Leveraging the Capabilities of Online Facilitation as an Interactive Mode of Instructional Delivery in Open and Distance Learning in Nigeria

Adewale Adesina

doi:10.7176/jep/11-36-12

Abstract

The need to bridge the instructional gap that exists between teachers and their learners in open and distance learning (ODL) has been widely acknowledged in literature. Scholars have advocated for instructional delivery channels that will facilitate interaction and engagement in the system. Online facilitation remains a crucial component of ODL as it allows seamless interaction between lecturers and students anytime, anywhere. However, this mode of instructional delivery could be hindered by some teacher-related factors, as facilitators have strategic roles to play in content development and delivery. This study was, therefore, carried out to investigate the impact of perceived usefulness and perceived ease of use on facilitators’ acceptance of online facilitation in the ODL system of education. The study adopted mixed method research design. A total of 55 facilitators participated in the study and web-based survey was used to collect quantitative and qualitative data from the respondents. The result revealed that the level of acceptance of online facilitation among lecturers was high, with the weighted average of 4.3. The level of lecturers’ perceived ease of use and perceived usefulness were also high with weighted averages of 3.9 and 4.3 respectively. There was a significant impact of perceived ease of use on lecturers’ level of acceptance of online facilitation as a veritable channel for instructional delivery. Based on these findings, it was therefore recommended that stakeholders in open and distance learning should provide relevant instructional and infrastructural resources to promote effective integration of synchronous and asynchronous online facilitation to engender active participation of students in the teaching-learning process. Keywords: Perceived ease of use, perceived usefulness, instructional gap, online interaction, instructional delivery, online learning DOI: 10.7176/JEP/11-36-12 Publication date: December 31 st 2020

Highlights

The exponential growth in the number of students seeking admission into higher level of education has necessitated the need for open and distance learning (ODL) institutions to leverage the capabilities of technology, with a view to creating a community of learners that would be able to interact among themselves and with their tutors
(2012) investigated the learning outcomes of 25 pre-service teachers in an online video-based learning community and the findings showed that participants gained immensely from peer interaction, self-reflection and collaborative opportunities provided by online facilitation
The findings showed that the level of perceived ease of use of online facilitation among participating lecturers was high

Summary

Introduction

The exponential growth in the number of students seeking admission into higher level of education has necessitated the need for open and distance learning (ODL) institutions to leverage the capabilities of technology, with a view to creating a community of learners that would be able to interact among themselves and with their tutors. This could be achieved regardless of the temporal and spatial gaps among the critical elements within instructional process. The impact of online facilitation in enhancing ODL instruction has been well established in different parts of the globe. So (2012) investigated the learning outcomes of 25 pre-service teachers in an online video-based learning community and the findings showed that participants gained immensely from peer interaction, self-reflection and collaborative opportunities provided by online facilitation

Methods

Discussion

Conclusion