Abstract
Amid the increasing popularity of online learning worldwide, efforts are being made to close the gaps within the system's critical instructional elements (teachers, students, and learning resources). Online facilitation has been touted as a veritable platform that allows seamless interaction between distance learners and their tutors. However, some student-related factors could hinder effective online facilitation at this level of education. Therefore, this study investigated the impact of perceived usefulness and perceived ease of use on students’ acceptance of online facilitation, especially within the Open and Distance Learning (ODL) system of education. The study adopted a mixed-method research design to generate qualitative and quantitative data from the participants. A total of 1193 distance learners across seven faculties participated in the study. The web-based survey results showed that the level of acceptance of online facilitation among students was high, with a weighted average of 4.0. The level of perceived ease of use and perceived usefulness of students were also high with weighted averages of 3.8 and 4.1 respectively. The p-values of 0.002 and 0.02 indicated that there were significant effects of students’ perceived ease of use and perceived usefulness respectively on the level of acceptance of online facilitation as an interactive platform in ODL instructional delivery. Based on these findings, it was recommended that stakeholders need to demystify the online facilitation process and make it user-friendly through adequate training to equip distance learners with the requisite competencies to navigate the platform. Keywords: Perceived ease of use, perceived usefulness, online interaction, learners engagement, instructional gaps. DOI: 10.7176/JEP/12-3-20 Publication date: January 31 st 2021
Highlights
Open and Distance Learning (ODL) is practically characterized by the physical separation between tutors and students
This study examined the effect of perceived usefulness and perceived ease of use on distance learners’ acceptance of online facilitation at the National Open University of Nigeria
With the advancement in technological innovations to bridge the instructional gaps between distance learners and their tutors, online learning is increasingly becoming a positive response to the global quest for increased access to educational opportunities, especially during global health emergency like the COVID-19 pandemic and beyond
Summary
Open and Distance Learning (ODL) is practically characterized by the physical separation between tutors and students. This separation reduces the expected level of interaction within the learning space. The strategic importance of interaction among students, teachers, and learning content has been well established and referenced in many theories of education, especially constructivism learning theory (Picciano, 2017). The lack of sociophysical interaction could trigger unprecedented complexities and depressing experiences in the instructional process as compared with the traditional system of education. Though students can explore the possibilities provided by email and other messaging services, the platforms definitely lack the capabilities to get them the immediate feedback they would get if they were able to sit down with their instructors in the conventional classroom, (Hutt, 2017; Abimbade, Adedoja, Fakayode, & Bello, 2019)
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