Abstract
This article is a literature review on open distance learnings (ODL) in Francophone Sub-Saharan Africa (FSSA). The state of research on this question highlights many topics, such as the supporting reasons for the creation of ODL systems and their potentials. Success, difficulties, and issues linked to their implementation also hold a crucial place in this research. Besides, this literature review shows that studies on ODLs in FSSA emphasize the representations, motivations, and identities of students and university managers, including the historical and cooperative aspects of these third-generation learnings. While most of the research in this field are descriptive or exploratory, others are critical. Beyond these results, research must further explore many perspectives, mainly those related to teaching and learning practices, evaluation, social and university transformations, and the hybrid forms of learning.
Highlights
As Depover and Orivel (2012) and Loiret (2013a) point out in their studies, Open and Distance Learnings (ODL) have been developing since the latter half of the 1990s in French-speaking SubSaharan Africa (FSSA). Karsenti and Collin (2013) note that States and universities in this part of Africa are interested in promoting these third-generation learning systems, despite their technical, socio-economic, and pedagogical deficits
In 2014, for example, 77.25% of admissions to OLD programs managed by the Agence Universitaire de la Francophonie, emanated from Sub-Saharan Africa, of which 43.4% were from West Africa and 30.67% were from Central Africa
Throughout this work, we have described the state of research on ODLs in FSSA, which brings out its portrait throughout the identification of some main topics
Summary
As Depover and Orivel (2012) and Loiret (2013a) point out in their studies, Open and Distance Learnings (ODL) have been developing since the latter half of the 1990s in French-speaking SubSaharan Africa (FSSA). Karsenti and Collin (2013) note that States and universities in this part of Africa are interested in promoting these third-generation learning systems, despite their technical, socio-economic, and pedagogical deficits. As Depover and Orivel (2012) and Loiret (2013a) point out in their studies, Open and Distance Learnings (ODL) have been developing since the latter half of the 1990s in French-speaking SubSaharan Africa (FSSA). If the early development of distance learnings in Africa involved only a few academic institutions such as the African Virtual University, Cheikh Anta Diop University of Dakar, the University Institute of Technology in Bandjoun, and the National Center for Tele-education of Madagascar; today close to hundred ODL systems exist These training programs include local institutional initiatives as well as cooperative projects. The two most represented French-Speaking countries were Cameroon (13.65%) and Burkina Faso (10%) These are all contextual elements which make today, the ODL systems in FSSA constitute one of the topical topics of research in education (Depover & Orivel, 2012). The analysis of the lecture notes provides 10 highlighted points that characterized this research field, as described below
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