Open Distance Learning Research Articles

COVID-19 catalysing assessment transformation: A case of the online open book examination

Under COVID-19 lockdown conditions, the imposition of social distancing and restricted mobility, disrupted the traditional way of assessment in higher education. The closed book examination, conducted under proctored conditions, had to be substituted for the online open book examination (OOBE), posing challenges to both conventional and Open Distance Learning (ODL) institutions. The OOBE became a new experience to lecturers and students. Considering COVID-19 as a potential catalyst for educational transformation, the experiences gained in this format of assessment presents a valuable frame of reference for future learning. The aim is to extract lessons from this innovative learning experience to inform future assessment practices. The study is set in the context of a B.Ed. (Hons) compulsory module, offered at an Open Distance Learning (ODL) institution in South Africa. It is guided by the research question: “what were students’ experiences of their first online, open-book final examination and what are the implications for policy, practice and research?” This is a qualitative study, using as data, student emails on their experiences of the OOBE. The results show that the OOBE is an innovative assessment practice in higher education, in need of deeper understanding and (re)training. We conclude that the OOBE offers transformational opportunities in higher education assessment practices, to replace the traditional closed-book examination. We make recommendations to assist lecturers and students in approaching the OOBE in future.

Reconceptualising ‘caring’ in e-tutor-student interactions during the Covid-19 pandemic in an ODeL university in South Africa

In South Africa and elsewhere, the outbreak of Covid-19 in 2020 and the lockdown regulations forced both academics and students to adapt to a new reality of fully online modules and assessments. This catapulted relations in higher education into the spotlight. The concern of this paper is how e-tutors in an Open Distance e-Learning (ODeL) university in South Africa have enacted care in online interaction with the students during this period. Available research focuses on online interaction; however, there is a paucity when it comes to care cultivated by e-tutors on students to increase online interactions during the covid-19 pandemic. Through the lens of Relational Care, this paper seeks to reconceptualise care during e-tutor-student interaction in one of the English modules at a mega South African ODeL university. Data were collected through a survey completed by e-tutors (n = 8) and lecturers (n = 4) of one of the English modules at this university. Through content analysis, patterns and categories emanating from the data were extracted. Findings indicated that e-tutors and lecturers had minimal understanding of how to enact care in this environment during the covid-19 pandemic. Future research should focus on how to manage student online interaction in an OdeL environment during crises.

THE PERCEPTIONS OF STUDENTS IN AN OPEN DISTANCE LEARNING (ODL) INSTITUTION ON LIFE SKILLS AS AN HIV AND AIDS PREVENTION STRATEGY

Most people, including university students, are faced with the challenge of preventing infection with the human immunodeficiency virus (HIV) and the acquired immunodeficiency syndrome (AIDS). There is a need to ensure that students, future graduates and the future workforce enter the workforce as health-conscious citizens. This descriptive, explorative, qualitative study was conducted among students of the University of South Africa (Unisa), and it explored the students’ perceptions of developing life skills as an HIV and AIDS prevention strategy. Focus group discussions were used as a means of data collection. The data collected were subjected to content analysis. The perception of the students showed that life skills may play a crucial role in the prevention of HIV and AIDS. The study revealed that learning about life skills is absent from the students’ curriculum, and students want it to be included in their education. Some recommendations were made: the inclusion of HIV and AIDS education in the students’ curricula and qualification; student support services should provide services that go beyond the provision of medication and condoms to include counselling services for students on mental health, behaviour and general health; compulsory life skills workshops and educational sessions should be made available to students at the beginning of registration cycles; and topics for the life skills workshops should encompass aspects that are related to HIV and AIDS as well as those that are not HIV- and AIDS-related. Keywords: HIV and AIDS prevention, life skills, students, students support services, strengths perspective, Open Distance Learning

Outcome-Based Education in Open Distance Learning: A Study on Its Implementation Amidst the Pandemic

Outcome-Based Education in Open Distance Learning: A Study on Its Implementation Amidst the Pandemic

Team Project Process Oriented on Acquiring Competence in an Open Distance Learning System

The paper presents the approach to competences in the context of the problem of the distance learning process. The place of the problem of determining competence in ODL is analyzed. Competence in ODL conditions is becoming one of the basic instruments for assessing the quality of the learning process. Therefore, it is important to develop the theoretical basis for modeling competences and adapt this model to practical needs. An approach combining methods of game theory and fuzzy sets would allow determining the degree of competence possessed and acquired by all participants in the teaching process. In the paper the new educational model developed on acquiring the project team competence is represented. The issue of selecting partners to work on the project profile is being considered. The quality of the project team is determined by the degree of coverage of the domain of the project profile by the competences of its participants..

Learning Effectivess of Virtual Land Surveying Simulator for Blended Open Distance Learning Amid Covid-19 Pandemic

Learning Effectivess of Virtual Land Surveying Simulator for Blended Open Distance Learning Amid Covid-19 Pandemic

Covid-19: A Precursor for ODeL in Higher Institutions of Learning in Uganda

As the Covid-19 pandemic persisted, the government of Uganda together with Ministry of Education and Sports authorized education institutions especially universities to implement ODeL (Open Distance e-Learning) teaching and learning to enable education continuity and avoid students from lagging behind. The study used secondary sources to suggest preparation measures, identify ODeL challenges and suggested recommendations. The results indicated: a consistent, wholistic university approach; maintenance of learning outcomes; enduring student-centric, regular and clear communication; creation of many training platforms available in all sizes and shapes; avoidance of mistakes; and the situation though not being perfect, but was going on well.

Fostering Symbiosis Between E-tutors and Lecturers of an English Studies Module at an Open Distance Learning University in South Africa

E-tutors are viewed as major role players in supporting virtual collaborative learning. This is the view espoused by Kopp et al. (2012). Consequently, they are expected to bridge the gap between academics and students in an Open Distance Learning (ODL) environment. However, it has become apparent that the interaction between e-tutors and lecturers is somewhat problematic. This paper discusses the perceptions and expectations that e-tutors and lecturers of a module in the Department of English Studies, <em>Academic Language and Literacy in English</em> (ENG1503) at the University of South Africa (Unisa), an ODL institution, have about their interaction with one another. Data was obtained through responses to a survey completed by e-tutors and lecturers. Content analysis was conducted to find themes and patterns emerging from the e-tutors’ and lecturers’ comments. Preliminary findings indicate that the interaction between e-tutors and lecturers is concerning. Further research should explore ways of foregrounding the interaction between e-tutors and lecturers for the same module.

Assessing the efficacy of open distance learning in South Africa

The aim of this paper is to explore the effectiveness of open distance learning in South Africa. Most developing countries in the world are facing challenges of expanding access to higher education. These challenges are even more acute in places of limited resources and capacity to provide quality higher education for an ever-increasing population. For many countries in Africa, distance education seems to be the only option to play a role in widening participation to higher education problems. While recognising the necessity of distance education in widening access, it must also provide academically credible and quality education content that is effective and efficient. Given the emergence of Covid-19 most universities in South Africa are moving towards the distance education, which author(s) argue that effectiveness of this model is challenged. This paper is purely conceptual and adopts a desktop methodology and to underpin the argument the paper will further rely heavily on the perusal of the available literature to support the argument carried out. Thus, to realize the aim of this article, the author(s) benefited from Critical Discourse Analysis (CDA) of secondary data covering open distance learning. The article revealed that open distance learning is challenged by covid-19 and that it is not effective. Thus, assessments are done solemnly online which affect the effectiveness of distance education. The article recommends that all provisions and regulations guiding open distance learning needs to be revisited and amended as to make the education more effective even in difficult times.

Experiences and Challenges of Graduates in Open Distance Learning at Ifugao State University, Philippines

Open Distance Education (ODE) in the Philippines was institutionalized through Republic Act Number 10650. Ifugao State University started offering distance education in the graduate programs in 2006. The study focused to determine the experiences and challenges of the graduates of the university’s ODE program, and how they hurdled the challenges they encountered as students. The phenomenological method was applied with an unstructured interview guide as a way of gathering data. Follow up questions were asked through online communication among the participants until data saturation. There were 11 graduates coming from Africa, Lao PDR, Ireland, Pakistan, Philippines, Thailand, United States of America and Vietnam who participated in the study. Data gathered were analyzed and interpreted. Results disclosed that the graduates experienced a very well-designed, learner-centered, research-based, and relevant curricular programs; the instructional delivery mode was innovative, learner-oriented, technology based, and flexible; there was evident cooperation, collaboration and complementation between IFSU and its partners; the professors were excellent, experienced and competent. The challenges encountered by the students were timeframe, research works, deadline, overlapping of schedules and internet problems. These constraints were managed through hard work, planning, dedication and motivation.

Enhancing student giftedness in open distance e-learning through quality assurance using Donabedian steps

Students must have faith in open distance e-learning institutions' quality assurance methods if they are to have faith in them. The article looks into quality assurance and uses a qualitative approach to grasp the concept. To acquire information, a literature review was used. The discourse and practices about systematic quality assurance in open distance e-learning institutions during the Covid-19 pandemic had institutions panic throughout the world, resulting in market-based models associated with neoliberalism's ideology and policy and expressed in economic rationalities such as new public management, total quality management, public choice, and human capital to a large extent. Quality assurance in open distance e-learning aims to preserve and improve educational quality. In order to evaluate open distance e-learning, quality expectations and criteria must be made clear and public. Quality assurance is critical when it comes to open distance e-learning. The process of analysing, assessing, monitoring, ensuring, maintaining, and improving the quality of higher education systems and programs should be ongoing. As a result, relevant technologies can be utilized as pointers in undertaking quality assurance in open distance e-learning settings by relying on Donabedian processes.

Higher Education Institutions and Digital Practices in the Context of COVID-19

&lt;p&gt;Before the Novel Coronavirus outbreak (COVID-19), an open distance learning system was prevalent in India. Only a few institutions delivered education through digital or hybrid modes. However, with the onset of COVID-19, the digital mode of education has gained popularity, and its prevalence is now commonplace. There is no easy substitute for the digital mode of education and its adoption involves multilevel changes. This paper examines adoption of the digital mode of imparting education by Higher Education Institutions (HEI) in India. Web interviews were undertaken with principal stakeholders hailing from diverse sets of India’s higher education institutions with the aim to understand in-depth, digital practices during COVID-19. Qualitative tools were used to analyse the data. The institutions found to be using heterogeneous ways to disseminate learning. While some of them practice a basic form of digitalisation, some had developed their own best practices. As a behavioural pattern, the development and prevalence of the digital mode may continue even post COVID-19. However, education through digital mode will persist to be plagued with challenges like digital divide. &lt;/p&gt;

Open Distance Learning (ODL) through the Philosophy of Ubuntu

Open Distance Learning (ODL) through the Philosophy of Ubuntu

Open Distance Learning (ODL) in South Africa

Open Distance Learning (ODL) in South Africa

Assuring Institutional Quality in Open Distance Learning (ODL) in the Developing Contexts

Assuring Institutional Quality in Open Distance Learning (ODL) in the Developing Contexts

THE IMPLEMENTATION OF ODL AMIDST COVID-19 PANDEMIC: STUDENTS’ CHALLENGES AND EMOTIONAL WELLBEING

Due to the Covid-19 pandemic, universities’ main mode of teaching have transitioned from conventional face-to-face learning to Open Distance Learning (ODL). This sudden shift to online learning has posed a myriad of challenges to students such as individual related challenges, technical challenges and learning experience related challenges. Those who are enrolled in a high-demand ODL programme may be confronted with the additional challenge of balancing work, family, and studies. The current study aims to investigate the association between challenges faced by ODL learners and their emotional wellbeing. Using stratified sampling, 133 distance learning students were randomly selected from all faculties as study samples. A questionnaire was designed and distributed through an online survey. Findings from the study suggest that out of the three ODL challenges, individual-related challenges had the highest impact on students' emotional wellbeing during ODL. These findings are beneficial to the respective stakeholders, such as the top management, coordinators and counselors. With such information, various initiatives, measures, or policies could be introduced to improve the status quo (ODL) as well as to address emotional wellbeing issues delicately.

THE ACCEPTANCE FACTORS OF UiTM WESLLAP AS AN OPEN DISTANCE LEARNING PLATFORM BASED ON THE TECHNOLOGY ACCEPTANCE MODEL

The crucial issues for successful technology-enhanced out-of-class language learning are the learners’ attitude and the continuance intention to use technology. Hence, when designing and implementing a relevant and innovative e-learning platform, there is a salient need to identify the acceptance factors of users. The Technology Acceptance Model (TAM) has received significant recognition through various research conducted to determine users’ acceptance of relevant technology innovations. This paper attempts to describe students’ acceptance in using an open access e-learning website, namely UiTM WESLLAP (https://uitmwebitors.wixsite.com/uitmwesllap), for their English proficiency course during the Open Distance Learning (ODL) period in April to July 2020. A set of questionnaires based on TAM was distributed to 72 semester one diploma students before the start of the ODL session. The items include the participants’ perceived ease of use, perceived usefulness, attitude, and intention to use UiTM WESLLAP during ODL. The same set of questionnaires was distributed again to the same participants after ten weeks of ODL sessions using UiTM WESLLAP. The descriptive findings show increased positive perceptions of ODL by the participants after using the website. The study provides insights into the essential indicators of e-learning platform acceptance in a higher education institution, which can help in the enhancement of ODL platform for future development and implementation.

Digital Tools Acceptance in Open Distance Learning (ODL) among Computer Science Students during COVID-19 Pandemic: A Comparative Study

Abstract: The present new norm driven by the COVID-19 pandemic has taught us to remain at home and carry our everyday activities. This pandemic has seriously made a radical shift to the Malaysian education sector as well. Educators instantly begin to adopt Open and Distance Learning (ODL). However, issues arise in courses that need a conventional setting. In ODL, students and lecturers rely on digital tools, social media, pre-recorded video, and video conference to assist the learning process. Nonetheless, there are some concerns about how successful digital tools are among students in an online learning environment, particularly among computer science students. Thus, a study is being conducted to compare the acceptance of digital tools among computer science (CS) and non-computer science (NoNCS) students by adapting the Technology Acceptance Model (TAM). A quantitative research method of convenient sampling was undertaken. Questionnaires were distributed through an online survey among UiTM Terengganu students at three campuses in Dungun, Bukit Besi and Kuala Terengganu. A sample of 367 students who responded from different diploma and degree programs was collected. Findings of the study revealed that all relationships in TAM are significant for both CS and NoNCS students, where both acquire positive perceived usefulness, attitude, and use intention. Thus, the acceptance of digital tools in ODL are justified. However, it appears that NoNCS students had a more positive attitude than CS students, contradicting the study's initial general assumption. More study is needed to discover why NoNCS students have a better attitude than CS students in the acceptance of digital tools during ODL.&#x0D; &#x0D; Keywords: Computer Science, COVID-19, Digital Tools, ODL, TAM

Pharmacy Students’ Perceptions and Performance from a Microlearning-based Virtual Practical on the Elucidation of Absolute Configuration of Drugs

Abstract: The Covid-19 Movement Control Order imposed by the government converted the delivery of lessons to online learning in the education sector. Pharmaceutical chemistry is a core subject for pharmacy students and first-year students were taught the elucidation of the absolute configuration of active pharmaceutical ingredients (API). The objective of this study is to investigate the pharmacy students’ perceptions and performance on learning new knowledge related to the concept of absolute configuration on API through micro-learning. Students were introduced and assessed on the stereochemistry of new terminologies through micro-learning activities. Various 3D molecular model capture in video format was uploaded on YouTube(YT) and embedded in the Google Form(GF) online assessment. The students’ video navigation was captured with YT video analytics, students learning performance was through GF quiz assessment responses, and the student’s attitudes through questionnaire survey. In conclusion, the performance of student pharmacists in learning and applying new knowledge delivered through online distance micro-learning was comparable to face-to-face active learning. Both YT video analytics and GF responses allowed real-time monitoring and interventions. Nonetheless, students required more time to learn new knowledge online compared to face-to-face active learning. In conclusion, the designed virtual micro-learning enabled students to learn bite-sized new knowledge while training their spatial ability through the application of 3D molecular models with reinforcement through quizzes. The virtual micro-learning design is practical and economical without much technological investment or training for both the educator and learner with easy access in an open distance learning environment and post-Covid.&#x0D; &#x0D; Keywords: Absolute configuration, Analytics, Micro-learning, Online assessment, Video

Exploring Connectivism through Online Engagement

Open Distance Learning (ODL) is understood as an important method to allow the lectures, lesson learnings, and information to flow freely and ideas to be the driving force of efficiency boundaryless anywhere anytime. This paper proposes a short analysis and evaluation of online engagement in ODL. The objective of the research contains three main parts of the online learning influence. The objectives cover learner-to-learner engagement, learner-to-instructor engagement, and learner-to-content engagement. Generally, the research is about exploring connectivism through online engagement based on the three major objective sections within an ODL sphere. The paper presents the quantitative survey based on male and female respondents range from high school to the highest level of education. The survey instruments include four major sections which are demographic profile, learner-to-learner interaction, learner-to-instructor interaction, and learner-to-content interaction with a total of 116 respondents. Findings, in general, show the students’ interactions, preferences, behaviors, attitudes, mindsets, opinions, participations, supports, and motivations as the main factors in connectivism through online engagement. The research study can be used to reflect the effectiveness of online engagement and set as a standard framework that can be applied across universities, higher institutions, and even schools. The academicians, lecturers, researchers, and teachers can refer to this study research as a means of evaluating, improving, and enhancing their existing practices, their capabilities, and expertise to engage students through online engagement.