Open And Distance E-learning Research Articles

Developing a Research Agenda for Resilient Systems and Innovative Practices in ODeL: Findings from a National Study

The Covid-19 pandemic exposed significant weaknesses in education systems globally, with many African countries, including Nigeria, struggling to respond swiftly to its impact. In Nigeria, the challenge was compounded by ongoing insurgency and insecurity, leading to extended school closures. To mitigate these disruptions, educational institutions adopted emergency remote teaching and learning methods, indirectly highlighting the potential of open, distance, and eLearning (ODeL). However, these initiatives often lacked proper ODeL design and pedagogical components. In response to these issues, a National Research Fund project, sponsored by the Tertiary Education Trust Fund (TETFund) titled "Setting an Agenda for Research into Open, Distance, and eLearning in the Global South: Nigeria as a Case Study" was initiated. The project aimed to identify gaps, high-priority areas, and research trends in ODeL to inform policy and guide practices amidst numerous challenges. This study aimed to investigate priority areas within ODeL that deserve more research attention and to offer insights into how this research could contribute to more resilient educational systems and promote innovative practices. The study employed a mixed-method approach, starting with an online survey of randomly selected 382 ODeL practitioners from Nigerian higher education institutions, followed by in-depth interviews with 26 purposefully selected ODeL experts. The findings revealed a consensus on key research areas, including learner support, technology, and instructional delivery. The study identified emerging research priorities specific to the African context. Addressing these key areas could significantly contribute to developing resilient education systems and promoting innovative educational practices in Nigeria and beyond.

A Review of Research on Collaborative Assessments in the Open Distance and e-Learning Environment

This paper reviews 38 studies conducted between 2015 and 2022 on collaborative assessments in open-distance and e-learning (ODeL) contexts, focusing on the benefits, types, challenges, and strategies to improve collaborative assessments. This qualitative review aims to investigate collaborative assessments within the ODeL comprehensively. The objectives encompass thoroughly exploring theoretical foundations and empirical evidence to illuminate the pedagogical implications and effectiveness of collaborative assessment methodologies. Employing a systematic literature review approach, various scholarly articles, research papers, and educational studies were scrutinised to synthesise the current landscape. The review shows that effective communication, feedback, and appropriate technology are critical factors in promoting successful collaborative assessments, which can result in improved engagement, motivation, and better learning outcomes. However, challenges such as scheduling difficulties, technology challenges, group dynamics, and assessment quality may arise. Using social constructivism, this paper addresses criticisms of collaborative assessment in the ODeL context, identifies types of collaborative assessments, and presents strategies for implementation and addressing challenges. Based on these findings, recommendations are presented to educators, urging the integration of collaborative assessment methods into open distance and e-learning frameworks, accompanied by pedagogical support and training to optimise their efficacy and promote enriched learning experiences. The paper concludes by suggesting future research areas and recommendations for educators and instructional designers seeking to implement collaborative assessments in ODeL environments. Collaborative assessments can contribute to collaborative learning, providing students with a sense of community, engagement, and responsibility.

Supervisors’ Challenges with Online Supervision Using Microsoft Teams in Supervising Open Distance and E-Learning (ODeL) Pre-Service Teachers

Supervisors’ Challenges with Online Supervision Using Microsoft Teams in Supervising Open Distance and E-Learning (ODeL) Pre-Service Teachers

The influence of self- and co-regulation on the community of inquiry for collaborative online learning: an ODeL context

PurposeThis paper aimed to determine the self- and co-regulation influences on the community of inquiry (CoI) for collaborative online learning.Design/methodology/approachA quantitative survey was used on a sample of (N = 626) enrolled postgraduate students in a South African Open Distance and e-Learning (ODeL) university. The measuring instruments were the CoI and the shared metacognitive surveys. Correlation and multiple regression analyses were used to determine the association and influence of self- and co-regulation on the CoI.FindingsThe results indicated that self- and co-regulation related to the CoI (teaching, cognitive and social) presences. In addition, the results revealed that self- and co-regulation influence the CoI presences. Self-regulation had the highest influence on teaching and cognitive presence, while co-regulation influenced social presence.Research limitations/implicationsThe study’s convenience sampling method from a single university limited the applicability of the findings to other online learning environments.Practical implicationsHigher educational teachers who encourage student self- and co-regulation may enhance their online teaching, cognitive and social presence when studying online. The research’s findings may be valuable to teachers to enable them to provide a more collaborative and interactive online learning environment and promote productive online communities.Originality/valueThis study contributes to the body of knowledge about the relationship between teaching, social and cognitive presence and self- and co-regulation within the CoI framework. Furthermore, there has also been limited research focussing on the dynamics of shared metacognition within the CoI framework in an ODeL context.

Assessing the quality of the integrated tutor model for student support in Open Distance Learning

The demand for university education has put pressure on institutions of higher learning to provide access and quality student support because increased access to higher education should not compromise the quality of student support services. Tutorial support in Open Distance and e-Learning (ODeL) is one of the support services used by institutions to ensure increasing academic access, participation, and success. The Senate Teaching and Learning Committee (STLC) of the University of South Africa (Unisa) appointed a committee in 2012 to develop the Integrated Tutor Model (ITM) to enhance academic activities. We established that there is a need to inquire into the quality of the ITM on tutor support services. We developed this qualitative exploratory study from the first author's PhD study that assessed the quality of tutorial support services that Unisa offers through the ITM. The ITM model integrates face-to-face (F2F) and online tutor systems in Unisa. We purposively selected students who participated in the F2F tutorials of the first and second semesters in 2022 to participate in this study. We collected data through individual semi-structured interviews and focus group discussions (FGDs). We learned that the students hold positive views about the quality of tutorials in terms of time management and the quality of recordings on Microsoft Teams, the competency of the tutors offering the modules, and the communication that they receive from the tutors. There were, however, challenges that the students faced such as load-shedding, network-related problems, and personal issues. The tutors mitigated these challenges by sending the students the recordings of the sessions. The study shares knowledge about the tutors' skills and creativity in the use of the ITM to provide quality support of student learning in an ODL higher institutional environment.

How African Higher Education Institutions Can Weather a Pandemic [Munyao, Martin, ed. Online Learning, Instruction, and Research in Post-Pandemic Higher Education in Africa

If one were given the option of just a single book on what African higher education institutions (HEI) can do to thrive in the midst of a pandemic like COVID 19, this would be it. This multi-author volume comprising of thirteen essays is edited by Martin Munyao, Deputy Director of Open, Distance and eLearning (ODeL) and lecturer in the Peace and International Studies Department at Daystar University, Kenya. The book has a foreword by George John Law, founder of Internet Theological Education by Extension Global (iTEE Global), and has twenty-six other authors mostly from Kenyan universities or affiliated to them who collaborate in the chapters. The book comes in the wake of the Covid-19 pandemic and its impact on higher learning institutions (HEI) in Africa in terms of their response in the areas of Open Distance and e-Learning (ODeL) and proffers that a mixture of pedagogical skills, educational technology, and institutional collaboration will result in optimum learning outcomes through ODeL than merely transferring the physical classroom experience online as did most HEIs during the pandemic. For ease of assessment, I have categorized the essays into the four broad categories of HEI strategy, the digital divide, online student experiences, and online instructor experiences which are porous as the issues bleed into each other and argue that although the book has some editorial challenges, it is very valuable tool to understanding how African HEIs coped in the pandemic and what areas need to be addressed for them to be better prepared for similar emergencies.

Addressing Student Attrition in An Open Distance E-Learning Undergraduate Program: The Case of The University of The Philippines Open University Bachelor of Arts in Multimedia Studies Program

Student attrition is indicative of how the educational system of academic institutions fairs. Addressing student attrition is a greater challenge for academic institutions solely focused on delivering Open and Distance eLearning (ODeL) education. A plethora of studies have found that attrition rates in the ODeL set-ups are higher compared to the conventional face-to-face physical arrangement (Moore et al., 2017; Rotar, 2022; Shaw et al., 2016; Muljana et al., 2019). This high rate of online attrition is rooted in the clamor of non-traditional students for more online courses that have significantly changed the course of growth of online learning. To address this attrition issue, this study aims to describe and examine the student attrition in the University of the Philippines Open University Bachelor of Arts in Multimedia Studies (BAMS) Program during the academic years covering 2018 to 2023. Based on available data, the primary reasons for student withdrawal in the BAMS Program is transferring to another university. This holds for all the academic years within the five-year coverage of this study. Other factors contributing to withdrawal include financial constraints, conflict in schedules, mental health issues, migration, exceeding residency limits, and adaptation challenges to nontraditional distance learning environments. Generally, the results of this study showed that there was a low attrition rate among the BAMS students. Thus, this study advances further study that would delve deeper into the reasons behind student withdrawals from the BAMS Program by using qualitative methods. Additionally, incorporating statistical analysis can reveal associations among variables, helping identify root causes of attrition. The study’s limitation lies in its focus solely on students withdrawing from the program rather than those shifting within the university, which could offer further insights for program enhancement.

Synthesizing Social Constructivism and Cybergogy for Student Engagement in Open Distance and e-Learning (ODeL) Environments: An Integrative Review and Framework

This paper synthesizes and integrates the concepts of social constructivism theory and the cybergogy framework to provide a comprehensive understanding of technology use to enhance student engagement in open distance and e-learning (ODeL) contexts. To meet this objective, we conducted an integrative review of the literature to map the conceptual terrain of current literature on student engagement in ODeL environments. The literature search was conducted across five databases, and themes were extracted from the literature to provide new perspectives and insights on student engagement in ODeL. The study underscores the role of facilitating technologies in ODeL. We found that student engagement in ODeL depends on developing an active digital pedagogy that promotes student empowerment and a sense of agency to apply digital tools to interact, collaborate, and enable purposefulness in the learning process. The findings also suggest that academic instructors require institutional support through training and continuous professional development to effectively utilize digital technologies to enhance student engagement. Additionally, ODeL institutions should be aware of the hidden workload impact on instructors that implementing active digital pedagogies for student engagement has. Therefore, instructors also require support with workload management interventions. Based on these findings, we develop a conceptual framework for engaged learning in ODeL environments.

Thinking ‘out of the box’ When Designing Formative Assessment Activities for the E-Portfolio

E-Portfolios of on-line scholars are integral to instructional planning and the design of authentic, engaging, and active tutoring for periodic self/peer-and-instructor formative assessments. In addition, the formative assessment in open distance and e-learning (ODeL) is meant to provide and facilitate contact, support, and structure to the learning experiences of students who are often unfamiliar and alienated by the distance learning experience. Previous research has focused on formative assessment strategies, results, and feedback in distance learning, but little has been studied on how to design suitable formative assessment activities in this format. This article, therefore, presents findings of how lecturers can the design a formative assessment for e-portfolio activities for online learning. Ten lecturer participants were purposively sampled from three colleges within the ODeL university. These semi-structured interviews, together with an e-portfolio checklist formed the basis for the interpretative analysis of how formative assessment activities are designed for the e-portfolios. The lecturers are guided by the student’s learning outcomes and use sequential activities for students to do via the e-portfolio. This, therefore, involves the lecturer’s consideration of graded and non-graded formative assessment activities of individual and group work e-portfolios to provide evidence and make judgments about each student’s progress. This study’s findings emphasize the importance of designing formative assessment activities to help students learn the content and develop their understanding which further deepens their knowledge and acquisition of the module outcomes. The research shows that the benefits of optimal student engagement, performance, and learning are the result of the creative design of formative assessment activities.

The Influence of Learner Support on Performance in Mathematics’ Modules of Open Distance and e-Learning (ODEL) for in – Service Secondary School Teachers at University of Rwanda, College of Education

The present study argues that there is a great relationship between the learning support and the performance of mathematics of ODeL level one students. The findings of this study were drawn from a large study aimed at examining the influence of learners support on performance in mathematics’ modules of open distance and e-learning (ODeL) for in – service secondary school teachers with a case study of University of Rwanda-College of Education level one mathematics ODeL students 2021-2022. This study investigated the lecturers’ perception towards the learning support; the extent to which ODeL instructional materials contribute to the performance and examination of the relationship between learning support and the performance of mathematics of ODeL students. The study was carried out based on the gap found in literature review where others have been script on ODeL but not on specific topic of mathematics. Through questionnaire, quantitative data were collected from 40 respondents using mixed approach and analyzed using Statistical Package of Social Sciences (SPSS) for descriptive and inferential statistics. The findings revealed that there is a significant relationship between learning support and the performance of mathematics modules. This study, therefore, recommends the provision of ICT tools to ODeL students, put more efforts in using technology as ODeL students, cooperate each other as ODeL students and choose the options related to their background.

The Feasibility of Digitalizing Teaching Practice Through Mobile App Development

With the closure of educational institutions during COVID-19, some leadership and management teams resorted to technology for online teaching. However, for the teaching practicum (TP) module, the move to online required specially designed interventions, resulting in a variety of different TP COVID-19 configurations. Fortuitously, at the outbreak of COVID-19, a group of academics at a South African Open Distance and E-Learning (ODeL) Institution were on the verge of launching a pilot-study with a TP mobile app solution. To better develop a mobile app, this article reviews recent literature on the integration of online technologies in the contemplation of TP COVID-19 interventions and ask the research question: What were TP supervisors' responses to the feasibility of a TP app? The literature showed an absence of a comprehensive mobile app, while supervisors displayed enthusiasm towards the proposal, but caution against the uncertainties of technological capacity and internet accessibility. Recommendations for the mobile app proposal are suggested.

Effectiveness of technology in Open Distance Learning

Technology was gradually embraced by distance education institutions to interact and instruct their diverse student body. To reach students in far-flung locations, the University of South Africa (Unisa) has embraced the Open Distance and E-learning (ODeL) paradigm. The digital gap is a problem as technology advances because it makes it difficult for pupils to access the Internet. The study went over the literature with a particular emphasis on the usefulness of technology in ODeL. To thoroughly examine the case, the study has chosen a qualitative research methodology. To analyze the data acquired from students enrolled in ODeL courses, the study has utilized a community of inquiry structure. The study made use of the interpretative paradigm, which holds that reality is a multi-layered, complicated phenomena that may be interpreted in several ways. The study is comprehensive in character since a qualitative research technique using a case study design method was chosen most appropriate for it. Twelve individuals were chosen by the researchers from two Unisa regional offices in the Eastern Cape Province using a purposive sample technique. The participants were questioned about their opinions and experiences with using technology during semi-structured interviews. Thematic analysis, a method of finding themes within qualitative data, was used to analyze the acquired data. The results showed that students who used technology well were better communicators, had better grades on their assignments, and fared well on tests

Timely Completion of Online Assignments among Health Professional Students; an Evaluation of Open Distance and eLearning Platform at a Higher Education Institution (HEI) in Uganda

To foster continuity of learning in universities, the Uganda National Council of Higher Education (NCHE) approved Emergency Open Distance and eLearning (ODeL) strategies in 2020. This was implemented at Clarke International University. The study therefore sought to determine the timely completion of online assignments among health professional students at Clarke International University. The quantitative approach was undertaken using the analytical cross-sectional study design from August 2021 to May 2022. Data was collected from systematic randomly selected 317 respondents using a self-administered questionnaire. The chi-square or Fisher’s exact tests were performed for comparison and binary logistic regression was conducted at multivariate analysis. Out of 317 respondents, timely completion of online assignments was observed at 79.8%. The odds of timely online completion reduced with courses that did not integrate theoretical course concepts with real-world applications (adjusted odds ratio [AOR]: 0.1, 95%; confidence interval [CI]: 0.0–0.5); and increased with feedback (AOR: 2.7, 95%; CI:1.1–6.8), user-friendly ODeL platform (AOR: 3.8, 95%; CI:1.2–12.1), ODeL training and orientation (AOR: 2.6, 95%; CI:1.1–6.5) and internet access (AOR: 5.0, 95%; CI: 2.0–16.0). A substantial number of students complete their online assignments on time owing to ease of access to the internet, continuous training on how to manoeuvre through the ODeL platform, and receipt of prompt feedback on online coursework. Higher education institutions need to design ODeL platforms where access can be achieved offline and also make its training mandatory.

Examining staff burnout during the transition to teaching online due to COVID-19 implications

Orientation: COVID-19 generated the need for changes in the higher education sector, sparking a shift to online approaches ultimately increasing workload. This study assessed the prevalence of burnout symptoms among academics at an online university in South Africa.Research purpose: Assessing prevalence and severity of burnout symptoms among academics and its impact on work engagement.Motivation for research: Academics are central to the teaching and learning processes at higher education institutions. Health and wellness has an impact on institutional functionality. As academic workloads increase, so does the likelihood of burnout, which can influence academic functioning.Research approach/design and method: Cross-sectional design.Main Findings: High levels of burnout within open, distance and e-learning (ODeL) academic staff member population is evident with 75% of staff experiencing high or very high burnout. High levels of burnout were concentrated among senior lecturers, with teaching experience and have at least a PhD. The regression coefficient for work engagement (B = –0.364, p ≤ 0.001) indicated that for each point increase in work engagement, there was a decrease in burnout of 0.364.Practical implications: High levels of burnout include job dissatisfaction, reduced quality of work, and increased absenteeism. Addressing burnout contributes to retaining experienced staff, improved job satisfaction and quality output. This paper highlights the impact of teaching transitions on the academic workforce, contributing towards wellness interventions aiding burnout recovery.Contribution/value-add: This paper highlights the impact of teaching transitions on the academic workforce within South Africa, contributing towards wellness interventions aiding the recovery from burnout.

Supporting undergraduate students in selected Open Distance and eLearning institution.

Supporting undergraduate students is important to ensure student success especially in using the Learning Management Systems (LMS). The case study research reviewed literature of student support, Open Distance and eLearning (ODeL), challenges and strategies for student support in ODeL context. The aim of the study was to investigate student support in ODeL context. The aim of of the study was to investigate student support in ODeL. The case study was designed to draw from qualitative research so as to deepen the understanding of student support in ODeL context. Purposive sampling was used to interview 7 lecturers as participants from a total number of about 30 lecturers. The researcher adopted Garrison, Anderson and Archer\'s Community of Inquiry framework to study the case in - depth. The findings suggested that some lecturers do not have the necessary skills to support student on the learning management. Nevetherless, some participants interviewed do not have qualifications in online learning. More importantly, the selected institution had adopted ODeL to promote access of higher education at the business school. Some of the challenges that the institution is experiencing is the lack of internet connectivity on the LMS. Workload is sometimes hampering lecturers to support students on the LMS. The study has recommended that academics should be trained on strategies and approaches to support students in ODeL. Therefore, training lecturers in new technologies should also be considered. In conclusion , student support is the cornerstone of distance education in higher education institutions.

The Adult Learner Self-Directedness Scale: Validity and reliability assessment

Orientation: The absence of a scale to assess the academic self-directedness of adult learners in South African open, distance and e-learning milieus.Research purpose: This article describes the further validity and reliability assessment of the Adult Learner Self-Directedness Scale (ALSDS), which assesses adult learners’ academic self-directedness in an open, distance and e-learning (ODeL) university in South Africa. An initial validity and reliability study yielded a four-factor scale with 35 items loading onto it, while this study reports on a three-factor scale with 15 items loading onto it.Motivation for the study: Factors such as socio-economic conditions and past education practices make South African open, distance and e-learning higher education (ODeLHE) challenging for socio-economically disadvantaged students. The growing trend of online tuition and assessment in South African universities requires research into strategies that may improve a student’s success and throughput. In ODeLHE, student self-directedness may contribute to academic success, and thus a reliable scale is needed to assess it. Currently, there is no such South African scale.Research approach/design and method: A quantitative, cross-sectional research design was implemented, using self-report data from the students of the College of Economic and Management Sciences at a South African ODeL university. The ALSDS comprises three factors: success orientation for ODeLHE (self-efficacy beliefs), active academic behaviour (learner agency) and use of strategic resources (learning context management).Main findings: The findings indicate that the ALSDS appears to be a valid, internally consistent and reliable scale suitable for assessing ODeLHE adult learners’ academic self-directedness. Further research is, however, required to establish metric and scalar invariance.Practical/managerial implications: The scale may provide a reliable starting point for developing a scale for assessing ODeLHE students’ existing academic self-directedness. Knowledge of existing self-directedness capacity may be useful in designing and implementing holistic learner support programmes.Contribution/value-add: The ALSDS may provide a reliable Afrocentric starting point for developing a measure for assessing the academic self-directedness of South African ODeLHE students.

Teacher Development During and Beyond COVID-19: Perspectives from Zimbabwe

The purpose of the study was to examine how Zimbabwean teacher educators can develop pre-service and in-service teachers to teach effectively during the COVID-19 pandemic and beyond. This qualitative study, guided by the case study method, gathered the perspectives of experienced teachers and teacher educators in schools, teacher colleges and universities in Harare. Data was generated by means of face-to face interviews, Zoom meetings, WhatsApp and Google Talk, and it was analysed using the content analysis technique. My study found that pre-service and in-service teachers should acquire pedagogical and technological skills in addition to what they have been taught. Teacher educators as well as pre-service and in-service teachers also need information communication technology (ICT) knowledge and skills to implement blended teaching and learning, use the On-Demand Examination system, and develop and implement formative and summative assessment. Beyond the pandemic, the traditional 3-3-3 model of teacher development (i.e., 1 year, 3 school terms in college; 1 year’s teaching practice;1 year in college)will likely continue to be based on blended learning and Open and Distance eLearning (ODeL). It is recommended that technology infrastructure in Zimbabwe be upgraded to allow teacher educators, practising teachers and student teachers easy access to the internet, while also training them in ICT skills and knowledge.

Shaping open, distance and e-learning in post school education and training: A call for a revised agenda

The impact of the COVID-19 pandemic has brought the attention of distance education issues to the fore in a way not seen before. All forms of educational provision and sectors were affected by the pandemic. The aim of this conceptual leading article is to highlight three pertinent issues that need to be taken into account in Open, Distance and e-Learning (ODeL) to ensure the relevance of the Post School Education and Training (PSET) sector in the Fourth Industrial Revolution (4IR) and beyond. Based on a review of the literature, the article highlights three pillars of successful use of technology to enhance quality in PSET, especially in the wake of the worldwide transition to remote teaching and learning. The revised agenda comprises the questioning of previously held beliefs about learning and teaching; the responsiveness of curricula and ensuring the quality of ODeL offerings. It argues that unless traditional beliefs about teaching and learning are questioned and curricula are streamlined to align with the demands of the knowledge society, the value of PSET may be trivialised in a context that is so rapidly changing. It also argues that sound quality assurance mechanisms should be put in place to ensure sufficient depth in student learning experiences, rigour in assessment processes and confidence in graduates by employers and society at large. Using the theory of Connectivism as a lens, the authors provide a framework with some recommendations for sound ODeL teaching and learning practices that are relevant for the demands of the 4IR and beyond. The framework focuses on five pillars, which are foregrounding a student-centred approach; embracing appropriate technologies to support teaching and learning; strengthening the capacity to support success; ensuring appropriate assessment processes and regular curriculum revision and renewal.

Continuous Online Assessment at a South African Open Distance and e-Learning Institution

Online assessment and continuous assessment are gaining growing attention from the assessment community. In particular the merger of these two forms of assessment is becoming popular for implementing assessment at scale. In this manuscript we investigate student experiences of the implementation of online continuous assessment at an Open, Distance and e-Learning (ODeL) institution. This study describes the impact of this rapid shift to continuous online assessment, sparked by the COVID pandemic, from the perspectives of students, many of whom were confronted with online assessments for the first time. The South African higher education landscape is marked with inequalities in schooling, internet access, device access and financial resources as it is one of the most unequal countries in the world. An institution wide survey was administered electronically to all students who had taken at least one online continuous assessment module in 2020. Students completed open ended questions about their experiences of undertaking online continuous assessment during the 2020 academic year. The findings of this study found that many students were not adequately prepared for the substantial increase in workload that continuous online assessment entailed; that assessment structures disadvantaged certain groups of students, especially those who worked or managed households; that students’ access to devices and internet were grossly unequal which had a negative effect on their experience of the transition to continuous, online assessment.

Learning ODeL through active participation: a collaborative autoethnographic case study by engaging in an online learning course

ABSTRACT In this paper, we set out a collaborative autoethnographic account of our reflective journey to deeper understandings of open, distance and e-learning (ODeL) through enrolling, participating and completing the first module in a course on technology-enhanced learning (TEL). As authors, we both enrolled for the course for different reasons. The course was offered by an outside institution, as part of capacity building at our university. The course, conducted fully online, was highly interactive and participatory. Through our participation, collaboration, reflection and experiences in the first module of the course, we were encouraged to develop written definitions of ‘distance education’ (DE) and ‘technology-enhanced learning’ (TEL). Our approach to studying our definitions was analytic, even though we were both participants and researchers. The analysis was based on the Community of Inquiry framework. Our findings reveal that our definitions evolved to include deeper, more complex, more comprehensive notions of DE and TEL. The analysis also revealed an unfolding of the definitions within our own contexts. We recommend that professional development of ODeL practitioners and stakeholders take place through being a student in an active, collaborative ODeL environment to enhance take-up practices.