL) at a Malaysian higher education institution. In a rapidly evolving educational landscape, continuous professional development is essential for teachers, particularly for underqualified in-service educators. ODL offers a flexible and accessible pathway that allows teachers to simultaneously pursue academic qualifications while fulfiling their professional and personal responsibilities.Design/methodology/approachThis study employed a qualitative case study design to examine how ODL influences pedagogical practices. Data were gathered through in-depth interviews with four in-service ESL teachers enrolled in an undergraduate Teaching English as a Second Language (TESL) programme delivered via ODL.FindingsA thematic analysis of the interview data revealed several key insights. The flexibility of ODL allowed participants to balance their work, study and personal responsibilities, although effective time management was critical for success. The programme facilitated the integration of theoretical knowledge with classroom practices and improved instructional strategies. However, some participants found it challenging to apply abstract theories in real-world teaching contexts. Although ODL enabled the immediate implementation of newly acquired techniques, an inadequate technological infrastructure hindered this process. Expert guidance was valuable, yet limited face-to-face interaction posed challenges for some educators.Practical implicationsThe findings offer valuable insights for policymakers and ODL institutions. They highlight the need for strengthened institutional support, improved technological infrastructure and enhanced interactive learning opportunities.Originality/valueThis study highlights the need for enhanced support systems, targeted professional development strategies and policy measures to improve teachers’ effectiveness.