Improving Student Success Rate in Open Distance Learning Settings through the Principle of Constructive Alignment

Abstract

Statistics indicate that participation and access to higher education (HE) improved drastically, particularly through distance education. Despite the generosity of the massification of HE, a sizeable number of students do not complete their programs on record time. The majority of some of these students drop out. A convincing body of knowledge demonstrates that a plethora of factors contributes toward low student success rates in open distance learning (ODL) contexts. The main purpose of this conceptual argument is that technology-mediated constructively aligned pedagogical practices in ODL contexts can leverage student success rates. This chapter is qualitative and constructivist in nature and largely draws from the theory of constructive alignment and extant scholarship analysis to provide insights and understanding in improving students’ graduation rates in ODL settings. Drawing from the theory of constructive alignment, in this conceptual argument, it can be concluded that aligning the activities of the pedagogical practices (teaching, assessment, and learning outcomes) and delivering them through information and communication technology promotes students’ graduation rates.