Open Distance Learning Research Articles

Integrating e-Learning in Open and Distance Learning: The Case of Botswana Open University

The Botswana College of Distance and Open Learning (BOCODOL), presently Botswana Open University (BOU), was founded to provide nation-wide learning opportunities for out-of-school young adults using the Open Distance Learning (ODL) mode. The BOU used a number of strategies to enable it to deliver on its mandate; one such strategy being the implementation of e-Learning, following contemporary delivery trends internationally within the ODL field. This paper reports on the findings of a study that sought to investigate the extent to which organisational efforts (means) were able to produce organisational results (ends) and associated societal impact in e-Learning implementation at BOCODOL. The diffusion of an innovation theoretical framework and Organisational Elements Model (OEM) conceptual framework was used to underpin the study. Qualitative data collection methods of inquiry (ethnography, document analysis and written interviews) were used. After providing a relevant literature review, the paper firstly reports on the Botswana e-Learning landscape, as well as the nature of inputs and processes serving as means to e-Learning implementation at BOU. Secondly, it reports on the products, successes and challenges as well as outputs and outcomes during e-Learning implementation at BOU. The methodology and findings of the study directing this paper are discussed, and lastly, the paper acknowledges the impact of organisational results (outputs and outcomes) encountered during e-Learning implementation and their implications to the ODL field.

The Contribution of Information and Communication Technology to Social Inclusion and Exclusion during the Appropriation of Open Educational Resources

The information and communication technology (ICT) comprehends with the adoption and the development of open educational resources (OER) in the educational spheres. The vast existing body of knowledge portrays several positive aspects of ICT, as it is an enabler in various domains. Hence, the combination of ICT and OER negative aspects have been, as yet, under-investigated. This study aimed to investigate both the social inclusion and the social exclusion of ICT with users appropriating of OER in open distance e-learning (ODeL) institutions. The qualitative approach was used to interpret the inclusion and exclusion factors concerned. The Model of Technology Appropriation was applied as a main theoretical underpinning of the study. The study findings show that ICT has both positive and negative impacts on the appropriation of OER. The various impacts are mostly recognisable in those developing countries where inequalities still exist, as some of the findings postulate that the innovation that is enabled through the utilisation of ICT tends to favour a select minority of rich people. For many students, ICT continues to perpetuate social exclusion. ICT innovation, including OER, has yet to fully support societal needs. Instead, it continues to promote the agendas of the global north. The study recommends the development initiatives to close the current gaps which contribute to the social exclusion. For instance, the installation of fibre optic in most deprived townships and villages can assist in eliminating inequalities associated with ICT infrastructure.

Effective Market Segmentation for Open Distance Learning Institutions’ Marketing Strategy

This study aims to examine prospective learners’ perceptions toward effective market segmentation strategies for Open Distance Learning (ODL) advertisements. A descriptive study was conducted to assess preferences based on the generational cohort. Self-administered questionnaires were used to obtain meaningful data from 282 potential learners in Malaysia. The potential learners were working adults based on generational cohorts, namely, Gen Z, Gen Y, Gen X and Baby Boomers. The study was conducted from October to December 2020. Based on the analysis, Substantiality and Accessibility between ODL institutions and the market were viewed by the majority of the respondents as more effective than Responsiveness and Identifiability. However, the standardised path coefficient shows that all variables are significant predictors of the effective market segmentation. Therefore, it is noteworthy to develop creative marketing strategies to attract the attention of a wider audience. The insights obtained can potentially assist ODL institutions to better understand the characteristics of effective market segmentation. The study adds to the existing marketing literature and has strong implications in both academic and ODL institutions, particularly regarding the aspect of prospective learners’ opinions pertaining to effective market segmentation.

Relationship between learning strategies and academic performance: a comparison between accreditation of prior experiential learning (APEL) and regular entry undergraduates

PurposeThe purpose of this study aims to compare the academic performance and types of learning strategies used by APEL and regular entry undergraduates. It also explored the relationship between the academic performance and the types of learning strategies utilised by these two groups of undergraduate.Design/methodology/approachThis quantitative study involved 400 undergraduates from an open distance learning (ODL) institution. A correlational research design was used in this study. Data were collected through archival data and questionnaire. Independent t-test and Pearson’s correlation analyses were performed using SPSS.FindingsRegular entrants were found to perform slightly better than APEL entrants. There is no significant difference between the types of learning strategies used by APEL and regular entrants. For both groups, the higher performers adopted time and study environment management as well as effort regulation strategies. Besides this, there was no correlation between cognitive skills and peer learning with their academic performance. Meta-cognitive self-regulation and help-seeking which were found to affect the regular entrants’ academic performance did not correlate with those of APEL entrants.Research limitations/implicationsThis study was conducted within only one institution. The generalisation of findings may therefore be limited. Future studies could be conducted to include students from several institutions.Practical implicationsTime management training could be provided to students. Additional support, like foundation courses and supplementary readings, could be provided to APEL entrants to support their learning.Originality/valueThe findings would be beneficial to ODL institutions who offer APEL entry to understand the academic performance and learning strategies used by APEL entrants relative to regular entrants.

Meta-Analysis of Factors Influencing Student Acceptance of Massive Open Online Courses for Open Distance Learning

Meta-Analysis of Factors Influencing Student Acceptance of Massive Open Online Courses for Open Distance Learning

Assessing Student Inclination for Language Learning Via Open Distance Learning During Covid-19 Pandemic

At the end of 2019, the world witnessed a coronavirus outbreak, bringing significant challenges to many sectors, including education. This study aims to examine UiTM students' ability to cope with learning English during the Covid-19 pandemic via ODL. The study looked at students' readiness to learn online thoroughly, their efficiency in fulfilling the syllabus requirements, self-motivation, and computer literacy skills. The instrument measured four factors: computer literacy skills, efficiency, learning readiness, and self-motivation with 5-point Likert Scale. Thus, this study computes the sum of item responses over the set of individual items. As for data analysis, the association between these variables was discussed using descriptive statistics, correlation analysis, and multiple linear regression to answer the objectives of this study. Correlation analysis showed a positive correlation between student preference to learn English and computer literacy skills, efficiency, learning readiness, and self-motivation. Regression analysis showed that the four independent variables of the study were statistically significant towards students’ preference in taking English courses via ODL. Computer literacy skills contributed the most towards students' preference for ODL for English courses in terms of variable importance.

Exploring University Students’ Acceptance of Open Distance Learning Using Technology Acceptance Model (TAM)

The technology acceptance model (TAM) can be used to study the success of Online Distance Learning (ODL) as a teaching and learning approach. ODL became the only tool available due to the Covid-19 pandemic, which disrupted the learning process in Malaysia and the world over. ODL took the place of traditional classrooms and created new chances for students and teachers to interact and communicate. This study investigates students' acceptance of ODL as an acceptable learning approach among undergraduates in Malaysia. This research makes three contributions. First, this research may aid in determining whether learners or users prefer ODL. Second, this research will aid in identifying the characteristics that significantly influence the intention to use ODL. Third, this research also provides insights into whether variables like perceived ease of use and perceived usefulness impact ODL acceptance as a learning tool. The findings reveal that ODL was not a popular choice of learning approach among students. Although students had a positive perception of ODL, the student's attitude and intention to use ODL for future learning were lacking.

Early Stage of Observation of Open Distance Learning Concept for Introduction to C Programming Course in Malaysia

Open Distance Learning (ODL) concepts have been a priority since 2020 due to the Covid-19 pandemic, including in Malaysian educational teaching and learning. The main benefit of this approach is the flexibility of the students in terms of distance who can learn and access from anywhere. However, limited internet data connectivity and facilities had prevented some students from joining the new educational standards of ODL. The introduction to the C programming course was also affected by this new norm of education. Plus, this course is one of the toughest courses even when it comes to face-to-face learning concepts. In fact, learning C programming is essential to improving the automated ability to recognize, measure, collect, manipulate, analyze, and interpret data and information. From the first day of the course, an ODL teaching strategy was planned, organized, and implemented, using the previous successful concept of lectures, laboratory exercises, and blended learning. Hence, the aim of this paper is to observe the early reaction of students to the ODL approach to teaching and learning an introduction to C programming courses. This paper was carried out in a survey design method with the correspondents of 86 diploma students from the Faculty of Electrical Engineering, Universiti Teknologi MARA, Cawangan Johor, Kampus Pasir Gudang. The findings show that the majority of students were able to use and be satisfied with the ODL approaches, particularly with the help of Code Block's software, in order to improve their understanding and programming skills for this course. Students were also able to organize their learning style and develop strategies such as reviewing the recorded lecture, asking the instructor, finding other open-source materials, studying in a group, and doing additional exercises. In summary, the ODL approach requires two-way communication and effort from both students and faculty in order to achieve the learning outcomes of this course. For future research, we will examine student response at the end of the semester and relate it to their result-oriented performance.

Exploring Student Support in a Completely Online Module Within an Open Distance eLearning Institution

Most first-year students lack technological skills, which hampers their learning. Within the University of South Africa (UNISA), as an open distance and e-learning (ODeL) institution, first-year students require support to succeed, particularly because they are responsible for managing their own time and studies. Using a signature course, such as ‘Language through an African Lens' (AFL1501), which is a completely online module offered by the College of Human Sciences, the author explores how qualtrics data and narrative analysis aid students in completing their coursework. The article further touches on the significance of UNISA tools and other online resources as fundamentals of connectivism, the theory of technology as an extension of human faculty, and transformative learning theory as a support mechanism. The contributions of the lecturer and teaching assistants in facilitating first-year students' success in the online module are invaluable, as is evident from this report involving 600 survey respondents from Unisa.

Study on Factors that Contribute towards Open Distance Learning Contentment in Mathematics among UiTM Tapah Students: Exploratory Factor Analysis

The number of positive cases raised over 553 cases on the 16th March 2020. Thus, the Prime Minister of Malaysia announced a Movement Control Order (MCO) starting from 18th March to 31st March 2020. After two weeks, the teaching and learning (TnL) process implemented with a new learning policy at home through online learning and UiTM started Open Distance Learning (ODL) on 12th April 2020 in order to complete the courses in the given period. There are lack of universities practicing with ODL before including UiTM Tapah. Teaching Mathematics via online was very challenging as students are accustomed to the method of Face to Face (F2F) learning since early education. In addition, students were commonly less proficient in spelling and mathematical calculations compared to reading skills. The educators must understand students' background and identify the factors which may affect the learning process. Therefore, this study intends to identify the factors that contribute on students’ contentment towards ODL during COVID-19 pandemic. A set of questionnaire constructed using Google form consists of Personal Information (5 items) and ODL information (32 items) sections. Then, the Google form link is shared via Whatsapp and Telegram application. A sample of 336 students who experienced learning Mathematics course through ODL from various faculties in UiTM Tapah were responded to the questionnaire. This study applied convenience sampling method. This study executed Descriptive Analysis and Exploratory Factor Analysis (EFA). It found that there are five factors that contribute towards ODL Contentment in Mathematics among UiTM Tapah students which were Online Learning Readiness, Self-Directed Learning, Technologies, Internet, and Tools, Skills and Acceptance and Motivation for Learning.

Academic Experiences of “Zoom-Fatigue” as a Virtual Streaming Phenomenon During the COVID-19 Pandemic

This phenomenological exploratory multiple-case study design was conducted at an open distance e-learning university and a traditional contact residential university and it was found that the participants viewed video conferencing under the COVID-19 lockdown period as an exhausting experience. A second major finding revealed that the participants were empowered with digital literacy skills to use video conferencing effectively. The current findings add to a growing body of literature on video conferencing with a focus on Zoom fatigue. Further research might explore the lived zoom experiences of administrators, students and a larger group of faculties over a longer period. The study findings must be considered when planning and implementing video conferencing for academics and students in open distance e-learning contexts. This study showed that video conferencing is one tool in the emergence of a digital zoom revolution that has radically changed the workspace. The evidence from this study suggests that zoom fatigue is a reality check for work-related health management.

Identification and Learning Styles' Variation Factors for a Hybrid and Distance Learning Professional Training ODL-SPOC

The objective of this study is to analyze the learning styles’ variation of Physical Education and Sports’(PES) trainee teachers in relation with demo-graphic factors, type of hybrid or distance training, and technopedagogical design envisaged for designing an Open Distance Learning based on Small Private Online Courses (ODL-SPOCs) device. We used the Learning Styles Question-naire (LSQ-Fa), an adapted and shortened version, as an instrument for measur-ing learning styles distributed to 65 trainee teachers in PES. We examined the ef-fect of these independent variables: sex, age, license’s type, work’s experience in PES or sport, training’s type, the content’s form of our ODL-SPOCs and in-structional tutoring needs and their interaction on variations in learning styles’ scores of PES trainee teachers at a threshold of p <0.05. The data is analyzed by ANOVA test by comparing the variables’ frequencies. The results revealed that trainee teachers aged 30 and over scored higher than those aged 20 to 24 and those aged 25 to 29 in these learning styles: reflectors, theorists and pragmatists. Thus, based on ANOVA test, we found that trainee teachers’ hybrid or distance training and their technical problem-solving needs have the most influence on learning style scores’ variation. Based on our results, we recommend to teachers who are SPOCs’ designer-tutors to identify and verify the learners’ learning styles variation in order to improve performance in open distance learning.

New Cluster of Readiness Affecting Perceived Usefulness of Open Distance Learning Readiness During Cov?d-19 Outbreak

New Cluster of Readiness Affecting Perceived Usefulness of Open Distance Learning Readiness During Cov?d-19 Outbreak

A Systematic Review on Online Learning Research in Malaysian Higher Education in Post Covid-19 Outbreak: The UITM Researchers Perspectives

This paper reports on a systematic review of 59 pieces of educational research, relating to online learning composed by UITM researcher. Despite the volume of academic literature in this field, researcher found few research studies published in the period 2020–2021 providing findings addressing the review objectives. There was, however, a reasonable weight of research evidence to support the importance of the following factors in online learning such as Student’s readiness factor, Open Distance Learning, Student motivation, Stress, Pandemic Covid-19 Challenge, Learning Habit, Learning preparedness, Student’s performances, Student’s acceptance, Student’s satisfaction, Self-regulated learning, and Google classroom/online. The review also found some of the research methods that became the dominant methodology in the study conducted by UITM researchers related to online learning. However, conclusions should be weighed against the limits of the present research. Based on this review of the literature, implications for research and practise, as well as recommendations for next steps, are made.

Influence factors for proceeding with open and distance learning: UiTM Pahang sharing experience

COVID-19 pandemic has affected almost all sectors in the world, including education. As an effort to break the chain of virus spreading, schools and higher institutions in most countries have stopped all physical classes for a while. Ministry of Education has directed a virtual learning to be conducted in schools and higher education during Movement Control Order was implemented in Malaysia to proceed the teaching and learning process. The virtual learning included online and offline learning which is called as open distance learning. Hence, the main objective of this study is to identify the factors that influence the Universiti Teknologi MARA Pahang Branch students to continue practicing the open and distance learning. A set of questionnaires was disseminated to all 7,363 students of Universiti Teknologi MARA Pahang, where a number of 1,181 responses had been received from the survey conducted with a responding rate of 16%. The demographic aspects of the students were represented by a descriptive statistic and the identification o f p o ssible f a ctors w a s u s ed t o b u ild a n e w analysis model using logistic regression analysis. According to the results obtained, there are six factors that influenced t he s tudents t o c ontinue p racticing O DL w hich a r e: 1 ) w orkstation, 2 ) internet access, 3) learning equipment 4) understanding learning video 5) frequentness of device usage and 6) exchange of final e x amination t o fi na l as se ssment. Ba se d on th e ov er all mo de l, 70.94% of the sample was correctly classified.

Using Games in an Open and Distance Learning Environment

Research in education has been conducted over the decades to find the best practices in learning. Although there is no one size that fits all, gamification is one element in learning that has been proven to carve a niche for itself in many aspects in education. This has led to the creation and development of various types of games to suit various needs in education. Funlinguistics is a linguistics game for students taking Language and Linguistics course. It covers topics like morphology, syntax, semantics, and pragmatics. It adopts structural gamification approach that uses Microsoft PowerPoint as the main platform with Visual Basic Applications (VBA). The game consists of questions set at different difficulty levels based on Bloom’s Taxonomy. The game can be used to in a conventional classroom as well as during synchronous Open Distance Learning (ODL) environment. It is also well received by students who indicated their liking for it through an online survey.

Diploma Students’ Challenges and Best Practices in ODL at UiTM Terengganu: A Pilot Study

The objectives of this mixed method study were to determine challenges that students faced in open distance learning (ODL), and to find out their practices for handling the challenges. While blended learning has been fully integrated at Universiti Teknologi MARA (UiTM) since 2011, the spread of COVID-19 worldwide including Malaysia meant that all UiTM students had to complete the rest of the semester fully online, regardless of their readiness level. Data was gathered through an online questionnaire survey from 188 students and an interview was carried out with 19 semester two students at UiTM Terengganu. Multiple response set and thematic analysis were used to analyse the data. The results indicated that students experience issues with lecturers, family, personal problems, classmates, technical problems, class requirements and home environment. Although many previous studies have found that poor internet connection to be the biggest challenge of online learning among students, the results of this study indicated that personal issues are of a greater concern among the students. Further analyses of the interview responses showed that students’ biggest challenges were related to lack of time management skills, have a poor internet connection and face a noisy home environment.

Career development for students with disabilities in an open distance learning institution: A narrative inquiry

The transition from basic education to higher education and, finally, to work, can be difficult to negotiate for any young person. Such a transition can be challenging, particularly within the current labour market conditions accompanying the social and economic changes facing developing industrial nations. Students with disabilities face additional challenges in their career development and school-to-work transition. The Open Distance Learning (ODL) institutions tend to be the first and only choice due to the limitations posed by contact universities. Drawing from the life stories of two female students with disabilities at an ODL institution, this article interrogates how these young women negotiated (and continue to negotiate) their respective career pathways. The students share specific aspirations for their career and life development, their experiences of studying at an ODL institution, as well as their perceived employment opportunities. Also discussed here, are recommendations for practice. Points of interest People with disabilities do not receive adequate career development at school, or even upon entering higher education. Disability can influence how high, how quickly and how realistically young adults set career goals. People’s negative attitudes, have created career barriers for students with disabilities. Students with disabilities can succeed in their careers, if they have formed a solid identity, are determined, have a support network and create an environment which is conducive for their growth. The role of career practitioners is critical in providing the necessary career path materials in accessible formats, opening the conversation with the students with disabilities so that they make informed decisions.

Comparison of Students' Academic Performance in Mathematics Course with Synchronous and Asynchronous Online Learning Environments during COVID-19 Crisis.

There are two categories in which educator can deliver open distance learning (ODL) via an internet connection, namely Synchronous Online Learning (OL-sync) and Asynchronous Online Learning (OL-async). At Universiti Teknologi MARA Cawangan Pulau Pinang (UiTMCPP), lecturers could conduct ODL in OL-sync or OL-async due to MCO which was enforced on March 18, 2020. Therefore, this study was conducted to compare the influence of different learning styles with OL-sync and OL-async on UiTMCPP students' academic achievement during the COVID-19 crisis. This study will present the data analysis of research quantitatively. Independent sample t-test is going to employ, and the result indicates a significant difference between the mean of the two online learning approaches with a significant value of 0.004. Therefore, we can conclude that the OL-synch approach gives better result in students' academic performance. It is consistent with the findings of Duncan (2012), which recommend that online learning of the synchronous approach will give a better academic performance for the students.

STUDENTS’ PERSPECTIVES ON ONLINE LEARNING – ARE THEIR EXPECTATIONS MET BY CURRENT TEACHING PRACTICES?

The challenges of online learning, created by the COVID-19 pandemic, have prompted a significant demand in researching this particular field of education. The adaptation to online learning, unfortunately, was applied in a context of unprepared teachers and students. This situation was caused by the new format of education, which differs significantly from massive open online courses, traditional learning or distance learning. The new hybrid model of education, prompted by the pandemic, has certainly become a trend that could incite future transformations in terms of teaching and learning. To better understand the specifics of this type of online learning, we asked the students (N = 705) from the University POLITEHNICA of Bucharest to express their opinion on their learning experience during the pandemic. The survey included the problems and expectations of the interviewees, and the research results were analyzed in the article. Our goal was to improve educational practices in the virtual educational environment. In this regard, we analyzed the important components of online learning, focusing on the following ones: the quality of the educational resources used to support the content, the improvement of the quality of the teacher- student relationships, time management, online assessment. The article also provides solutions for effective online learning, from the students’ perspective.