Open Distance Learning Research Articles

Overview of European Universities with Open Distance Learning

Currently, distance learning is becoming the most attractive for the implementation of educational programs of open universities. These educational institutions are becoming the most popular in the context of continuing education. The article presents a study of European open universities with distance learning, which are members of the EADTU. The paper describes the main characteristics of European open education, describes the characteristics of the universities studied based on data posted on the websites of these educational organizations. The aim of the study is to analyze and compare digital educational platforms of open universities with distance learning. Methods of information search, comparison and analysis, statistical analysis and rating compilation were used. The authors used information about site traffic provided by the service Pr-cy.ru. The article presents an analysis of statistical data on the attendance of digital educational platforms according to the following criteria: the number of visitors per day, the average time spent on the site, the belonging of visitors to a geographical region. Based on the obtained statistical data, the ratings of open universities with distance learning were compiled. The paper reveals the main common features inherent in European universities that are part of the EADTU. The data obtained in the course of the study can be used to further study the experience of implementing open distance learning in the context of continuous learning.

Supervision experiences of postgraduate students at an ODL institution in South Africa

This article expounds on findings of a qualitative case study was conducted in a South African Open Distance Learning university. The aim of the study was to explore the experiences of postgraduate...

The role of organisational performance in moderating human resource management and outstanding outcomes in open distance learning context

The role of organisational performance in moderating human resource management and outstanding outcomes in open distance learning context

Open Distance Learning: An Alternative Strategy for Rural Teachers’ Professional Development in Lagos State, Nigeria

Advancement in technology and changes in knowledge delivery are making it imperative for teachers to acquire new skills and knowledge to meet the needs of today’s students. Teachers in rural areas rarely take advantage of professional development opportunities provided for them. This study explored the perspective of rural teachers on the constraints of accessing professional development programmes in order to situate Open Distance Learning (ODL) as an alternative method of delivering professional development training. Rubenson’s Recruitment Paradigm (1977), Cross’ Chain-of- Response Model (1981) and Darkenwald and Merriam’s Psychosocial Interaction Model (1982) guided the study. The study employed survey research design to answer the research questions raised. The population consisted of all teachers in public secondary schools in the rural areas of Lagos state. Ten secondary schools were randomly selected for the study. Twenty teachers were purposively selected from each school, making a total of 200 teachers. A self-developed questionnaire was employed to collect data. Data collected were analysed using descriptive statistics. The study revealed that teachers in the rural areas rarely go for professional development programmes as a result of constraints such as lack of time, lack of funds, inability to forego family time for development training and teachers’ disposition. Based on the findings, it was suggested that the effects of these barriers can only be mitigated through ODL which allows teachers to learn whatever, wherever, whenever, and however they want to learn through information communication technology.

Experiences of Nontraditional Students and Academics of the Recognition of Prior Learning Process for Admission to Graduate Studies: A South African Case Study in Open Distance Learning

The purpose of this study is to report on the recognition of prior learning (RPL) experiences of students and academics in a graduate context at an open distance learning (ODL) institution. Although students and academics are the key participants in the RPL process for access to graduate studies, their experiences regarding the process, specifically in an ODL context, appear to be under-investigated, given the limited number of studies conducted at distance learning institutions. Within an interpretative paradigm, the study followed a qualitative approach. A case study design was used to collect data employing open-ended questionnaires for students and academics involved in reviewing the RPL application students. The study involved research participants who were directly involved in the RPL process. The findings revealed that, apart from granting them admission to graduate studies, RPL candidates benefited from the process on a personal and academic level. The key aspects of RPL, such as preparation of evidence for assessment, which is similar to those of sustainable assessment, contribute to students becoming aware of their learning potential. This research contributes in a manner that provides more insight into this important academic experience of nontraditional students. This study recommends that an RPL process be an empowering and quality student experience that aims not only to prepare them for RPL assessment but also for the context after access to graduate studies.

Academic support under COVID-19 lockdown: what students think of online support e-tools in an ODeL course

PurposeThis paper aims to explore student teachers’ views related to the online academic support e-tools used under the COVID-19 lockdown.Design/methodology/approachMapping a pragmatic research approach, an explanatory mixed methods design was used for the study.FindingsEmpirical evidence revealed that student teachers were satisfied and experienced the academic support tools as being positively applied to their online learning. Furthermore, it is reported that student teachers preferred the discussion forum as the most appropriate academic support e-tool in the course under coronavirus (COVID-19) lockdown.Research limitations/implicationsThis exploratory pragmatic study extends the knowledge of the online academic support e-tools for an open distance e-learning (ODeL) context that was used under COVID-19 lockdown. This study provides additional evidence concerning a revised academic support frame for an ODeL online learning context. Research limitations: small sample size was used, and therefore caution must be applied, as the findings might not be transferable to a similar context. The current study has only examined a teacher education course and could not be generalised to similar conditions as those under COVID-19 lockdown. This exploratory research has raised many questions that require further investigation. More research is required to determine the efficacy of the academic support e-tools with regard to student learning in other online courses and contexts.Practical implicationsThe student teachers that participated in this study were empowered to using the academic support e-tools to support them under COVID-19 lockdown. The discussion was mostly preferred academic supportive e-tool as an engaged, participatory and communicative platform for accelerated learning in the teaching methodology of economics course.Originality/valueA noteworthy contribution was made in the design and testing of the reliability of methodological tools, which could be replicated in blended and ODeL contexts.

Open and distance learning in social work programme: a study of MSW learners of India

PurposeThe paper reports the feedback collected from students of the Master of Social Work (MSW) Programme of the School of Social Work (SOSW), Indira Gandhi National Open University (IGNOU), through open and distance learning (ODL), in India. The paper discusses findings related to learner profile, student support services, assignments, academic counselling, fieldwork, audio/video/teleconferencing facilities, Internet access and challenges faced by the learners. The findings will be useful for researchers and practitioners, will help in improving the overall quality of the programme, in designing the delivery mechanism as per the needs of MSW learners and in preparing them to be trained professionals to work in social development sector in India.Design/methodology/approachFor data collection, a questionnaire was prepared and sent to all the students of the MSW programme along with assignment, across India. Responses from 290 students were voluntarily received.FindingsThe research findings are that MSW (ODL) students are older, mostly married with the average male learners age being 35 years and that of female learners being 30 years, there are more female learners than male learners, majority of the learners are Hindu from general category, tend to be employed, mostly full-time and some part-time, with work experience. They are from urban, semi-urban, rural and tribal areas with Internet access. Most of the students preferred to read printed self-learning materials than digitally available on eGyanKosh or IGNOUmobile app especially in rural areas though with increasing access to Internet, students are gradually opting for online materials while filling up the admission form. Majority of students found the quality and standard of study materials to be very good. Though maximum respondents gave positive feedback about the student support services and their learning experiences, some of the learners faced challenges like unco-operative staff members, administrative delays, non-allotment of academic counsellor/fieldwork supervisor, irregularity, late reception of study materials, lack of staff members at study centre, far distance of regional centre/study centre from residence, etc.Research limitations/implicationsThe findings will help in designing and delivering the MSW programme in a more effective way. Based on the feedback received, the next revision of the programme will take into consideration the concerns of the learner. The limitation of the study is that not all learners responded to all the questions. Not all potential MSW learners filled the questionnaire and submitted it at the school. And those who responded had left some questions unanswered. Those who did not submit response may differ in their responses from what is received.Originality/valueIt is an original work and will be valuable in understanding the distance learner of MSW programme in India, programme delivery and challenges.

WITHDRAWN: Remote cloud classroom based on FPGA-based high-performance algorithms

Abstract Distributed computing offers an incredible variety of quick, flexible delivery of assets following the interests of customers, expanding the classification data to provide and prepare essentials. The rapid development of its huge interest in this innovation, and in many applications, including government, business, and the order has been accepted. At the same time, the complexity of the material helps to understand the student computer science and related topics by eliminating regional requirements, improving refinement, and rewarding experience to display computer science and related topics to Cloud. Field Programmable Gate Array (FPGA) is used by accelerating computationally expensive applications. Low power utilization drawn from industry and academia are important considerations. FPGA is the base attraction towards the treatment of intangible assets and their distributed computing circles reconfigurability of the causes and adaptability in critical mode. The basis for most universities are the use of under-utilized assets, adjusted asset utilization, happen to have flexible and innovative requirements. A new approach is introduced to software engineering, virtual or Open Distance Learning (ODL) data, and the University of Understudies e-learning Phase. This structure is calculated by measuring dispersion and tends to (cloud virtual frame-based study hall) administration layers. The basic part (in coordination with the cloud and software engineering process) is to develop a cloud program open academic expectations separation learning atmosphere. Finally, it is the way to achieve the structure proposed.

The Adoption of Lekgotlain Understanding Positive Experiences of Working in a Transforming Open Distance Learning (ODL) Academic Context

The Adoption of Lekgotlain Understanding Positive Experiences of Working in a Transforming Open Distance Learning (ODL) Academic Context

Synchronising Informal and Formal Learning Spaces to Facilitate Collaborative Online Learning

While online learning is increasingly used to provide continuation and facilitate interaction between students, institutions are challenged by low participation rates on their learning management systems and high drop-out rates. At the same time, students engage in extensive, needs-driven informal collaborations on a spectrum of offline and online platforms in support of their learning. It seems pertinent to understand the process though which students self-direct their learning across different learning spaces. A combination of focus groups and personal interviews was used during a qualitative study to gain in-depth feedback from a variety of online students in an online course at the University of South Africa (Unisa). Unisa is a large open distance learning (ODL) institution in South Africa and hosts students from diverse social backgrounds. Insights about student collaborations emerged after a thematic analysis, grounding the results in a social capital theoretical framework. The results indicate that students engage in social networking across various learning platforms, establishing a variety of social ties with perceived learning benefits, deriving value from the social capital fund in the respective social ties. Online educators can gain useful insight from understanding the process and value of students’ self-initiated participation in informal learning spaces to find ways for improved student participation in online learning. Practical ideas are offered as to how student collaborative learning can be facilitated by integrating formal and informal learning spaces in a seamless learning environment.

The Establishment of a Distance Training Device within the Regional Center of the Taza Education and Training: Administrative Cycle Case

The application of New Information and Communication Technologies (NICT) in the field of training led to the creation of this new reality called distance learning. Described as the marriage of multimedia (sound, image, text) and the Internet (online distribution, interactivity) DT has no doubt allowed to revive pedagogies to a new digital without or less presence. Our purpose is to verify the impact of open distance learning on the development of socio-professional skills among future administrators of the Ministry of National Education in initial training. In addition, the instrumentation of these training devices also provides a framework for evaluating, monitoring and controlling the training process, using the resources of computers and the Internet. Our research context takes place at the level of TAZA Regional Center of Trades Education and Training (CRMEF) during the academic year 2016-2017, the use of technological tools by trainers or trainees is quite common in courses, parallel activities, self-training, communication trainers-trainees or trainee-counsellors but all these forms suffer from the absence of a general frame of reference and regulation which guides the training actions via these tools. Indeed, the recommended methodology based on engineering training devices and skills in a virtual environment ie ” The technical instrumentation “and” educational scripting ” objects and training content. During its creation as its implementation, our platform experienced several difficulties including technical. Or today seeing the results of the questionnaires and following the feedbacks of trainee administrators we can judge that our goal is achieved.

Students’ Assessment of Open Distance Learning Programmes and Services in Nigeria: A Comparative Description of Three Selected Distance Learning Institutions

This study reported students' assessment of open and distance learning programmes and services vis-à-vis teaching and learning experience, educational resources, technical support service and infrastructural facilities in ODL institutions in Nigeria. The study adopted a descriptive survey research design and the participants for the study comprised of 719 students randomly drawn from three purposively selected ODL institutions in Nigeria. A semi-structured questionnaire was used as an instrument for the study. Quantitative data generated from the survey were analysed using frequency counts, percentages, and analysis of variance (ANOVA) while the qualitative data was content analysed. Result of the study showed that students enrol in open and distance learning programmes majorly as a result of the flexibility in learning. While students relatively rate their teaching & learning experience, educational resources and available infrastructural facilities in their universities good, they, however, rate technical support services provided in the ODL institutions as being poor. A comparative analysis of the students’ assessment in the three institutions revealed that there exists a statistically significant difference in teaching & learning experiences, available educational resources, technical support services and infrastructural facilities in the institutions. Based on the findiings of the study, some recommendation were made.

Academic excellence as a determinant of self-confidence among graduates of ODL programs

PurposeThis study envisioned plausible influential factors on service quality and academic excellence relatable to graduate self-confidence in an open distance learning (ODL) outlook. The objective was to expose the moderating role of academic excellence (graduate satisfaction) between service quality and self-confidence (engagement, achievement, loyalty and opportunity, EALO). It was also of interest to explore how, in what routines factors involved interrelated.Design/methodology/approachThis study utilized exploratory design. Qualitatively, service quality included acclimation, advising, module, tutorial, assessment, feedback and referral factors. Service quality led to academic excellence (GPA, study length, relevance and recognition). Besides, academic excellence influenced self-confidence. Quantitatively, service quality, academic excellence and self-confidence were the independent, moderating and dependent variables. Respondents were randomly selected through a survey of eligible Universitas Terbuka alumni.Findings11 hypotheses were assessed under structural-equation modeling (SEM). Responses from 122 out of 500 graduates were completed. Eight hypotheses were validated by the analysis. The tutorial was the most influential factor followed by module, assessment and acclimation; advising, feedback and referral were excluded. Academic excellence also led to self-confidence. The study was able to visualize a substantial role of academic excellence in moderating service quality to EALO. Besides, important-performance analysis and customer-satisfaction index (IPA-CSI) recognized 21 out of 32 attributes as the pillars of academic excellence.Originality/valueThree of the hypotheses were invalidated by the quantitative analysis. Further inquiry with much broader coverage is then required to diminish the variance to finally find the ideal framework.

Toward a Framework for Quality Assurance of library and Information Science Education in an Open Distance e-Learning Environment in Eswatini

This paper is based on a study that is aimed at developing a framework for quality assurance of Library and Information Science (LIS) education in an Open Distance e-Learning (ODeL) environment. The study was anchored on the interpretive research paradigm and entailed a literature review. LIS, as a field of study that is delivered on an ODeL platform, is proposed for Eswatini. The quality of such a programme is of great concern among stakeholders. This study develops a framework for quality assurance in the development of LIS programmes in an ODeL context in Eswatini.

CONTEXT MATTERS: STUDENT EXPERIENCES OF INTERACTION IN OPEN DISTANCE LEARNING

An important factor in online learning is how students are afforded opportunities for interactions to create their own knowledge and attain high levels of student satisfaction. In open distance learning, three types of interaction were initially distinguished: interaction with content, with the lecturer and with fellow students. As technology plays an essential role in online learning, interaction with technology was added. This study was conducted at an open distance learning institution using a blended learning approach. Since it was the first fully online course for first-year Education students, the purpose of the study was to determine students’ experiences of their learning in order to consider how offering the course online might affect their satisfaction and academic success. Within a connectivist paradigm, the research used a case study involving questionnaires with closed and open-ended questions. Findings confirmed the value of interaction on all levels and pointed towards the challenges in interaction with technology. Based on these findings, the study suggests that lecturers should consider the contexts of students when planning and designing online courses. As a result, it remains the university’s responsibility to put systems in place to support and prepare students.

An E-Portfolio as an Assessment Strategy in an Open Distance Learning Context

There has been a growing interest in using an e-portfolio as an alternative method of assessment in an open distance eLearning environment. The use of an e-portfolio as another method of assessment in Environmental Education (EE) has not been sufficiently researched. The purpose of this study was to explore how the use of an e-Portfolio as an alternative method of assessment enhances pre-service teachers' technological pedagogy in an environmental education module. Qualitative data was collected using interviews and document analysis. The study employed interpretive paradigm, connectivism theory, and purposive sampling. A qualitative approach was employed to analyse and identify emerging themes from the data. The qualitative findings are that the e-portfolio was significant in assessing sustainable education, enhanced the pre-service teachers' digital pedagogy. Challenges included a lack of computer skills, connectivity, support during compilation of e-portfolio, and sufficient activities to promote teachers' digital pedagogy.

Peran Budaya Organisasi Terhadap Komitmen Organisasi Ditinjau Dari Persepsi Dosen Universitas Terbuka

In the New Normal Era, Universitas Terbuka (UT) emerged as the leading Open Distance Learning Organization. In order to survive and excel, Universitas Terbuka requires a strong organizational commitment from lecturers who are important elements in the learning system at UT. This article aims to examine the influence of organizational culture on organizational commitment for Universitas Terbuka’s lecturers. This was a correlational quantitative research conducted at the UT Headquarters and UT regional offices (UPBJJ UT). The sampling technique used was purposive sampling. Analysis of Simple linier Regression was used to test the hypothesis. The results showed that there was a positive and significant influence of organizational culture on the organizational commitment of UT lecturers. It means the more conducive the organizational culture adapted by the organization is, the higher the level of organizational commitment of UT lecturers have. The implication of this research could be a guide for the management to develop an organizational maintenance program which pays attention to the organizational culture.

A framework for quality assurance for archives and records management education in an open distance e-learning environment in Eswatini

PurposeThe purpose of this study is to examine quality assurance for archives and records management (ARM) education in an open distance e-learning (ODeL) environment in Eswatini with a view to conceptualise a framework for quality assurance in the development and implementation of an ARM programme in the context of ODeL.Design/methodology/approachThe study is anchored on the interpretive research paradigm, which surrounds a systematic literature review. The researcher searched for literature online, using scientific databases such as Ebsco, Scopus and Google Scholar. The search applied the publications from 2005 to 2019. The main search keywords are “archives”, “records management”, “open distance e-learning” and “quality assurance”. A total of 15 articles, which included documents, journal articles, reports, web pages and monographs, were retrieved, reviewed and analysed in this study. This conceptual study was preliminary, and the researcher hopes that further empirical studies based on the findings of this study could be pursued in future.FindingsARM as a form of study and delivered on ODeL platforms have been proposed in Eswatini. The major concern among stakeholders is how to ensure the quality of such programmes.Research limitations/implicationsThis conceptual study was preliminary, and the researcher hopes that further empirical studies based on the findings of this study could be pursued in future.Practical implicationsThe findings and recommendations will help in the development of ARM programmes to be offered effectively by way of ODeL, there is a need to develop a transparent quality assurance framework for such an application and its implementation.Originality/valueThis is the first study on quality assurance for ARM education in an ODeL environment in Eswatini. As part of the study, a quality assurance framework was designed for the implementation of ARM education on an ODeL platform. This quality assurance framework is intended to help higher education institutions in Eswatini such as the University of Eswatini as well as stakeholders such as the Eswatini National Archives and others to design ARM education and deliver it on an ODeL platform in a manner that guarantees adequate quality.

Towards Enhancing Service Delivery in Higher Education Institutions via Knowledge Management Technologies and Blended E-Learning

Higher education, as a service sector, offers various programs to develop the students which can add value to the society. People, knowledge and technology play vital roles in attaining high service delivery in higher education institutions (HEIs). Knowledge sharing (KS), which is an arm of knowledge management (KM), is a key factor in HEIs requires full usage of technology to disseminate knowledge from teaching and researches through e-learning. However, technology challenges are prevalent in Africa. Hence, this paper illustrates how e-learning system can be used to enhance KM in HEIs in Africa and provide the benefits of both. Characteristics of KM and e-learning system have been highlighted. The paper shows relationship among different types of KM, e-learning and blended e-learning (BEL). It has been enumerated that there is a meeting point between KM, e-learning and BEL towards enhanced service delivery in HEIs in Africa in the era of open distance learning for towards achieving mass education. Hence, African governments should step up their efforts in funding technology-enhanced training in HEIs and necessary policies to promote effective and efficient quality services in DL education using KM and BEL.

“Colleague postgraduate supervision” and the production of space in higher education: a duoethnographic analysis

PurposeIn this paper we contribute knowledge to the postgraduate supervision discourses by reflecting on our socio-spatial experiences of being supervised by colleagues, a process that we refer to as colleague postgraduate supervision (CPS).Design/methodology/approachWe followed a duoethnographic research design by dialogically presenting and exploring our lived experiences of CPS and critiquing and questioning the meanings we give to those experiences. The experiences shared arose from two different contexts: a contact university and an open distance learning university.FindingsThe reflection suggests that social values of trust, compassion and care in CPS can outrun the spatial constraints for the benefit of the supervisees in the relationship. However, the colleagues in the CPS can also experience some subtle power dynamics and tensions that produce a constraining space, if the CPS process is not well communicated.Originality/valueWhile CPS is a common practice in some universities, there is limited research that pays attention to its socio-spatiality, that is, the interaction between the social and the spatial aspects of this practice.