Open And Distance Learning Students Research Articles

The Influence of Digital Communication Technology on University Branding: An Understanding of Open and Distance Learning (ODL) from Students’ Perspectives

Open and distance learning (ODL) refers to flexible educational opportunities regarding access and various knowledge acquisition methods. In the era of digital communication technologies, ODL offers flexible, self-directed learning techniques and comprehensive and engaging learning content. Most students at the Professional and Continuing Education (PACE) Universiti Utara Malaysia are working adults, meaning students would have to balance their employment and studies. It is a competitive industry, with each institution endeavouring to provide exceptional services to its stakeholders. The objectives of our study are 1) to understand students’ perceptions of PACE, particularly in ODL, and 2) to explore the motivation for students’ value co-creation, particularly in ODL. This study employed a qualitative method approach, namely, focus group discussions. The informants were current students from various learning centres (e.g., UUM Sintok, KL, JB, etc.). Our findings discovered four main themes for the perception of ODL students: communication engagement, service-dominant mindset, student experience, and knowledge sharing. Meanwhile, the motivation for students’ value co-creation in ODL is mainly because of attitude, active participants, facilities, satisfaction, brand loyalty and brand image. Our study provides some insights into value co-creation and how to position PACE's reputation in the minds of its stakeholders. As such, our findings were significant for PACE to communicate its corporate branding, and students may be more inclined to study at the university. Keywords: Open and Distance Learning (ODL), digital communication technology, university branding, distant learning students, Malaysia.

Challenges Faced by Students in Open and Distance Mode of Education

This study uses the quantitative methodology and cross-sectional study to examine the individual challenges faced by students in Open and Distance Learning (ODL) at Tribhuvan University's Faculty of Education. The research investigates the complexities of ODL, a flexible educational paradigm adopted by Tribhuvan University to reach diverse students. The study, conducted through a quantitative approach, examines challenges related to time management, financial constraints, unfavourable learning environments, limited interaction, and technical issues. It employs a Likert scale questionnaire and a cross-sectional design, with data collected from 145 respondents in May/June 2023. The findings reveal that ODL students encounter significant challenges in time management, financial constraints, and unfavourable learning environments. The digital divide and financial issues widen educational inequalities, posing obstacles for students from underprivileged and rural areas. The results underscore the multifaceted nature of challenges faced by ODL students, emphasizing the importance of tailored interventions. The analysis of socio-demographic variables indicates variations in challenges among different student groups, highlighting the need for inclusive support mechanisms. Despite gender-related differences being non-significant, variations in challenges based on caste/ethnicity, study programs, and other factors necessitate holistic strategies for improving the ODL experience. The study concludes with recommendations for addressing challenges, including bridging the digital divide, providing structured support for time management, and addressing financial barriers. Acknowledging and addressing these challenges is crucial for maximizing the transformative potential of ODL in higher education. The findings contribute valuable insights for educational institutions and policymakers aiming to enhance the ODL experience and ensure equitable access for diverse student populations.

Challenges Facing ODL Students when Conducting Research in Tanzania: A Case of Institute of Adult Education Regional Centres

This study examined challenges that Open and Distance Learning (ODL) students face when conducting research in the Institute of Adult Education Regional Centres, Tanzania. A quantitative research approach with descriptive cross-sectional survey design were used in this study. The sample of this study involved ODL diploma students who were in their final stage of the research project in 2018. Simple random sampling technique was employed to select a sample of 80 students. Data were collected through questionnaires. A validated instrument with a test–retest reliability coefficient of 0.84 was used to elicit responses from respondents. The instrument was validated to ensure its accuracy, relevance, and effectiveness in measuring what it intended to measure. Data were analysed using descriptive statistics using SPSS version 20.0software. The study found out that challenges faced by students when conducting research were of three categories: student-related challenges, supervisor-related challenges and institutional-related challenges. This study recommends that there is a need for regular workshops for research supervision to supervisors, motivating supervisors to attend and present papers at local and international conferences. Students should start planning in early enough on how to carry out the research studies. Meanwhile, adopting a COSTA model of supervision should be made as it provides a structured framework for effective supervision, facilitation, clearer communication, goal alignment and strategic planning. Keywords: Challenges, students, ODL, research, Tanzania

Roles of Instructors in Enhancing Open and Distance Learning (ODL) Towards Learners’ Academic Progress in Iringa Municipality, Tanzania

Most of the Open and Distance Learning students face the challenges of poor academic progress when they relay on private and self-learning without any assistance from the teachers (instructors). Therefore, this study assessed the role of Instructors in Enhancing Open and Distance Learning (ODL) Towards Learners’ Academic Progress in Iringa Municipality, Tanzania. Specifically, the study had two research questions namely: What are the services performed by instructors in enhancing learning through ODL in Iringa Municipality? What are the impacts of instructors in facilitating ODL learners toward academic performance? The study was methodologically operationalized by qualitative research approach and was guided by case study design. The target population was the Regional Resident Tutor, instructors and students from Open and Distance Learning (ODL). The total sample size involved 40 respondents. Data was collected through interview and focus group discussion methods. The data were analysed through the use of thematic analysis. The findings of this study revealed that provision of study materials such as modules and notes for further reading, face-to-face meetings, and guidance and counselling services are the services provided by ODL. Furthermore, this study revealed out that instructors have a great role in Open and Distance Learning leaners since, the guidance and counselling services provided to the students help them in various ways such as improving their studying skills and techniques. It is concluded that Tanzania government under the High Education Students Loan Board (HESLB) should provide loans even for ODL students to reduce the cost of education such as tuition fee, stationery, accommodation and meal. Finally, the government should oversee again the cost of ODL if possible, there is also a need to reduce the tuition fee and improve the infrastructure and resources such as libraries, classes and ICT facilities and services.

A Study on University Students’ Perception on Overall Satisfaction among Malaysian Open and Distance Learning (ODL) Students

This study is to examine how Wawasan Open University (WOU) ODL students in Malaysia are satisfied. The study examined how learning experience, environment, resources, and evaluation affect student satisfaction in open and distance learning. This survey included 129 WOU undergraduates from five business programmes. Based on earlier research, a series of questions were created to gauge student satisfaction in open and distance learning. The learning experience, environment, resources, and evaluation were used to describe the data. Table 5 shows all four factors affect student satisfaction. The study found that the mean values for learning experience, environment, resource, and evaluation are all higher than moderate (between 4.1 – 4.3). WOU ODL students clearly like the learning components. The paper solely discusses representative states of Malaysia and is generic. The poor response rate limited the sample size to 129. This study will help understand ODL in Malaysia. The COVID-19 pandemic increased ODL use. The study will also assist policymakers map out how instructors and students might benefit from online/blended teaching models in the future. The survey gives WOU and other ODL universities additional insight into student learning satisfaction. This study highlighted important issues and added to the literature.

Mental health of undergraduate distance learners: a cross-sectional study

PurposeMental health is as important as physical health and new university entrants report high prevalence of depression. In open and distance learning (ODL), students must manage both work and studies. Those who are unable to effectively balance these aspects may experience negative outcomes such as dropping out, distress and physical health problems. Therefore, the study aims to investigate psychological distress amongst distance-learning undergraduate students to gather evidence for recommending necessary interventions.Design/methodology/approachA cross-sectional study was conducted using depression, anxiety, stress scale (DASS-21). Participants were undergraduate students from the Open University of Sri Lanka (OUSL). The students' socio-demographic details, history of physical and mental illnesses were also recorded.FindingsAccording to scoring, 51% of the sample was categorised as “psychologically distressed” relating to the anxiety levels they reported whilst depression (35%) and stress remained (20%) at low levels. The three-factor structure of DASS-21 was also confirmed with reliability scores of 0.8 obtained for all three sub-scales.Research limitations/implicationsThe limitations were low-response rate (less than 50%) and inability to provide causal explanations for psychological distress. Further research could address these.Practical implicationsThe current research identified anxiety as a psychologically distressing factor for ODL students with the use of a reliable screening tool. Therefore, exploring reasons and interventions to help reduce anxiety could be developed.Social implicationsMajority of distance learners are contributing to a country's economy whilst learning to improve their current socio-economic status. Therefore, addressing these negative impacts is important.Originality/valueThe study explored ODL students' psychological distress and highlighted the need to identify causes and development of support systems to enhance mental well-being.

Predictors of depressive symptoms and effective coping strategies among open and distance learning nursing students

BackgroundDepression is a challenge of public concern with high disability adjusted life years (DALY). Increasing prevalence of depression and suicide among youths demand urgent attention especially among every cohort of youths who may face increasingly challenging situations. Open and distance learning nursing students combine family and work roles with the demanding teaching-learning activities of the (ODL) programme in Obafemi Awolowo University. This study was conducted to assess possible depressive symptoms and coping strategies among Open and Distance Learning (ODL) Nursing Students of Obafemi Awolowo University, Ile-Ife, Nigeria with the intention of taking actions to mitigate the challenges. MethodologyA cross-sectional study was conducted among 272 ODL nursing students and quantitative data were collected using Beck’s Depression Inventory and Carver Coping Inventory. Pearson Chi-square and regression analysis were conducted to examine the association between depressive symptoms and predict effective coping among the students. ResultsMajority of the respondents (63.6%) had mild depression. The most used coping strategies include suppression of competing activities 67.5% (11.29 ± 3.69), religious coping 57.4% (11.27 ± 3.98), and planning 59.2% (11.19 ± 3.83). Depressive symptoms were associated with religious coping (p < 0.05), mental disengagement (p = 0.029), humour (p = 0.012), behavioural disengagement, restraint (p = 0.002), use of emotional social support (p = 0.006), and planning (p = 0.034). However, depressive symptom was only predicted by marital status (Β = 11.42, p < 0.001). Predictors of effective coping strategies against depressive symptoms include marital status (Β = 10.1, p < 0.001), use of emotional social support (Β = 0.97, p = 0.001), acceptance (Β = −1.13, p = 0.004), positive reinterpretation and growth (Β = −0.79, p = 0.01) and behavioural disengagement (Β = −0.80, p = 0.034). ConclusionThis study concluded that majority of ODL students experienced mild to moderate depressive symptoms but a few experienced high depressive symptoms and marriage was a predictive factor for depression. Diverse coping strategies were adopted, some were effective and some others were not. Predictors of effective coping strategies included being married, use of emotional social support, acceptance positive reinterpretation and growth and behavioural disengagement.

Professional Guidance and Counselling Services for Open and Distance Learning Students in Nigeria Authors

Counselling services are common features in conventional school settings and are designed to help students resolve personal and academic issues, explore career options and attend to their social needs. It is of great concern that these services are absent in Open and Distance Learning (ODL) programmes, although the peculiar nature of the programmes reveals the urgent need for them. ODL students should be able to access guidance and counselling services just as their counterparts in the conventional school setting. The main focus of this article is to point out the relevance of professional guidance and counselling services in ODL programmes in Nigeria. An in-depth description of these services and the benefits ODL students can derive from accessing them is presented. In addition, the authors adapted a conceptual model to accentuate the expected output of professional counselling services. The purpose of this model is to present a clear explanation of the fact that adequate provision of professional counselling services will lead to the improved school, workplace and family environment. It is expected that this will lead to good behaviour and improved academic performance, invariably creating a safe school, out of school and workplace environment for ODL students. Recommendations include the creation of awareness programmes through online seminars and workshops to educate ODL students on various ways to access guidance and counselling services.

EXPLORING MECHANISMS FOR ASSURING THE QUALITY OF OPEN AND DISTANCE LEARNING IN PUBLIC HIGHER EDUCATION INSTITUTION IN NAMIBIA

Using the social realism theory of Margret Archer as an analytical tool, this article presents the findings of a research study which was conducted to explore mechanisms for assuring the quality of open and distance learning (ODL) that are implemented in higher education (HE) in Namibia. The study employed a case study research design, taking a pragmatic paradigm whereby three programmes offered through ODL modes of delivery were selected from each of the participating institutions and investigated in terms of the various mechanisms used to assure their quality. Three methods of data collection were used, namely interviews with academics and administrators involved in ODL, document analysis and a questionnaire administered to ODL students. Data were analysed and interpreted using qualitative and quantitative methods. The study found that both higher education institutions (HEIs) and National Quality Assurance Agencies (NQAAs) have in place overarching policies and procedures for quality assurance (QA). However, the QA mechanisms adopted by HEIs and NQAAs comprised a single set of ‘one-size-fits-all’ criteria covering all types of modes of delivery. It was, therefore, found that the ODL criteria were not sufficiently and explicitly covered and that the systems were biased towards the conventional, face-to-face modes of delivery. Based on these findings, the study recommended that both HEIs and NQAAs should have in place clearly and explicitly defined QA criteria and procedures for ODL in order to adequately address the unique quality challenges faced by ODL

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

Survey dataset on open and distance learning students' intention to use social media and emerging technologies for online facilitation.

Open and Distance Learning (ODL) students rely majorly on the use of Information, Communication and Technology (ICT) tools for online facilitation and other activities supporting learning. With emphasis on ODL students of Ladoke Akintola University of Technology (LAUTECH), Oyo Sta te, Nigeria; Moodle Learning Management System (LMS) has being the major medium for online facilitation for the past 5 years. Therefore, this data article presents a survey dataset that was administered to LAUTECH ODL students with a view to assess their readiness to accept and use alternative social media platforms and emerging technologies for online facilitation. The data article also includes questionnaire instrument administered via google form, 900 responses received in spreadsheet formats, chats generated from the responses, the Statistical Package of the Social Sciences (SPSS) file, the descriptive and reliability statistics for all the variables. Authors believe that the dataset will guide policy makers on the choice of social media and emerging technologies to be adopted as a facilitation tool for ODL students. It will also reveal the challenges that could militate against the willingness to use these supplementary modes of learning from students’ perspectives.

An Analysis of Factors Affecting Utilisation of Moodle Learning Management System by Open and Distance Learning Students at the University of Eswatini

The use of technology in teaching and learning for students in Open and Distance Learning (ODL) is important in bridging the gap between the student, the lecturer and the content. Furthermore, technology enhances communication between staff and students and among students to improve the quality of learning experiences. The study sought to establish institutional and personal factors promoting or hindering ODL students’ utilisation of the Moodle Learning Management System at the University of Eswatini. A concurrent triangulation design located in the pragmatic research paradigm combining the quantitative and qualitative research approaches was utilised in the study. One hundred and ninety-eight (198) students studying different programmes offered through ODL responded to a questionnaire. The semi-structured questionnaire was administered to a stratified random sample of ODL students at different levels of study in the university. Quantitative data were analysed using the SPSS software and reported in descriptive statistics. The identified factors were correlated with students’ usage of the LMS to assess whether there was any relationship. Thematic analysis was used to analyse qualitative data. The study found that ODL students’ perceived usefulness and ease of use, trust and satisfaction affected their usage of Moodle albeit there was weak to moderate positive relationships. Qualitative data on challenges experienced by students in using Moodle unearthed institutional factors such as inadequate technological infrastructure and insufficient student training and support. The study recommends improvement of the institutional internet bandwidth soon as well as continuous training and support for both students and course instructors.

Age-Related Differences in Academic Performance of Undergraduate Science Courses at the University of Nairobi, Kenya

The emergence of global-based knowledge economies has generated a world-wide demand for higher education among adults and tertiary age school graduates. Among the adults, there is quest for life-long learning in order to upgrade skills and maintain competitiveness within the rapidly evolving economies. This demand is not limited to the adults only but also among the young who view education as a means for realizing social, cultural, economic and political needs and aspirations. In this paper, the researchers explored the relationship between age and academic performance by comparing the performance of third year students in the Bachelor of Education (Science) on-campus mode of learning relative to those enrolled in the Open and Distance Learning (ODL) mode at the University of Nairobi. Results indicate that the on-campus students performed significantly better than the ODL students in Chemistry and Biology; t(44) = -4.427, p&lt;.05 and t(65) = -8.54, p&lt;.05 respectively. In Physics, on-campus students had a higher mean score of 54.22 against 54.04 of the ODE students. The difference in the means was not significant; t (71) = .120, p&gt;.05. However, there was no significant relationship between age and academic performance. The researchers conclude that age does not influence academic performance. Therefore, enhanced academic performance may be a matter of personal determination rather than age determined.

Supporting seamless learners: exploring patterns of multiple device use in an open and distance learning context

Educators need to be aware of not just what their students are learning, but how and why as well. This study investigates how Open and Distance Learning (ODL) students make use of multiple devices for learning, particularly how students use their devices together. This study is situated in the context of ‘seamless learning’, where ODL students learn at different times, in different locations and with the use of different technologies. Understanding the needs and learning practices of students can help to improve the design of learning experiences and support offered to students. Data were collected through semi-structured interviews at two ODL universities, one in Spain and one in South Africa. The results show that while students mainly use one digital device at a time, they sometimes make use of two or more devices together. This usage can be characterised as sequential (moving from one device to another) or simultaneous (using two or more devices together at a time). This article describes the study patterns associated with sequential and simultaneous use of multiple devices, facilitated by the use of different devices and synchronisation tools. A continuum of seamless learners is proposed that can be used to help identify levels of support required by ODL students.

Promoting student support in Open and Distance learning using Information and Communication Technologies

The study investigated the use of ICTs in students support in Open and Distance learning (ODL) at Makerere University. The study adopted a survey design with 327 ODL students, and the data from participants were collected using self-administered questionnaires and individual interviews. The results showed that, Makerere University has enhanced student support through the introduction of the learning management systems, web-based application, registration and accessing results to ensure student’s satisfaction and retention in ODL system. However limited electronic support is extended to ODL students through e-mails, mobile phones, social media applications, radio and television. The study concludes with recommendations to policy makers at Makerere University. Although, this study has been based in Uganda, the findings may be of relevance to institutions in other developing countries.

Open and Distance Learning in Rural Communities of Zimbabwe: Exploring Challenges Faced by Zimbabwe Open University Students in Kadoma District, Zimbabwe

This study sought to explore challenges faced by Open and Distance Learning (ODL) students in rural communities using Kadoma District as a case study. The specific objectives of this study were to (i) identify challenges faced by ODL students in rural communities in achieving their educational goals and (ii) establish effects of these challenges in accomplishing/finalizing their programmes. The research employed a mixed research approach to triangulate the results. The study used a case study research design to solicit information. The target population was undergraduate students who were currently pursuing the following programmes; Commerce, Education, Applied Sciences, and Agriculture. A sample of 30 postgraduate students and five key informants were used to collect data. The sampling techniques employed were convenience and purposive samplings respectively. Findings revealed that students in rural communities are facing some challenges during their academic career. These challenges include inadequate access to tutor support and physical resources, inflexible practices and access to ICT, poor or no electricity to operate ICT appliances, financial, cultural, community and employment responsibilities. These challenges have some effects which include but not limited to late submission of assignments, poor quality results and university dropouts. Basing on these conclusions, the study recommends the university to recruit more tutors who should be available for students at district offices. The university should ensure technological development at the district centers, and within the student’s locations. The study also recommends the university to provide students in the rural communities with study skills, time management skills, as well as guidance and counseling required to manage their studies. The study finally recommends further studies on strategies to encounter challenges faced by ODL students in rural communities.&#x0D;

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.

Student persistence in open and distance learning: success factors and challenges

Purpose The purpose of this paper is to identify the success factors and challenges for students studying in an open and distance learning (ODL) mode and recommend strategies for student persistence based on the findings. Design/methodology/approach Three groups of ODL students with various levels of study performance – nine high-level, nine mid-level and eight low-level students – were invited to participate in three focus group interviews. They were asked about their motivation, success factors and challenges in their studies. Findings The different groups of participants showed observable variations in their response. The mid-level students believed that word-by-word rote memorisation was their best strategy in preparing for examinations. The low-level students believed that they needed to master multitasking to learn well in tight schedules. All these weak student participants considered quitting at some points, but no high-level student did so. To improve student persistence, the authors focus on meeting the needs of weak students and recommend the following actions for student persistence: add a time management and study skills component to existing courses for students to practise; appoint advisors to distance learning students to help them create an appropriate study plan and acquire a sense of belonging; make learning videos short and engaging; consider adopting student leaders or peer tutors that have been used successfully in full-time study; and conduct focus periodically with students to hear their views. Originality/value This study revealed the factors contributing to student persistence in ODL for the students of various levels of study performance. The results help in formulating measures to meet the diverse needs of ODL students for persistence in their studies.

Increasing Access to Higher Education Through Open and Distance Learning: Empirical Findings From Mzuzu University, Malawi

&lt;p&gt;Slowly but surely, open and distance learning (ODL) programmes are being regarded as one of the most practical ways that universities across the world are increasingly adopting in order to increase access to university education. Likewise, Mzuzu University (MZUNI) set up the Centre for Open and Distance Learning (CODL) to oversee the running of these programmes in 2011. In this study, we adopted the Transactional Distance Theory (Moore, 1997) to investigate the modes of instructional systems, benefits or opportunities, and the challenges associated with the delivery of ODL programmes at MZUNI. By self-administering a questionnaire to 350 ODL students and 9 Heads of Department in the Faculty of Education whose programmes are offered through ODL, we found that instructions are mostly delivered to students through print-based instructional materials. The major benefits noted include increased access to quality higher education, affordable tuition fees, and flexibility in payment of fees. However, we established some challenges which need to be addressed by the University which include, delayed feedback of assignments and release of end of semester examination results, absence of information for courses of study, poor communication between the Centre and departments, and poor remuneration for lecturers.&lt;/p&gt;

Information needs and barriers to information sources by open and distance learners: A case of Mzuzu University, Malawi

Background: The Centre for Open and Distance Learning at Mzuzu University was established in 2006 with the aim to increase and broaden access to higher education to most Malawians who despite meeting entry requirements into higher education were not selected because of shortage of space on campus and other learning and teaching resources. Although Open and Distance Learning (ODL) is hyped as a practical option for making higher education available to many people as widely reported in the literature, universities need to address several issues for it to hold its ground.Objectives: The study set out to investigate information needs and barriers to information sources by ODL students by addressing three objectives, namely information needs of ODL students, information sources of ODL students and challenges that ODL students face when seeking information for their courses of study.Method: A survey questionnaire with a mix of closed-ended and open-ended questions was distributed to 350 students to find out the information sources and challenges that the ODL students face when searching for information to accomplish their academic activities.Results: According to the findings, all 258 (100%) students who answered the questionnaire need information to prepare for the end-of-semester examinations. Information sources that are used most by students include lecture notes, Internet and library books with scores of 238 (92.6%), 207 (80.5%) and 199 (77.4%), respectively.Conclusion: ODL students have limited access to information materials for accomplishing their academic activities and Mzuzu University can resolve this challenge by introducing satellite information centres in the three geographical regions of Malawi.