Open Distance Learning Environment Research Articles

The usefulness of computer skills for enhanced teaching and learning among lecturers in an open distance e-learning (ODEL) environment

AbstractThis study reports on the usefulness of computer skills for enhanced teaching and learning among lecturers in an open-distance e-learning (ODEL) environment. Computer skills have become fundamental due to increasing new technological tools of web-based management systems, laptops, digital tablets, learning management systems, webinars, and the applications of Microsoft Teams, Zoom, and WhatsApp manufactured daily. The quantitative research approach was employed in this study where data was collected through an online questionnaire from respondents in two ODEL institutions. The purposive and snowball sampling technique was applied to enable reaching out to lecturers with whom the author has contact in the two ODEL institutions. First, the author purposively approach those in his contacts, before requesting those lecturers he contacted to help spread the good news of his research investigation to other of their contacts. The study sampled 80 lecturers from both countries’ ODEL institutions leading to sending out 80 copies of the online questionnaire to the lecturers. Of the 80 online questionnaires sent, only 50 were received. The results obtained were analyzed using Microsoft Excel presented in frequency and percentage. Findings reveal that the purpose of computer skills is to enhance teaching and learning among Lecturers in the ODEL environment between the country’s institutions. Exposition to programming languages and applications, ability to navigate within the online platform, use of communication/networking tools of social media of Facebook, Twitter, and teleconferencing tools of Zoom, Skype, Webinar, Webcast, Teams, WhatsApp) were profoundly enabled through computer skills. Findings further indicate that computer skills have influenced lecturers for personal development in multifarious ways, user experience, memory usage, and storage of information, ease students grading, and developing course materials, facilitate instructional delivery of courses/modules taught at a geometric progression, and support lecturers using the asynchronous and synchronous method in teaching and learning. Based on the findings, the study recommends upskilling lecturers to advance their knowledge in computer skills through continual use of new technologies for better and quality services in teaching and learning to meet students’ information needs.

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.

The E-Tutor in the New Normal: Analysing the Changing Roles of Tutoring in an ODeL Environment during and post Covid-19

This article reports on a study that explored how an open distance learning (ODL) institution is integrating its online processes in handling e-tutors’ experiences as they transition from face-to-face to blended facilitation. The study examined the following key issues: firstly, conceptions of how the university strategy transitions conventional tutors into its open distance e-learning (ODeL) system; secondly, conceptions of how e-tutors bridge the gap between facilitation and student support; and thirdly, how e-tutors are integrated in the ODeL institution’s system in relation to their personal academic development. The study adopted a qualitative exploratory approach, which relied on documentary sources and the experiences of university e-tutors at the Botswana Open University (BOU) captured through telephonic and online interviews. It is argued that the world is changing due to the impact of the Covid-19 pandemic. The changes have been fast, radical, demanding and uncertain. However, ODeL institutions can do more to confront these challenges. The study findings indicated that BOU has positively responded to these changes by relying on its capabilities and strengths. The article provides insights for improved access, success, tutor identities and development. The article ends with recommendations on what could be done to improve learning, teaching and practice as facilitated by e-tutors within ODeL institutions as they recover from the ravages of the Covid-19 pandemic.

Student Support as a Panacea for Enhancing Student Success in an Open Distance Learning Environment

Student Support as a Panacea for Enhancing Student Success in an Open Distance Learning Environment

Service Quality Framework for private higher open distance e-learning institutions in South -Africa

The primary purpose of this paper was to develop an industry-specific service quality framework for private higher education institutions in an open distance e-learning environment in South Africa. Service quality for higher education operations is a key performance objective due to the increasingly competitive, marketing-oriented and highly regulated environment. Using a quantitative research approach, this research was conducted at two private higher education institutes. Data analysis included an exploratory factor analysis (EFA) approach followed by confirmatory factor analysis (CFA). Finally, a service quality framework was compiled consisting of four primary constructs. The paper makes a pioneering contribution and bridges a significant gap with the development of the first Open Distance and e-Learning service quality framework for private higher education institutions in South Africa.

Open Distance Learning of Modern Engineering Tool and Its Assessment for Civil Engineering Design Project

Open distance learning (ODL) is a new paradigm shift from conventional education systems that provide flexibility to learners in accessing education and training without constraints of time and place. Full Implementation of ODL initiated in all institutions of higher learning in Malaysia after announcement of movement control order by the prime minister of Malaysia in March 2020 due to COVID-19 pandemic. This study aims to investigate the impact of ODL in the attainment of program outcome (PO5) in modern engineering tool usage for a civil engineering design project course. In the ODL environment, the teaching method, assessment method, tool of assessment and rubrics in the assessment of PO5 were revised accordingly. Online practical test was set as the only tool to evaluate students’ ability in using the modern engineering tool of this course. Prokon software was employed as the modern engineering tool used by the students in carrying out their individual projects as well as online practical tests. Result of this study has shown that the average attainment of PO5 dropped significantly when online teaching and learning of Prokon software took place. Also, the percentage of students failed in PO5 rose for the semesters during the COVID-19 pandemic. It is anticipated that the remote evaluation process could be unrealistic to measure the ability of students in the psychomotor domain. The challenges of online teaching and learning of modern engineering tools are discussed, and actions need to be taken to tackle the problems and improve the attainment of PO5 among students under an ODL environment.

Fused Multimodal Biometric Authentication for an Open Distance Learning Environment Online Examination

Fused Multimodal Biometric Authentication for an Open Distance Learning Environment Online Examination

STUDENT TEACHERS’ EXPERIENCES IN USING OPEN EDUCATION RESOURCE IN THE OPEN DISTANCE LEARNING CONTEXT

Open education resource (OER) has become an increasingly important topic for consideration in the open distance learning (ODL) context. ODL students’ education should be learner-centered based on intrinsic motivation and OER usage. The purpose of this study was to explore the student teachers’ experiences in using open education resource in ODL. Even though many studies have been conducted on OER in ODL, there are insufficient empirical studies that have explored environmental education (EE) student teachers’ experiences in using OER in the ODL environment. In exploring this topic, the qualitative research methodology, interpretive paradigm, and rhizomatic approach were used. Participants and documents were purposefully sampled. Data was ethically collected through documentation and semi-structured telephonic interviews. The data were thematically analysed and processed to find patterns, keywords were identified, coded, and clustered into categories, and themes emerged. Qualitative findings showed that EE studentteachers knew about OER informally and some students wanted to use OER. Hindrances to OER usage by student-teachers included little engagement with OER by lecturers and costs to access OER.

E-tutors’ instructional strategies in teaching the design process in virtual classroom: A case in an Open Distance eLearning (ODeL) environment

The technology curriculum is positioned to have the same status as those in mathematics and science curricula. This existence is supplied as a means of advancing knowledge and contributing to key insights into the subject's design process curriculum, particularly in the context of an ODeL. Innovative instructional methodologies are better positioned to develop design process knowledge within the needs of the ODeL environment to meet this requirement. "How did the e-tutors' gained pedagogical knowledge effect the students' learning of the design process?" was studied as a question to help the inquiry get more important insights. This work used a quantitative way to answer the main research question by allowing students to describe how they believe their e-tutor abilities to select instructional tactics to teach the design process. The quantitative data was employed as a scope and depth of comprehension and confirmation of the data gathered in the quantitative approach. Three hundred fifty postgraduate students were chosen from a year module of a degree as a sample. The instructional tactics of the e-tutors in teaching the design process in the virtual classroom were evaluated through an online survey. In the results of the study, in virtual classroom settings, e-tutors were found to have less ability to innovate and employ a broad educational style. It can be recommended to use an alternative model of e-tutor appointments instead of using the existing.

Inclusion of digital records in the archives and records management curricula in a comprehensive open distance e-learning environment

Recent developments in the knowledge economy impact on the archival profession globally. Key components of the fourth industrial revolution (4IR), such as blockchain technology and artificial intelligence are influencing the manner and context in which digital records in organisations are managed. This has necessitated the University of South Africa, a comprehensive open distance e-learning institution (CODeL), through the Department of Information Science, to evaluate and recurriculate its postgraduate programme in archives and records management. The key aim of this recurriculation was to ensure alignment with international trends and practices in digital records management practices. The revised programme offers graduates an opportunity to keep abreast with various technological and digital records discipline-related developments with reference to knowledge and information governance, data curatorship and management, as well as archival diplomatics and digital records forensics. This qualitative study used literature review, as well as personal experiences to explore the revision of an archives and records management curriculum in a CODeL environment to make it relevant to technological transformations unique to the 4IR. In our analysis, we recommend the inclusion of computational archival science in the responsive curriculum, to enable graduates to acquire skills in the application of technological tools, methods and resources pertaining to digital records processing, analysis, storage, long-term preservation, and access. The focus of the recurriculation was to improve the efficiency, productivity, and precision in support of appraisal, arrangement and description, preservation, and access towards enhanced digital records management practices. The study also reports on the framework for team approach in the development of the programme, as well as elements of transformation to reflect Africanisation in the curriculum.

Using E-Portfolios for Active Student Engagement in the ODeL Environment

Aim/Purpose: This study explored the use of e-portfolios in fostering student engagement with their lecturers, content, and other students during the COVID-19 pandemic. Background: Although e-portfolios are still a relatively new trend in developing countries, they are becoming an alternative teaching and learning tool in distance education and online environments. Research has placed e-portfolios as channels through which important skills such as self-directed learning, critical thinking, and lifelong learning can be infused. Most research has focused on students’ perceptions of e-portfolios and/or implementation and adoption thereof, and not on how lecturers can design learning objects that foster active student engagement with the e-portfolios. Methodology: Within an interpretive paradigm, the research followed a qualitative approach. Semi-structured interviews were held with nine purposefully selected lecturers in the College of Education (CEDU) and College of Human Sciences (CHS) in a South African ODeL university and document analysis reviewed undergraduate and postgraduate e-portfolio modules. A thematic approach was employed to analyze data. Contribution: This study adds to the existing knowledge on how lecturers can design learning objects that foster active student engagement with the e-portfolios taking into consideration the three presences of community of enquiry in designing learning activities and this study suggests a definition of portfolio for better understanding in a different context. Findings: The findings revealed that e-portfolios can promote active student engagement in Open Distance eLearning (ODeL) spaces. Recommendations for Practitioners: The study recommends that lecturers should design learning objects in e-portfolios that require a high level of level student engagement. The study also recommends that higher education institutions (HEIs) provide lecturers with appropriate technical support and relevant continuous training on the design and development of learning objects in e-portfolios. Recommendation for Researchers: Researchers can expand the study to other ODeL institutions of learning in Africa to validate the findings and find more options. Impact on Society: E-portfolios by their nature are designed to promote personal reflection, collaboration, and digital literacy among students, and thus are appropriate vehicles through which active student engagement can be fostered. Future Research: A broader study can be conducted on how lecturers can design learning objects that foster active student engagement with e-portfolios for educational purposes.

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.
 
 Keywords: Absolute configuration, Analytics, Micro-learning, Online assessment, Video

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.

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.

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.

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

Literature review reveals that in sub-Saharan Africa, archives and records management (ARM) education is not yet grounded in institutions for higher learning. In eSwatini (previously Swaziland) the situation is even worse as only one institution of higher learning, the Institute of Development Mana gement (IDM) offers ARM programmes at undergraduate diploma level. This is compounded by a lamentation by the beneficiary of the programme, the eSwatini National Archives (ENA), and the education regulator, the eSwatini Higher Education Council (EHEC), that the programme does not address the public sector’s needs in the country and is below the expected standards. Furthermore, the University of eSwatini, which is the biggest institution of higher learning in the country with economies of scale, does not offer any programme in ARM. As a result, organizations in eSwatini either send their records management staff to neighbouring countries such as South Africa, Botswana and Namibia for training, or engage external consultants to conduct in-house training. Sending employees out of the country for training is expensive for organizations and it also paralyses operations during the absence of these staff members. Furthermore, in-house training does not address the in-depth needs and requirements of ARM due to time limitations. In light of this situation in eSwatini, this study proposes a framework for the design and implementation of an open distance e-learning programme on ARM programme. Such a programme can be offered through the University of eSwatini to accommodate students within and outside the country and thus ensuring the eSwatini becomes a player in ARM space within the African continent.

A Framework for Document Delivery Services in an Open Distance e-Learning Environment Library

Document delivery service in an open distance environment is one way of taking library services to remote students. However, this service is not without challenges. For example, problems related to document delivery services may include unclaimed library materials by students, which costs the library money, and ‘return to sender’ parcels from the post office. The purpose of this qualitative study was to investigate the provision of document delivery services in an ODeL environment with reference to the University of South Africa (UNISA). Data were collected through document analysis and interviews with purposively UNISA library staff working at the document delivery section. The findings indicated that UNISA library uses mail, courier and e-learning platforms for the provision of document delivery services. It was established that often, courier companies deliver parcels without contacting the students, which sometimes results in the parcel being received by the wrong recipient or returned to the university. It is concluded that even with the use of modern technology in document delivery services at UNISA, delivered documents still get lost. A framework for implementation of document delivery services that can speed up delivery and minimize loss of materials is suggested.

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.

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.

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.