Open And Distance Learning Institutions Research Articles

A Critical Governance Infrastructure Framework at ODL Institutions and Best Practices for its Protection during and beyond New Normal

The outbreak of Covid-19 has forced us to extend distance education beyond territorial boundaries, mainly due to limitations caused by pandemic conditions. A critical governance infrastructure (CGI) for open and distance learning (ODL) institutions is presented to manage the "new normal" institutional governance activities quite efficiently and effectively. The CGI is supplemented with control systems to efficiently monitor critical information and control critical parts of institutional centres and associated services. Its vulnerabilities to basic attacks (such as cyber attacks and physical attacks) have been analysed. The emerging new challenges and risks for ODL governance, the cyber security crises, and its protection management are presented. Lastly, best practices for protecting and managing the CGI are recommended so as to achieve a safe, robust, and resilient CGI for the ODL institutions. It is inferred that the incorporation of such a CGI into the institutional education system would play a prominent role in establishing an uninterrupted and efficient governance system that is necessary for the sustainable development and growth of the ODL institution concerned during and beyond the "new normal".

Assessing Student Support Services in Open and Distance Learning: The Case of Botswana Open University

ABSTRACT
 To ensure that all students studying through the open and distance learning (ODL) system have enduring learning experience and success, there is a need for a practical and effective student support system. Research in the United Kingdom and elsewhere has shown that the rate of attrition is higher in ODL when compared to the conventional systems. In an ODL environment, student support services entail academic, psychosocial, and administrative support. Botswana Open University (BOU) is no exception to having pitfalls considering the queries raised by students. This study assessed the effectiveness of student support services in an ODL institution like BOU. The researchers adopted Tinto’s Student Integration Model as their theoretical benchmark. The model states that students are more likely to remain enrolled in an institution if they become connected to the social and academic life of that institution. A qualitative design involving interviewing tutors, students, heads of departments, tutor coordinators, and the student counsellor allowed for collection of data that was thematically analysed. The findings identified challenges related to administrative, academic and psychosocial support. Based on these findings, recommendations were made to improve student support services at BOU.
 Key words: Student Support Services, Open and Distance Learning, eLearning Support, Academic support, Psychosocial support, administrative support

Development of self-regulated lifelong learning (SR3Ls) model in the era of IR4.0 for post-pandemic economy

PurposeTo continue to stay relevant in the era of Industry Revolution 4.0 (IR4.0) alongside the unprecedented disruption of COVID-19, the importance of lifelong learning is indisputable though this concept has existed for decades. In this context, open and distance learning (ODL) institutions are urged to re-think and re-design their online learning support systems that inculcate self-regulated lifelong learning (SR3Ls) in their learners to be adaptable and resilient for the post-pandemic economy. The purpose of this paper is to develop a SR3Ls model, namely SR3Ls model by utilising the collective opinions of a panel of experts to determine the key domains and attributes.Design/methodology/approachA 2-round Delphi consensus study was conducted with 39 experts from five countries. The mean, standard deviation (SD), inter-quartile range (IQR) and the ratio of experts assigned score of 4 or greater were used as the basis of consensus assessment with criteria set at mean = 3.0, SD = 1.5, IQR = 1, ratio on score 4 or greater at = 75%. The questionnaire consisted of 5-point Likert-type scale rating the importance level of each attribute combined with open-ended questions.FindingsThis paper presented the findings of the first round of Delphi consensus study. For the first round, the experts were asked to evaluate 31 key attributes of SR3Ls model under five domains. The findings revealed that there were five key attributes to be eliminated from the list, while there were seven attributes identified as the key attributes with highest consensus. There were additional attributes suggested by the Delphi panel to be added in the second round of evaluation.Originality/valueThis international consensus-based SR3Ls model serves as an important benchmark for ODL institutions across the regions in developing meaningful and relevant online learning support systems for their learners to adopt SR3Ls attributes in order to meet the dynamic market demands.

21ST CENTURY LEARNERS OF HIGHER EDUCATION (ODL & CONVENTIONAL SYSTEM) IN RELATION TO THEIR LEVEL OF ASPIRATIONS: A CRITICAL STUDY

In the field of education motivation to learn is important for learners in all types of system in general and ODL (Open and Distance Learning) system is particular. In ODL system learners should take ownership of the learning process, should link what they are being taught and toward which they are directing their efforts. These can be characterized as their aspirations of learners. ODL institutions should know the aspirations of learners and have a mechanism to assess the level of aspiration of learners. It’s important to match between learner’s aspirations and behaviors. It is important for learners aspiring to careers, choice of courses, and enthusiasm for doing the kinds of things necessary to achieve their aspirations. Understanding learners’ aspirations is important to develop a learning culture of learners in any system of education. This type of a culture helps the learners to be a self learner, they need to consider their aspirations and make clearer and connect their plan of action with their goals. The ultimate aim is to improve the overall learning environment and supports to the success of learners. Knowing and understanding more about learner’s aspirations; valuing and implementing on such important information is crucial for any educational institution to improve learner’s outcomes and the quality of the educational process.

The role of extra-curricular activities in increasing student engagement

PurposeThe first objective of this study is to review the mechanism of conducting extra-curricular activities (ECAs) in the open and distance learning (ODL) setting. To achieve this objective, the procedure of ECAs at the Virtual University of Pakistan has been studied. The second objective of this study is to find the impact of ECAs on student engagement.Design/methodology/approachThis is a cross-sectional quantitative study. The questionnaire has been used to collect the data. The purposive sampling technique has been used, while this study's sample size is 970. An independent sample t-test has been used to find the difference between the groups.FindingsThis study shows a significant difference between the engagement levels of students who have been part of any ECA at university compared to the students who never participated in any ECA.Research limitations/implicationsThe results have been derived from the data gathered from one university only that might hinder the generalizability of the findings. The same study can be conducted in other ODL institutions to authenticate the findings.Practical implicationsThis study will help in realizing the policymakers of ODL about the importance of ECCAs. This study has also discussed an existing system of conducting ECCAs in an ODL setting that can be generalized and implemented across all the ODL universities to enhance student engagement.Originality/valueThis study has highlighted the importance of ECAs in ODL institutions that have been neglected since forever. This study is novel because it has highlighted the importance of social interaction of students in ODL and its relation with student engagement that has not been highlighted by any study so far.

An evaluation of faculty development programme on the design and development of self-learning materials for open distance learning

PurposeThis paper seeks to ascertain the effectiveness of a two-week-long faculty development programme (FDP), organized by Indira Gandhi National Open University (IGNOU), for teachers of the open and distance learning (ODL) system, with the aim of upgrading their knowledge and skills for developing print self-learning materials (SLMs). The specific aim of this study is to ascertain whether the objectives of the FDP have been achieved, to examine the effectiveness of the training programme and to suggest measures for improvement in future FDPs regarding the design and development of print SLMs.Design/methodology/approachThe study was conducted using a descriptive survey research method, through semi-structured questionnaires and adopted purposive sampling. The first survey was conducted immediately after the completion of the programme, in order to collect feedback from the trainees, while the second survey was conducted after six months of the FDP, using the follow-up approach, so that more reliable and authentic results could be obtained.FindingsThe outcomes of the study revealed that the training had been effective in imparting appropriate knowledge and skills to the trainees, with respect to designing print SLMs. However, certain gaps were also identified and have been reported in this paper. Key suggestions have been made to address the shortcomings and improve forthcoming FDPs.Research limitations/implicationsThe present research focused on a specific training programme regarding the design and development of SLMs. Therefore, only the teachers and academics who participated in this specialized training activity were considered for the collection of feedback.Practical implicationsThe recommendations of this work may be useful for the trainers, FDP coordinators, training institutions and ODL policymakers for planning and designing effective staff development activities for teachers and academics working in ODL institutions. These would be especially useful in the design of FDPs, aimed at orienting teachers who are involved in curriculum planning, design and development of learning resources.Originality/valueThis study is an original research based on the empirical primary data obtained by the researchers. As the largest open university in the world, IGNOU has been playing a key role in staff development for and in ODL in developing countries. This evaluative study of a specialized FDP in the area of SLM design and development is a significant work that may be valuable for planning the staff development strategies and building a training evaluation mechanism.

Supervisory Support for Ethiopian Doctoral Students Enrolled in an Open and Distance Learning Institution

Aim/Purpose: This article reports on quantitative analysis of students’ perceptions on dimensions of augmented face-to-face support. It is built upon the findings from a larger research project that was undertaken to evaluate postgraduate support offered to Ethiopian doctoral students. Background: Student support is critical for the delivery of any quality Open and Distance Learning (ODL) system. This is because there are numerous challenges that students enrolled especially in global South ODL institutions are faced with, which can impact negatively on their progress and throughput. Methodology: In this article, the data from a quantitative questionnaire that was collected from a larger research project was used. The questionnaire asked students to respond to questions about their perceptions of the inclusion of face-to-face workshops. The responses were analyzed using the Statistical Analysis System (SAS), version 8.4 statistical package. Contribution: This research exposes the benefits of supplementing distance postgraduate supervision with face-to-face tutorials. Findings: The results show that the student-respondents, in general, experienced all five dimensions (‘supervision’, ‘student needs’, ‘facilitators’, ‘environment’, and ‘institutional support/access’) of face-to-face student support very positive. Recommendations for Practitioners: As this inclusion of face-to-face workshops was found beneficial to the students who are geographically distant and at risk of digitally exclusion, the paper concludes by recommending that such approach should not be discarded but strengthened to supplement distance postgraduate supervision. Recommendation for Researchers: Replication of this study but focusing on the qualitative aspects of the five dimensions identified. Impact on Society: Although this study is limited in scope to the Ethiopia project, implications for geographically distant education and support are relevant to Unisa and other ODL institutions in the global South. This may ultimately help inform distance learning efforts globally through augmented face-to-face supports. Future Research: The study results revealed potential concerns regarding student age and registration timelines. Therefore, more specific research that explores age and registration is required.

Role of Research on Effective Teaching And Learning in ODL Institutions: The Case Study of The Open University of Tanzania

This study analyzed the role of research on effective teaching and learning in the open and distance learning (ODL) institutions specifically at the Open University of Tanzania. The paper examined the key variables to be considered for ODL research at the Open University of Tanzania. The study reveals that the studies done to assess the role of research at OUT are inadequate and lack coverage in ODL variables and methodology. The study recommends that more studies should be conducted to assess the perception of instructors and students on the ODL mode of teaching and learning at OUT and other higher learning ODL institutions

Individual innovativeness, self-efficacy and e-learning readiness of students of Yenagoa study centre, National Open University of Nigeria

PurposeThe purpose of this study is to explore the role individual innovativeness along with e-learning self-efficacy play in predicting the e-learning readiness of first- and second-year students of an open and distance education institutions in an African context.Design/methodology/approachTherefore, building on previous related research in this area, a quantitative approach was adopted to address the research questions and to establish whether a statistically significant relationship existed between individual innovativeness, e-learning self-efficacy, the independent variables; and e-learning readiness, the dependent variable. In total, 476 first- and second-years students of the university participated in the four-Likert-type scale survey. The research instrument which comprises 74 survey items was completed by 217 of the students. Statistical tools used for analysing data included both Pearson Product Moment Correlation coefficients andt-tests.FindingsIt was discovered that a strong positive and significant relationship was observed between individual innovativeness and e-learning readiness of first- and second-year students of the Yenagoa Study Centre of the National Open University of Nigeria (NOUN); a statistically significant relationship was also found between e-learning self-efficacy scores and the e-learning readiness of the first- and second-year students of the Yenagoa Study Centre of NOUN; there was a statistically significant joint relationship between the three variables under investigation; findings equally revealed that male respondents had higher e-learning readiness than their female counterparts.Research limitations/implicationsLike every other study of this nature, this one also suffers some limitations. First, NOUN is a very large university with over half a million students spread across almost 78 study centres. This means that observation from just one study centre amounts to a very small sample size. This according to Schweighofer, Weitlaner, Ebner and Rothe (2019) jeopardises the generalisability and validity of study results. The authors also maintain that empirical data generated from surveys that usually rely participants' abilities to read and select responses without further interpretation by the researchers suffer from cognitive biases like social desirability. To address the above limitations, detailed studies involving all studies centres of NOUN be undertaken and other qualitative and or mixed research methodologies be adopted in the future.Practical implicationsThe implications for this study are that people who are innately innovative will willingly accept technology and by extension, learning in technology-rich environments like those found in like NOUN whose mode of study is blended learning inherently found in open and distance learning (ODL) institution. Therefore, this study is significant as it will provide relevant information to the management and administrators of NOUN, policymakers and regulatory institutions for the development, deployment and implementation of e-learning strategies. Findings will also benefit e-learning initiatives undertaken by similar institutions that adopt the ODL mode of education in Nigeria and other developing countries.Originality/valueEven though, studies on the antecedents of e-learning readiness have been widely conducted across diverse contexts, studies exploring the associations between individual innovativeness, e-learning self-efficacy and e-learning readiness are relatively hard to come by. The above two variables as predicting the e-learning readiness in the study context are comparatively new. This study thus focuses on the relationships between the individual innovativeness levels, e-learning self-efficacy beliefs of students and their e-learning readiness which ultimately determines their ability to sustain studies in an ODL institution.

OER AWARENESS AND USAGE AMONG OPEN AND DISTANCE LEARNING STUDENTS IN SOUTH-WESTERN NIGERIA

This study assessed Open Educational Resources (OER) awareness level and usage among Open and Distance Learning (ODL) students in South-western Nigeria. A descriptive research design was adopted for the study. Three ODL institutions (University of Ibadan Distance Learning Centre, National Open University of Nigeria, Ibadan Study centre and University of Lagos Distance Learning Institute) were purposively selected. A structured questionnaire titled "OER awareness and usage Questionnaire" with a Cronbach alpha coefficient of .954 was used as data collection instrument. Data collected were analysed using frequency count, simple percentages, mean, standard deviation and Pearson Product Moment Correlation. Results of the study revealed that OER awareness among ODL students was on the average while OER usage was high. Lack of orientation on the availability and use of OER and insufficient ICT facilities in the school to access OER materials, amongst others were challenges ODL students faced using OER. It was, therefore, recommended that there should be conscious efforts by ODL institutions to devise means to increase the level of OER awareness among students and sensitise them on the inherent benefits in OER usage.Corresponding author:Sunday Abidemi ItasanmiDOI: 10.24071/ijiet.2020.040216

Antecedents and outcomes of service recovery satisfaction: perspectives on open and distance learning in Malaysia

Researchers and practitioners in higher education often pay less attention to service recovery compared to service quality or customer satisfaction particularly in the context of open and distance learning (ODL) in Malaysia. More importantly, the outcomes of service recovery satisfaction are often given less emphasis by the ODL institutions and often focused on delivering services with the approach of getting it right the first time. Service failure is inevitable and when the service delivery fails at some point, the whole process will be disrupted, and the students will be dissatisfied. This is where service recovery through justice dimensions play its part. In this study, the relationship between justice dimensions (procedural, distribution, interpersonal and informational justice), service recovery satisfaction, and behavioural outcomes are being explored and the moderating effects of corporate image in the Malaysian ODL context are also being looked at and examined in this study.

Antecedents and outcomes of service recovery satisfaction: perspectives on open and distance learning in Malaysia

Researchers and practitioners in higher education often pay less attention to service recovery compared to service quality or customer satisfaction particularly in the context of open and distance learning (ODL) in Malaysia. More importantly, the outcomes of service recovery satisfaction are often given less emphasis by the ODL institutions and often focused on delivering services with the approach of getting it right the first time. Service failure is inevitable and when the service delivery fails at some point, the whole process will be disrupted, and the students will be dissatisfied. This is where service recovery through justice dimensions play its part. In this study, the relationship between justice dimensions (procedural, distribution, interpersonal and informational justice), service recovery satisfaction, and behavioural outcomes are being explored and the moderating effects of corporate image in the Malaysian ODL context are also being looked at and examined in this study.

Competitiveness in ODL from Stakeholders’ Perspective: A Review and Research Agenda

Open and Distance Learning (ODL) in higher education has gained momentum in previous decades. ODL institutions too require competitiveness in the market place of educational products/ services through their capabilities and core competencies by adopting cost and/or differentiation strategy, especially due to the increasing competition arising from the existence of large number of institutions with similar objectives. The competition has further increased due to Liberalization, Privatization and Globalization, virtually collapsing the boundaries to access education being offered from any other country; technological developments; changes in demographics, societal & economic structures; and most importantly emergence of online institutions with different nomenclatures. ODL institutions in India are in dire need of making strategic efforts to create and maintain sustainability in competitiveness by reaching out to larger sections of different stakeholders to satisfy their needs/ expectations in view of the huge untapped potential in India and abroad. All stakeholders are not equally important and influential and their identification is a critical step in selecting appropriate strategy for achieving competitiveness. This study sets the research agenda on the topic of competitiveness in ODL in higher education from the perspective of the relevant stakeholders and not learners only, with the help of Systematic Literature Review (SLR), showcasing the findings to provide the future research framework with a deeper understanding of ODL, Competitiveness, stakeholders and their interrelations in the Indian context.

The quality of orientation in ODL

PurposeThe purpose of this paper is to assess the consistency with which quality is maintained in the orientation process. Orientation is a key university process intended to prepare new students for life in higher education (HE). For open and distance learning (ODL), orientation can be a key process for lessening some of the challenges associated with the separation of the learner and the lecturer. Indeed, for ODL students, orientation can be fraught with a variety of challenges one of which could be quality problems.Design/methodology/approachConvenient sampling was used to obtain a total of 89 students in the first semester and 34 students in the second semester. The respondents came from all the eight districts in the Midlands province of Zimbabwe. They belonged to various degree programmes found in the eight faculties of the institution. Correlation was used to determine quality variations. Using a mixed methods approach, the study sought the views of the students and the relationships between activities done in the two semesters of 2018. SPSS version 16.0 software was used to compute Spearman’s correlations whereas content analysis was used to analyze the open-ended responses to the questa-view. This mixed methods approach helped the researchers to analyze and compare the quality of the orientation sessions.FindingsResults yielded a positive and high significant correlation between first and second semester variables (r=0.916,p=0.000), a finding indicating that staff members in the Midlands Regional Campus of Zimbabwe Open University have not changed their ways of conducting orientation. On a scale of 1 (least effective) to 5 (most effective), the average ratings for the presentations in the first and second semesters were 4.08 and 4.26, respectively. In the qualitative analysis, adequacy of the venue, timing, coverage of aspects and use of media were all rated positively for the two sessions. However, for the two sessions, some students mentioned negative sentiments to do with the provision of needed materials at time of student registration, the public address system, orientation packages, time management and communication.Research limitations/implicationsThis paper looks at the process of orientation as it was done at one regional campus of an ODL institution in Zimbabwe. It also analyses the quality of the orientation using correlation as a lens that measures consistency and also by critically analyzing content in the respondents’ voices. Implications are that the findings and recommendations can also be applied in other ODL (and even non-ODL) institutions with a view of finally coming up with common policies and procedures with regards to providing quality service and support to the twenty-first century student.Practical implicationsFindings were relevant and could be used for designing applicable orientation programmes in ODL institutions and for improving the quality of student support and services.Originality/valueWhile a number of studies have been carried out on orientation in HE, it would appear that research on orientation in ODL institutions, especially in Zimbabwe, appears minimal, hence this study covers an unexplored niche.

Policy Recommendations from Employers for Enhancing Skills through ODL

This paper aims at seeking recommendations for the Open and Distance Learning (ODL) policy from the industry to ensure learners graduating from ODL system are employable and are at par with those who have graduated from conventional system. Survey from total 97 employers spread over 7 industry sectors indicated that policy intervention is required to enhance skill development through ODL. This will enable ODL system and its learners to overcome major challenges related to credibility and recognition. These recommendations stressed on enhancing the quality of ODL education and skill development through collaboration between academia and industry and use of technology. It is highly advocated that government agencies should ensure that quality parameters like recognition, accreditation, industry relevant curricula, be implemented and fulfilled by ODL institutions as well. Apart from the core subject knowledge, employers also stressed upon the need to foster employability skills such as problem solving, critical thinking etc. in the curriculum. Both the quality of ODL programmes and its linking with skill development will enable ODL system to bridge the gap between demand and supply of skilled manpower. The herculean task of skilling millions of people in India can be achieved through collaboration and use of technology. Collaboration is the key factor to bring about synergy between academia and industry. It will enable the learners’ job ready and give productive output at their work places, there by contributing to the economic development of the country. Alliance will also provide learners a smooth transition from learning to earning.

A governance operating model for open and distance learning institutions

This paper describes an effective governance operating model that would encourage achieving enhanced good governance during the overall working of open and distance learning (ODL) institutions. The operating model is proposed to be comprised of three layers of network, namely the organisational design and governance system which include institutional governing structure and governance network of people; governance operating systems; and IT infrastructure. These three layers further consist of sub-components that would bring about significant improvement in the teaching-learning activity as well as in the quality of distance education, in a well organised and structured way. All these systems and structures are assisted with ICT based operations so as to achieve enhanced good governance in practical terms. The proposed governance operating model thus developed based on extant literature on structural and institutional governance would facilitate to enhance the efficiency, effectiveness and overall performance of the ODL institution concerned.

Do or die: student support interventions for the survival of distance education institutions in a competitive higher education system

ABSTRACTDespite numerous supports for undergraduates, low success rate has been a growing concern in the South African university system. Guided by Moore’s [1993. “Theory of Transactional Distance.” In Theoretical Principles of Distance Education, edited by Keegan, 22–38. London: Routledge.] transactional distance theory, this mixed-methods study measured suppositions that providing support to undergraduates result in continued survival of open and distance learning (ODL) institutions and promote student success. The study wanted to develop a support framework that will reduce attrition and maximise retention and success and to enable ODL to gain ‘fit’ within the competitive higher education terrain. The study is significant for ODL institutions to enhance an understanding of support for undergraduates, address attrition and ensure retention. While thirty-five undergraduates completed questionnaires, module coordinators’ perceptions were determined using in-depth interviews. Analysis amalgamated thematic categorisation and descriptive statistical examination. Results indicated that supports offer ODL a competitive advantage, reduced attrition, escalated retention and success rate. These results highlight the importance of support in ODL in South Africa.

STUDENT TEACHERS’ EXPERIENCES OF TEACHING PRACTICE AT OPEN AND DISTANCE LEARNING INSTITUTION IN SOUTH AFRICA

This small-scale study focused on the experiences of student teachers towards teaching practice in an open and distance learning (ODL) institution in South Africa. The sample consisted of 65 fourth year students enrolled for Bachelor of Education, specializing in secondary school teaching. The mixed-method research design consisting of quantitative and qualitative approaches was used. Questionnaire and individual interview discussions were used as instruments for data collection. Descriptive statistics was used to analyze quantitative data. Content analysis was used to analyze qualitative data. The study revealed that student teachers experienced challenges with regard to on-time placement in schools, supervision and mentoring. Based on the findings, recommendations were made. Among others was that mentors and university contracted supervisors should be constantly empowered through workshops to work effectively in leading and guiding student teachers. On the issues of placement of students in approved schools, the university should consider implementing a system which will enable students to place themselves online. Placing students in approved schools is a major challenge for the ODL institution in South Africa given the great number of students that have to be placed in schools every year and the slow pace at which the institution is moving to integrate technology in addressing the problem.

Knowledge Sharing for Capacity Building in Open and Distance Learning (ODL): Reflections from the African Experience

This paper aims to describe the process of knowledge sharing among countries of the Southern African Development Community (SADC) in view of Capacity Building in Open and Distance Learning (ODL). The main purposes of this project were to contribute to the development and deployment of effective, harmonized open and distance learning (ODL), to increase access to quality education and training, and to support regional integration across the SADC. The University of Mauritius was designated to implement the Knowledge Management System for the SADC and to conduct appropriate training for the different categories of users to use the system. The KMS enabled two Centers of Specializations, in particular, and ODL institutions, in general, to share information and resources across the SADC region. The KMS enabled the targeted institutions to manage knowledge, information, and resources by supporting creation, capture or collection, securing/storage, coordinating, combining retrieving, and dissemination of knowledge and expertise. The system was designed to serve as an effective and efficient knowledge network that will create links between ODL practitioners in the SADC Member States to facilitate knowledge sharing, i.e., connecting the knowledge and information seekers to the knowledge/information sources. The KMS has been successfully built and the benefits that were brought by such a system are enormous. It has enabled this region to bridge the gap by enabling 15 member states with a total population of around 277 million inhabitants. This knowledge sharing experience has been unique since it has enabled this whole region of Africa to become one and to share resources created among them.

Professional Development of Employees in ODL Institution: A Case of IGNOU

Training and development is the fastest growing industry as a result of replacement of industrial workers with knowledge workers. An effective and sustainable organizational training produces significant results such as improved employees’ skills & productivity, enhanced retention & morale. Training and continuing professional development is an integral component of Open and Distance Learning (ODL) system, which is characterized by division of labour where the teaching and learning is performed through use of media and technology. However, in contrast to the above, lack of appropriate training has been identified as a significant barriers in ODL institutions and there is an immense need of continuous professional development activities in these institutions. This study highlights the professional development activities for the technical staff of Indira Gandhi National Open University (IGNOU) engaged in web-based application development. The study aimed to identify if the training outcomes could be utilised in the routine work followed by the barriers to implement them in the work environment. The results indicate mixed responses that knowledge and skills gained during the training were useful majorly for their learning and development, routine work, front-end and back-end activities. The barriers faced by the respondents to implement the learning gains in their work place were identified as pertaining institutional (unavailability of training, infrastructure and internet) and individual (lack of motivation and time). The ODL should plan and implement well structured trainings followed by mitigating the barriers to implement the knowledge and skills gained during the training.