Open Distance Learning Research Articles

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.

Students’ and lecturers’ experiences of digitally transformed Open Distance Learning at higher education level

Students’ and lecturers’ experiences of digitally transformed Open Distance Learning at higher education level

Postgraduate students’ experiences during COVID-19 at an open distance learning institution

Postgraduate students’ experiences during COVID-19 at an open distance learning institution

Juggling access vs retention and academic performance: The experience of a lecturer teaching in an open, distance e-learning institution

In response to the growing number of people requiring access to higher education, the student numbers at distance education institutions grew significantly over the last decade (Unisa 2013; 2020). Unfortunately, many students who enrol at open distance learning institutions are not ready for the demands of distance e-learning. More than half of students enrolled at the open distance learning institution where this study was done drop out and the reasons have been well researched (Joubert and Snyman 2018; Mashile, Fynn, and Matoane 2020). It seems that universities’ responses to Sustainable Development Goal 4 (SDG 4.3 ‒ equal access to technical, vocational and higher education) (Unesco 2021) may unintentionally have created new vulnerabilities for the very group of people they have targeted for progress to end poverty, hunger and discrimination. As nearly a third of all students in South Africa are enrolled at Africa’s largest open distance learning institution (Unisa 2018), it becomes crucial not only to increase access, but simultaneously to prioritise student retention and academic performance. This raises the question: How can and should lecturers teaching at distance-education institutions optimise the online teaching and learning environment in order to bridge the gap between access targets and academic performance targets? Following an autoethnographic research design, I share my own experiences of teaching two year-modules of the Bachelor of Education (B.Ed) Foundation Phase programme offered via a continuous assessment (CA) approach. Two theoretical frameworks, namely the socio-critical model of Subotzky and Prinsloo (2011, 184), and Luna’s (2018) theory of layers of vulnerability guided my understanding of the challenges associated with distance learning as well as my research design. My study reveals that the promise of CA does not always convert to optimal performance, and that contextual factors in distance education have a powerful impact on academic achievement despite the effort made by lecturers.

Mediating Effects of Fear on Mental Health among Undergraduate Students during Open Distance Learning.

Online distance learning (ODL) known as the flexible learning environment can trigger a negative impact on students' mental health. The study aimed to identify the influence of fear as mediator between mental health problem and university students' perception on ODL. This is a cross-sectional study involving a convenient sampling of 258 undergraduate students. Self-administered structured questionnaires adapted from the Depression, Anxiety and Stress Scale-21 (DASS-21) and the Fear of COVID-19 Scale (FCV-19S), were used to assess the severity of psychological symptoms (depression, anxiety and stress) and fear. The perception towards ODL is also designed to assess the students' perception related to ODL implementation. The data were analysed using descriptive statistics and Structural Equation Modelling-Partial Least Square (SEM-PLS). Overall, 84.2%, 95.0% and 67.4% of the participants experienced moderate to very severe level of depression, anxiety and stress, respectively. In addition, 82.6% of them suffering with moderate to extreme level of fear, of which 81.8% of participants had a negative view on ODL. The results of SEM-PLS revealed that there are complementary partial mediation effects of fear on the relationship between depression and students' perception during ODL (β = 0.502, t-value = 0.828, P-value = 0.017). The anxiety (β = 0.353, t-value = 5.401, P-value = 0.000) and stress (β = 0.542, t-value = 8.433, P-value = 0.000) have directly influenced on fear. This study demonstrated that university students had the prevalence of psychological symptoms and fear during ODL. In line with this, fear contributes significantly to the mental health status of university students and has negatively impacted the students' perception during ODL implementation.

Do types of gadgets used for online learning have a bearing on student academic performance?

<span lang="EN-US">This paper explores the impacts of using smartphones vs laptops on students' academic achievement in their English courses and their satisfaction in learning English via open distance learning (ODL). Experiments were conducted in authentic teaching sessions with a total of 304 undergraduates from a local university. The methodology applied is a quasi-experimental design with post-test-only. Results indicate that the relationship between the grade obtained and level of satisfaction with gadget is low and not significant at 5% level of significance. However, there is a significant relationship between the level of satisfaction towards gadgets used for learning English courses and learning English via ODL classes since the p-value is significant with a correlation value of 0.455. Finally, there is a low correlation between the grade obtained and level of satisfaction in learning English during ODL classes. Future research should be conducted to further check on the effects of using mobile phones against other mobile devices on other subjects learnt in the universities.</span>

Perspectives of Students at Institutions of Higher Education Toward Open Distance Learning

Open and Distance Learning (ODL) is a way of learning remotely without being in regular face-to-face contact with an instructor in the classroom. Students learn the content using instructional materials that are uploaded on online platforms. Despite the convenience of the learning method, there is a need to assess students' awareness and intention to use these platforms. This paper evaluates whether perceived usefulness (PU), perceived ease of use (PEU), and perceived self-efficacy (PSE) can influence students enrolled at an institution of higher education (IHE) to choose open distance learning (ODL). The Technology Acceptance Model (TAM) has been identified to support the research framework of this study. A research framework was proposed and three hypotheses were developed. Data were obtained from 125 respondents enrolled in the ODL Program using convenient sampling. Data were analyzed using the SPSS statistical program on descriptive statistics, factor analysis, and regression. The results revealed that PU and PSE have direct relationships with the behavioral intention to choose ODL. Therefore, PU and PSE influenced the students to choose ODL. Meanwhile, PEU has no direct relationship with behavioral intention to choose ODL. Therefore, PEU cannot attract the interest and attention to influence the students to use ODL. The study helped uncover a significant understanding of students’ acceptance of ODL for IHEs to develop further ODL programs related to Islamic Finance and Banking courses under Massive Open Online Courses (MOOC). Also, ODL provides opportunities for interactions and communications between students and lecturers through information and communication technology (ICT) and multimedia. This study provides further empirical support that behavioral intention is able to be influenced to choose ODL.

Enhancing Mathematics Teaching Practice Supervision in an Open Distance E-Learning Context: Challenges and Successes with 4IR

Enhancing Mathematics Teaching Practice Supervision in an Open Distance E-Learning Context: Challenges and Successes with 4IR

Exploring The Barriers Hindering Tutors Student Support in an Open Distance Learning Context

Exploring The Barriers Hindering Tutors Student Support in an Open Distance Learning Context

Influences on Perceived Stress Among Undergraduates During COVID-19-Induced Transition to Open Distance Learning: A Multiple Linear Regression Analysis

Due to the COVID-19 pandemic, numerous institutions, encompassing both public and private universities, have shifted their focus towards open and distance learning (ODL) as a replacement method of teaching. This rapid evolution of the education system has brought to the forefront a concerning increase in students' mental health issues. Therefore, this study endeavors to identify the factors that contribute to the perceived stress levels experienced by undergraduate students during ODL. A total of 630 undergraduate students were involved in this research, chosen using a convenience sampling approach. The survey instrument encompassed inquiries about demographic characteristics and employed the Perceived Stress Scale-10 to gauge stress levels. Multiple Linear Regression analysis was employed to scrutinize the data in pursuit of our research objective. The findings underscore the significance of several factors in influencing perceived stress among undergraduate students in the ODL context. Specifically, network condition, level of semester, and gender emerged as noteworthy contributors to the perceived stress experienced by undergraduate students.

Student Academic Success in Linear Algebra in an Open Distance Learning Environment

Academic success in first year university mathematics in been problematic for decades and mathematics educators keep looking for the causes. What has been universally agreed, is that the theoretical and abstract nature of mathematics plays a role. A module on Linear Algebra at an Open Distance eLearning (ODeL) institution, was identified for investigation due to very high dropout and failure rates. This article concentrates on identifying the types of knowledge (e.g., procedural, conceptual, strategic, schematic and declarative) necessary for academic success in the subject. Using the literature, a conceptual framework is developed to classify students’ answers into the various types of knowledge. The research question asks what types of knowledge contributes to academic success in Linear Algebra. Script analysis is used to answer the research question. The results showed that lack of the necessary declarative knowledge which forms the basis for the other forms of knowledge as well as procedural knowledge were the main causes of the resulting misconceptions and errors. It was established that students were more engaged in surface learning rather than deep learning that results in conceptual understanding and acquisition of conceptual knowledge.

Proctoring as a human substitution for online summative assessments in a comprehensive open distance e-learning institution: Opportunities and obstacles

At a comprehensive open distance e-learning (CODeL) university in South Africa, assessment practices were converted and offered online during and post COVID-19. Innovative proctoring methods were applied to secure the authenticity of online summative assessments. However, the use of such proctoring tools to ensure ethical behaviour of students during summative assessments remains questionable, as these tools are not infallible. A qualitative approach was applied to explore ways in which online proctoring tools can contribute toward ensuring authentic summative assessments. Through the application of collaborative autoethnography, the researchers obtained insight into opportunities and obstacles that may influence the effective use of online proctoring tools to support summative assessment activities. Findings indicate that students would go to great lengths to consult unauthorised material and share answers during summative assessments. Therefore, to enhance perceptions of ethical conduct in higher education, it is recommended that ethical principles are expanded through extended training and guidance with revolutionised proctoring technologies.

Impact of E-Learning System: Google Classroom Interaction between E-Facilitators and E-Learners at the University of Ibadan Open Distance Learning Centre, Nigeria

Open Distance Education, an e-learning delivery system, is structured toward quality education for development and growth that meets the needs of the modern world. Its e-learning method is geared toward quality education that provokes critical thinking, scientific innovation, artistic revolution, and managerial skills. With all these qualities, criticizers still believe that the orthodox method of learning drills, as such face-to-face interaction, fixed location, and immediate feedback are still the best learning practice. Therefore, this article examines the impact of the e-learning system of Open Distance Education as a friendly learning flexibility and teaching mode that provokes mutual understanding, critical thinking, and immediate feedback between online facilitators and e-learners. Also, it investigates how its teaching approach stimulates innovative research, learning security, and interactive mutuality. Seven (7) excerpts are purposively selected from Google classroom interactions. The article uses Schechner's performance theory and the theories of Freud and Jung. Performance theory emphasizes human activities, while the theories of Freud and Jung talk about human interactive engagements. Theories are used to analyze interactive mutuality and knowledge based-performance between e-facilitators and e-learners. The data are subjected to content analyses.

Learner Administrative Support Services and Retention of Students in Open Distance Learning Programmes: The Case of Selected Universities in Kenya

Learner Administrative Support Services and Retention of Students in Open Distance Learning Programmes: The Case of Selected Universities in Kenya

Technology-Based Support of Final Year Bachelor of Education Students in a South African Open Distance e-Learning Institution

Throughput rates are a cause for concern across South African universities. Acceptance at university does not guarantee success for students, particularly the historically and economically disadvantaged majority. This challenge is exacerbated in Open Distance e-Learning institutions such as the University of South Africa (UNISA). Through a case study, this paper discusses key issues affecting students who were on the brink of completion, requiring one or two modules to complete their Bachelor of Education qualification at UNISA. The two hundred students who were part of the study were enrolled in the second-level English module, Genres in Literature and Language: Theory, Style and Poetics. The sampling was voluntary and purposeful from students in this module, who either sought assistance with the module content via email or who qualified for the FI Concession, which is an additional assessment opportunity for final-year students. The study identifies existing barriers to successful study using Keller’s (1987) ARCS Model of Motivation. It offers a glimpse of support efforts provided to these students using the myUnisa Learning Management System in combination with the WhatsApp application, short video podcasts, and NoRedInk. The latter is an online learning site that seeks to develop writing skills through grammar and writing activities. These digital platforms and resources were used as part of the Lecturer-in-the-Pocket (LiP) approach, which underpins the intervention. The success of this cohort provides another approach to improving throughput rates in Open Distance e-Learning institutions.

Evaluation Study of Distance Learning Program for Indonesian Migrant Children Using Context, Input, Process, Product (CIPP) Method in Indonesian School of Kota Kinabalu

The Distance Open Learning (TJJ) program is an education program that offers ease of learning by utilizing information and communication technology (ICT). This TJJ program aims to expand and facilitate access to education for children of Indonesian migrant workers (PMI) in Sabah who are constrained and unable to get education through regular program Indonesian School of Kota Kinabalu. This research aims to evaluate the implementation of the TJJ Program at Indonesian School of Kota Kinabalu (SIKK) using the CIPP (Context, Input, Process, Product) research model. This research uses qualitative and quantitative approaches with an evaluation study method. Respondents in this research amounted to 113 students. The results of the evaluation of the SMA TJJ SIKK program based on the evaluation of a) Context, has the ability to implement programs with goals in line with the vision and mission of the school, but still needs improvement so that the program targets can be achieved as a whole b) Input, needs attention to learning models, costs and other supporters to be better and more appropriate, c) Process, needs improvement in terms of learning technology, interactive materials and communication media used, d) Product, the results of the program are in accordance with the objectives to be achieved, namely increasing the ability and opportunity to access education for PMI children.

Online Modules Discussion Forums: A Pedagogical Platform Facilitating Learning in DE Environments

Student support in an open distance e-learning (ODeL) institution takes different forms and shapes. These forms and shapes are used in defining the nature of ODeL institutions. Bridging the distance gap between students in ODeL institutions, different platforms to facilitate interaction among students, students and their instructors are developed and made available. These interactions assist students by reducing the feeling of loneliness in the learning process. Loneliness is one of the experiences associated with dropout rates that negatively impact students’ success rate. The question is, are students making use of these platforms as they were designed for, which is to facilitate the process of learning by interacting with other stakeholders such as with fellow students, students and instructors, students and content? The other question, given that students are from diverse backgrounds, is whether the platform is equally usable and accessible to all students. Are the other social challenges, such as poverty, low technological skills, inequality, network coverage, and loadshedding among factors, considered when introducing and rolling out these platforms to students? Leading the pack in these platforms is the online discussion forum, which is embedded in learning management systems (LMS), available on each online or blended or hybrid module registered for. For example, if a student has registered for two modules, each module has its own discussion forum. There is a concern whether participation in online discussion forums is related to students’ success. The study determines whether participation in online discussion forums is related to a student’s success in the module. Two modules were conveniently selected and used for meeting the purpose of study. The modules were offered using the blended or online pedagogy. The students’ posting on the discussion forum was extracted and statistically analysed to determine whether it relates to success or performance in the modules. The study reported mixed results, where either participation or non-participation is related to student success. Student success comprises a variety of activities, for which participation by posting in online discussion forums forms part, however, it is not the only solution.

Knowledge building through academic development

In order to counter-act obsolescence, an important aspect of organisational well-being in turbulent times, is the collective responsibility and capability of all workers to co-create organisational knowing -- in other words, what constitutes quality in the open distance learning (ODL) context. This implies a culture of innovation in an environment that is continuously changing. In this context where social change is the norm the organisation cannot depend on existing practices. Rather, it requires the ability to re-invent the collective understanding of the organisation; this is known as contextual knowledge building. Knowledge building is the creation of ideas and the improvement of ideas that have a life out in the world where they are subject to social processes of evaluation, revision and application. Within such an organisational culture, learning refers to ongoing reflective work which brings innovation closer to the central work of the organisation. This, in turn, leads to a shared community in which an individual contributes to the shared intellectual property of the organisation as a whole. Therefore, learning is necessitated by this process and integral to it. The resulting community knowledge is a form of new information that other community members can all build on together. There is continual movement beyond current understanding and best practice toward “lifelong innovativeness”. Thus, capacity development and knowledge building involve everyone in the institution, not only the academic staff. The paper reflects the importance of academic development in a continuously changing environment through a reflective case study analysis.

Exploring the Validity of Continuous Assessment in a First-Year Programming Course at a Comprehensive Open Distance e-Learning University

Continuous assessments are commonly used to determine students’ level of understanding to implement measures to address any shortcomings. Assessment practices of programming courses at distance universities have always had numerous drawbacks due to large student bodies and time constraints. The large student body, in most instances, creates questions related to the validity and authenticity of the assessments. Time constraints in grading large numbers of assessments create questions related to the validity and authenticity of the feedback on assessments. The assumption is that the more assessments required for programming courses in a distance learning environment, the more chances there are for cheating and the less time there is to provide feedback for learning. This paper will investigate and report on assessment practices that were adopted in a first-year programming course to ensure valid authentic continuous assessment. Experiences shared in this paper offer programming instructors and the e-learning community, in general, an opportunity to make decisions on the extent to which they can use the continuous assessment strategies employed in their own settings.

Curriculum design in higher education: A reflection

The ideology of curriculum design is believed to be the core of teaching and learning, yet it is in direct opposition to current notions of curriculum development. The contextual factors that underpin teaching and learning are derived from curriculum design. The principal factors that influence what is being taught may be categorised into three levels: the macro, meso and micro. At the macro level, there are national and international influences such as globalisation, massification, and marketization. Also, socio-economic, and political influence may be included. At the meso-level the Department of Higher Education and Training (DHET) and institutional level influence is forthcoming. Issues such as policies, culture, location, student profile and so forth are examined. Also, external influence from employers, professional bodies, accreditation bodies, quality agencies as well as political redress is evaluated. The micro-level examines individual academics and support staff concerning personal theories, beliefs, and professional knowledge. Systems theory in the educational context views the institution as a system where there is an interaction of variables of input, process and output that enable learning to take place. Because of the complexity and nature of curriculum design, there is limited change in this critical sphere of the education system. This paper reflects on the design and development of a curriculum in an open distance learning higher education institution.