Open Distance Learning Research Articles

Assessment of the Contribution of Online Information Resources in Open Distance Learning Mode to the Development of Lifelong Learning in South-West, Nigeria

Global information resources and sophisticated technology have accelerated the availability and utilization of Online Information Resources (OIR) in the Open Distance Learning environment. The study examines the contributions of OIR to Open Distance and Lifelong Learning in relation to three purposively selected dual-mode institutions in South-West Nigeria. A sample of 425 open distancelearners was purposively selected from three (3) dual-mode institutions and three (3) study centres from the only single-mode university in Nigeria. The finding shows that OIR contributed significantly to both Open Distance and Lifelong learning. The finding highlights the increased desire for continued learning and the suitability of the OIR in enhancing learning and ensuring inclusive and equitable quality education. This, nevertheless, suggests that government should ensure the implementation of the vision of free Wi-Fi in public spaces.

Open Distance e-Learning: A Model for Library and Information Science Education in Eswatini

Eswatini has been impacting and sourcing Library and information science education in training from foreign institutions due to a shortage of institutions offering Library and Information Science (LIS) training. The relevance of sending people for training in other countries has been a great concern for the government of Eswatini. The expense and complexity of sending employees out of the country for training have caused problem many organizations due to their absence from the office. This study, therefore, investigates the development of an open distance e-learning (ODeL) curriculum for the LIS program in Eswatini and proposes strategies in this regard.

ENHANCING MATHEMATICS TEACHERS’ CONCEPTUAL UNDERSTANDING THROUGH ACTION LEARNING IN AN OPEN DISTANCE LEARNING CONTEXT

Ponte Academic JournalNov 2020, Volume 76, Issue 11 ENHANCING MATHEMATICS TEACHERS' CONCEPTUAL UNDERSTANDING THROUGH ACTION LEARNING IN AN OPEN DISTANCE LEARNING CONTEXTAuthor(s): Zingiswa JojoJ. Ponte - Nov 2020 - Volume 76 - Issue 11 doi: 10.21506/j.ponte.2020.11.4 Abstract:This paper uses dimensions of student engagement and framework constructed with fragments of the expectancy-value, achievement goals, self-determination, and socio-cultural dependant theories to argue on student teachers’ engagement in mathematics learning for teaching in the Open Distance Learning (ODL) context. The paper reports from a mixed methods approach research project that analyzed how the ODL teaching and learning environment on embracing the African student can be enhanced. From a population of 654 students in an institution’s Post Graduate Certificate in Education mathematics didactics course, a sample frame of 75 students was used for the study, obtaining a stratified random sample of five mathematics didactics students out of those registered for the module. Data were collected through interviews conducted with a sample of five students based on their approach in their submitted work. In addition, document analysis of seventy-five portfolio submissions were analyzed. The results indicated how inaccuracy in the ODL system inadequately prepared mathematics pre-service teachers and how student teachers take advantage of the irrelevant systems in place. The quantitative demographics indicated that many students last engaged with FET mathematics more than a decade ago. Pertinently, the mathematics that they did in tertiary institutions before enrolling for the module on didactics dealt with the application of differentials in calculus, which could not assist in mastering FET mathematics content. The paper recommends that online discussion classes be established where students engage with each other and the content in electronic platform-like discussion forums to improve on their mathematics understanding. Download full text:Check if you have access through your login credentials or your institution Username Password

Africanisation of the South African archival curriculum: A preliminary study of undergraduate courses in an open distance e-learning environment

Educators and archivists in Africa have repeatedly raised the need for redeveloping university curricula to reflect local and global best practice. An African education curriculum case study by the InterPARES project (2013–2018) that covered 38 countries out of 54 revealed the existence of few available archival training programmes in the continent. Literature further reveals that where educational programmes are available, the curriculum is mostly Eurocentric and thereby addresses archival issues from a Western perspective. As a result, the infinite problems facing archivists on the continent such as resources, skills, technology, infrastructure, advocacy, holdings, collaboration, displaced archives and many more (the list is endless) are not fully engaged. The archival programmes at the institution of higher learning appear not to address grand societal challenges such as unaccountability, poor governance, service delivery, as well as the low usage of archives repositories in the continent. In South Africa, there has been a call to use African epistemologies such as Ubuntu, a philosophy that provides an African overview of societal relations or the Batho Pele, principles adopted by the post-apartheid South African government to guide and direct its public service and address imbalances of the apartheid regime. This study utilised the Africanisation pillar of Sibanda (2016)’s model to analyse the infusion of curriculum transformation into the ten modules for archives and records management in an open distance e-learning (ODeL) environment. In this regard, the content of ten archives and records management modules for a bachelor’s degree in an ODeL environment is analysed to explore the transformation of archival curriculum. Only one university in South Africa offers a fully-fledged bachelor’s degree with a major in archives and records management. The study established that an attempt was made to transform the archival curriculum at study material development and module delivery level. This resulted in a missed opportunity to transform archival curriculum in the development of the new bachelor’s degree being implemented in 2017. The study concludes by arguing that failure to decolonise the archival curriculum will result in archivists being highly unlikely to contribute to solutions to societal problems that are difficult to solve confronting South Africa using local solutions. It is recommended that transformation of the curriculum should start at a programme level rather than module level.

Emerging bimodal biometrics authentication for non-venue-based assessments in open distance e-learning (OdeL) environments

Authentication plays a significant role in security during the non-venue-based examination, as it verifies the identity of online students. Existing authentication techniques have not yet provided an optimal cheating-free, non-venue-based assessment. This research proposes an emerging biometrics technology model of facial recognition and keystroke dynamics (FRAKD) to minimise the problems of malpractice during examinations significantly. Detailed experiments conducted on the Moodle learning management system (LMS), using a client-server platform of 100 diverse students who were captured as a positive data set, produced an average recognition rate (RR) of 85%, while for 20 imposter students, an average rejection rate of 90% was realised. When benchmarked with related solutions, this result shows that using the FRAKD biometrics model in non-venue-based assessment demonstrates reliable security and minimises impersonation more than state-of-the-art practices such as portfolio-based distance assessment without supervision. This improved solution will obviously have great value for ODeL institutions and examination bodies.

Emerging bimodal biometrics authentication for non-venue-based assessments in open distance e-learning (OdeL) environments

Authentication plays a significant role in security during the non-venue-based examination, as it verifies the identity of online students. Existing authentication techniques have not yet provided ...

Identification of Student-Teachers Groups’ Needs in Physical Education and Sport for Designing an Open Distance Learning on the Model of Small Private Online Courses

Currently, there are witnessing several distance-learning offerings: FOAD (Open Distance Learning) MOOCs (Massive Open Online Course) and SPOCS (Small Private Online Courses) in various intervention sectors including education and training. However, little research has dealt with analyzing the needs of participants before implementing SPOCs in higher education. This study aims to identify needs in order to design and guide a technopedagogical device in SPOCs’ form for teacher training.The results showed that more than 70% of interviewees declared that SPOC reduces participants’ travel time, 87% aimed at developing professional competence in planning learning, 77% wanted students’ evaluation and more than 60% wanted to know the disciplinary knowledge relating to physical and sporting activities (PSA) and their Learning activities’ management.In addition, 64.3% of participants preferred, as device’s form and design, the four modalities at the same time: text structured in title, video capsules, images and sound recording. In terms of educational tutoring ,more than 75% of participants declared their need to understand certain concepts in the course. These results will guide us to focus attention on three basic professional skills: planning, management and evaluation of learning as a priority training module in the envisaged SPOC with technical and pedagogical support both audiovisual and textual.

Students’ Experiences of a Flipped Instructional Design at an Open Distance e-Learning University

Students’ Experiences of a Flipped Instructional Design at an Open Distance e-Learning University

Comparison of Students Using Electronic Learning Website of the University of South Africa

It is almost impossible to perform academic activities, such as accessing study material or contacting lecturers and other teaching and learning processes, at an open distance learning institution without the use of computers and the internet. This article investigates and reports on the time taken by students with and without disabilities to complete certain tasks using the University of South Africa's learning management systems (LMS). The findings of the study indicate that the time taken by students with disabilities to finish tasks is much longer compared to the students without disabilities. The study established that well-developed e-learning platforms guarantee efficient and effective use by both students with and without disabilities. The study suggests that it is significant for all LMS stakeholders to be involved in the development of e-learning websites. This is to ensure that accessibility and usability of these websites are adhered to during the development of e-learning websites.

ICT use patterns, mental health symptoms and the well-being of the open distance learning student: a replication study with historically advantaged students

In addressing an area of research that has not received any attention, a recent study conducted in the South African context of disparities concluded that medium ICT use patterns hold no risk factors for the mental health and well-being of the historically disadvantaged open distance learning student. To determine if the basic findings can be applied to a different subgroup of students who are known to have better access to ICT resources, a replication study with historically advantaged students was done. Key findings from data collected from 699 students revealed no significant relationships between total ICT use scores, mental health and psychological and emotional well-being. Other than facets of social well-being, results were relatively consistent with the original study. In the context studied, it was concluded that ICT use patterns hold no risk factors for the mental health and well-being of the open distance learning student in general.

Connectivism as a Learning Theory and Its Relation to Open Distance Education

This paper focuses on connectivism as a learning theory and its relation to open distance education. Connectivism is presently challenging existing learning theories and is unlike behaviourism, cognitivism and constructivism, which place learning at the centre of the cognitive development of the learner. Connectivism stresses that learning is located in different networks and the social construction of knowledge makes the learner key in the knowledge creation process. Connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. This is a learning environment where students simply plug into the network and create their own learning. Unlike traditional learning methods and theories like cognitivism (where learning is an active, constructive process), behaviourism (a theory of learning based on the idea that all behaviours are acquired through conditioning) or constructivism (the theory that humans construct knowledge and meaning from their experiences), with connectivism, learning is defined by connections to a network of knowledge that can include any form of interaction. Siemens’ theory of connectivism is based on Web 2.0 technologies. This raises key questions as to whether it can be seen as a learning theory in the context of open distance learning (a delivery mode and teaching and learning approach that focuses on increased access to education and training where barriers caused by time, place and pace of learning are eliminated). Web 2.0 learning in the last decade has impacted on the way we teach in traditional classroom settings and how knowledge is disseminated in an online learning environment. Siemens’ theory of connnectivism is a paradigmatic shift from traditional learning theories to new ways of learning through networks, databases, and Web learning on different virtual learning platforms. This raises questions about the radical discontinuity of traditional knowledge systems as the learner becomes part of the social creation and social construction of knowledge in a virtual learning environment.

The same course, different access: the digital divide between urban and rural distance education students in South Africa

ABSTRACTAccess to education is a significant determinant in future success, not only for a country but equally for individuals. Higher Education (HE) thus is an integral part of the Sustainable Development Goals and vital in supporting African development. Despite this, there is often a lack of access to HE in many parts of Africa, distance education can subsequently play an important role in increasing access to education by providing materials online. Even though institutions such as the University of South Africa, a provider of Open Distance Learning (ODL), can open access to HE for many marginalised and peripheral communities, we cannot separate access to ODL education from the debate of access to ICTs. Students in urban areas have a significantly different educational experience to students with poor ICT access in urban, peri-urban and rural areas. This paper explores the nature of access to ICT and how this affects students’ ability to access HE.

Shaping ICT Infrastructure Through Creativity and Innovation

Objectives: Creativity and innovation are the bedrock of any academic exercise. Open distance learning (ODL) should not be an exception. The sustainability of an ODL programme depends on the ability of the teacher to introduce creativity and innovation in the distribution of experiences and resources. Methods/findings: There should be a positive relationship between students and teachers which serves as motivational factors and attractive models for the students. This study develops two infrastructural competency needs that every teacher should possess to drive ODL forward. Application: The study discusses the use and implementation of Zoom and Moodle as ubiquitous interactive learning tools to bridge the gaps between teachers and students. Keywords: ICT, Infrastructure, Creativity, Innovation, ODL, Zoom

Qualitative research paradigm

A number of researchers have commented on the death of substantive research within the field of management, education, social science and other related disciplines. The plea to use experimental type of research has interestingly been the major area of concentration by most modern researchers. This paper outlines an alternative methodology known as the qualitative research paradigm. More recently an overview of distance education research showed that more than 80% are identified as having used qualitative methods. The qualitative research is seen as a research methodology that engages in research that probes for deeper understanding and insight rather than examine surface features. This paper outlines the key characteristics of the qualitative research methodology and further discusses the reasons for its selection by most students in distance open learning. There is a growing body of literature devoted to qualitative research and some of which is synthesized in this paper for the benefit of researchers and educational practitioners. The goal of this desktop research is to elaborate on and present on the major reasons for using qualitative methodologies and also to provide a basic introduction to the features of this type of research which is commonly used by distance education students.

Library usage by university accounting students: a comparison of contact and open distance learning institution in South Africa

The level of library patronage among accounting students is examined both in a distance and a contact learning institution in South Africa. We used a structured questionnaire to collect data from a sample of 500 accounting students from both a distance and a contact learning institution in South Africa, out of which 379 returned a completed questionnaire, representing 76%. Findings show an apathy among South African university accounting students towards library services patronage, which is exacerbated by lecturers' practice of giving assignments that do not require students to search for information beyond what is in their recommended textbooks. The most significant factor that influences universities' accounting students' patronage of library resources is the expertise and interaction with library staff. This confirms the Expectation-Confirmation Theory that accounting students from both institutions examined based their level of satisfaction on their perception of the library services they received. Library management needs an understanding of the teaching and learning practices of the accounting discipline and collaborate with curriculum developers to improve accounting students' usage of library resources. In future, the number of universities offering accounting programmes in South Africa needs expanding and so that university libraries can cater for higher numbers of accounting students.

Resistance to change, work engagement and psychological capital of academics in an open distance learning work environment

Orientation: In the present knowledge economy, the external environment is rapidly evolving and organisations are increasingly demanding much more from their employees. Psychological capital (PsyCap) and work engagement (WE), seen as positive human resource strengths and psychological capacities, can be developed and effectively managed for enhanced work performance. Employees’ resistance to change (RTC) is a key barrier to organisational change.Research purpose: To investigate the interrelationships between PsyCap, WE and RTC of open distance learning (ODL) academics.Motivation for the study: Little empirical research has investigated the application of positive work and organisational psychological functioning of ODL academics. Universities can use the study results to develop strategies which may enable institutions and individuals to flourish through positive well-being despite change.Research approach/design and method: A quantitative survey including a probability sample of 208 (N = 208) academics was utilised. Structural equation modelling was used to analyse the data.Main findings: The results reveal a meaningful positive relationship between the positive psychological constructs of PsyCap and WE, and a meaningful negative relationship between the psychodynamic construct RTC, and the positive psychological constructs of PsyCap and WE. Structural equation modelling indicated an adequate fit of conceptual structural model.Practical/managerial implications: Results suggest that reduced RTC and increased positive psychological behaviour could contribute to a positive organisation and individual well-being in a changing work environment.Contribution/value-add: This study adds to the body of knowledge and insights into positive work and organisational functioning of academics in a changing ODL work environment.

Mediation Starring role of Student’s Satisfaction in Open Distance Learning in Sri Lanka

In the education environment Students’ Perceived Service Quality (SQ), Satisfaction (SAT) and students’ favourable or unfavourable behaviour can be considered as significant factors of students’ retention and accomplishment of registered programmes with in their stipulated time. The Open Distance Learning (ODL) is widely spread and established flexible pedagogy system with the fast-growing technological enhancement. Year by Year the student population has been drastically increased but completion rate has uncovered a very challenging situation. The service quality concepts which were limited only for customer-based criteria have originated various service quality significant factors and models in education field also. The purpose of this paper is to find out the significant service quality factors by using the modified SERVQUAL dimensions and the relationship between PSQ, SAT and Behavioural Intention (BI). For this study independent variables are Assurance, Empathy, Reliability, Responsiveness, and Website Content and dependent variables are Students’ PSQ, SAT and BI. The population was undergraduate students who have registered for academic year 2013/2014. The valid sample consisted with 744 students. Data collection were done by using a self-administered questionnaire and survey method. The significant relationships revealed; PSQ with Reliability, Responsiveness and Website Content. Further Students’ PSQ with SAT, PSQ with BI and SAT with BI. It is concluded that there is a strong relationship between PSQ and SAT in the ODL environment and a mediated relationship. The variance extracted from the PSQ and SAT were 26% and BI was 43%. It is recommended to select more SQ variables and should increase the sample size for more accuracy in future study as longitudinal. The implications will contribute theoretically and managerially to formulate practical guidelines and necessary strategies to improve the students’ favorable behaviour mediated by the Students’ SAT and PSQ.

Coping with occupational stress in an open distance learning university in South Africa

The study explored the occupational stressors experienced by academics employed by open distance learning (ODL) institutions and their coping strategies. The participants were a convenience sample of 305 academics from an ODL university in South Africa (female = 64.3%; median age = 45.5 years). The participants were mostly lecturers who had been employed in higher education for more than 10 years. The participants completed The Comprehensive Coping Strategies Questionnaire. Multiple regression analysis revealed successful coping with occupational stress using cognitive coping, social support coping, and vacation time. The findings suggest a need for stress management practices to mitigate occupational stress among academics and promote the adoption of adaptive coping strategies.

Why Does Collaborative Learning Not Always Work Even When the Appropriate Tools Are Available?

Today, more and more working adults are opting for the Open Distance Learning (ODL) mode to pursue their tertiary studies as it offers them the flexibility to study anywhere, any time and at one’s own pace. But studying at a distance can be problematic for many learners, with the absence of regular traditional face-to-face sessions. Some find it difficult to adapt to this new learning environment and become easily isolated. Collaborative Learning (CL) can help overcome this isolation and boost learning performance. To investigate the implications of CL in the ODL environment, a study was conducted with 155 learners at the Open University of Mauritius. The study revealed that at least one third of the respondents were not participating in CL and were thus missing on the benefits of “learning together”. The others had adopted CL to understand the course content, discuss assignments and get better marks. This study also showed that tutors’ role was vital in encouraging learners delve in CL. Respondents deplored the lack of appropriate infrastructure and meeting places to hold CL meetings. They also reported lack of awareness of the benefits of CL and difficulty in finding time due to family and professional commitment as some of the obstacles to CL.

INTRODUCTION OF THE РCСВР IN EDUCATIONAL AND INFORMATIVE MACROMEDIA FLASH DISTANCE LEARNING ENVIRONMENT

The purpose of the article is to analyze the peculiarities of the practical application of the Macromedia Flash distance learning system on the basis of the ILIAS open source distance learning platform and its application in the RFP (OT) in the process of implementation of the complex cognitive behavioral psychotherapy (PCCВP) program into the educational process. The experiment used different methods of pedagogical research, namely: observation (the subject of observation was the educational activity of students in the classroom); conversation (conducted with students in the process of analyzing the results of the survey); content analysis as a method of studying documentation (the information of class journals, the results of control and trial works). Results. The features of the distance learning platform are analyzed in the context of the model of providing remote access to training resources in the process of training future specialists, and the features of available services and platforms of distance learning are revealed. The peculiarities of introduction of the elements of distance learning of the educational concept of "Culture of safety of psychoprofessional disorders in conditions of" locus minoris resistentiae "regarding the development of hypochondria in a person in the system of vocational schools are substantiated. In terms of problem solving, we have developed a course in distance learning on the basics of working with Macromedia Flash using the ILIAS open source remote learning platform. It creates interactive movies that allow the user to control their behavior with the keyboard or the mouse. Flash movies created are compact, fast-loading and scalable. Note that the results are often saved as compact SWF files for display on the ILIAS platform using a Flash player. Flash movies use vector graphics, but may also include spot graphics and sound. This program is a translation of the latest version of the world-famous Flash movie player. The potential of the distance learning system on the ILIAS platform in the organization of professional training and training of future specialists is highlighted. It includes organizational methods for the division of functions between contractors who work on the basis of rigid regulation and careful control Creating a course for distance learning based on the ILIAS platform, we added theoretical material in the form of lectures or attached training presentations, mental maps, interactive posters and more. Conclusions . It is shown that the methodological basis of distance learning in the system of institutions of vocational (vocational-technical) education (hereinafter: ZP (PT) O) is the teaching about the organization of activities as a coherent system with clearly defined characteristics, its advantages and disadvantages, logical substructure and a number of relevant organizational - pedagogical methods. Keywords: program of complex cognitive-behavioral psychotherapy, author screenings, distance learning, information and communication technologies, institutions of professional (vocational-technical) education, educational-informative environment, system of educational and methodical materials, program «Macromedia Flash», ILIAS platform. Отримано: 26. 0 8 .2019 Відрецензовано: 02 .0 9 .2019 Опубліковано: 30 .09.2019 DOI: http://doi.org/10.31108/3.2019.3.3.2 * * * * * Завантажити/прочитати статтю PDF