Open Distance Learning Research Articles

Identifying Students’ Preference in Learning Through ODL (Open Distance Learning) for Multimedia Course

A Teaching and learning computer course for non-computer background novice learners using online mode in the midst of COVID-19 pandemic is very challenging. For students in higher education, computer courses like Interactive Multimedia are a crucial addition to their skill set, regardless of subject area. Students who complete this course will receive both practical resources on multimedia applications and theoretical concepts. This enables students to enhance their knowledge on such applications and apply it in their studies. This makes it possible for students to learn more about these applications and use it in their academic work. This study was carried out in order to determine the technical problems and challenges, the best methods for lectures, exercises, and reference materials, as well as the ideal platform for lectures delivered via Open Distance Learning (ODL). This study was conducted by the Department of Computer and Mathematical Sciences, Universiti Teknologi MARA Cawangan Pulau Pinang. An online survey via google form was created to collect data from 109 third semester Diploma in Tourism students from the Faculty of Hotel and Tourism Management. The findings will be used to enhance the online lectures teaching technique for CSC253 course in the upcoming semesters, increase students’ understanding and interest in this subject along with improving students’ grade. Results show that most of the students prefer live hands-on class by the lecturer as they can see clearly all the features and functions shown by the lecturer during the live class.

Elevating STEM Learning: Unleashing the Power of AI in Open Distance eLearning

The integration of Artificial Intelligence (AI) into Open Distance eLearning (ODeL) represents a significant evolution in STEM education, offering transformative benefits in teaching, learning and administrative processes. This conceptual paper explores how AI-driven platforms are revolutionising ODeL by providing personalised learning experiences, real-time feedback, adaptive assessments and immersive simulations through technologies like Augmented Reality (AR) and Virtual Reality (VR). These advancements not only enhance student engagement and understanding but also support the development of critical thinking and problem-solving skills. The paper highlights successful case studies from institutions like Carnegie Mellon University and Stanford Online High School, showcasing practical implementations of AI in STEM education. However, the integration of AI also brings forth challenges, particularly concerning data privacy, security and the need for equitable access to technology. As AI continues to advance, it promises to play an important role in lifelong learning, offering modular and just-in-time educational opportunities. The paper concludes with a call for robust ethical frameworks to guide the responsible use of AI in education, ensuring that the benefits are maximized while potential risks are mitigated.

E-tutors’ experiences with integrating technologies in online course modules: A case of open distance e-learning

This study aims to explore how e-tutors' experiences influence their ability to integrate technologies, with a focus on the realities of technology knowledge during the facilitation of modules in an Open Distance e-Learning (ODeL) context. A survey was conducted to investigate the experiences of e-tutors in integrating technology across various modules within a department of an ODeL institution. Six e-tutors participated in the survey, and their involvement was voluntary, with no impact on their employment contracts, ensuring informed participation. The research utilized the constructivist learning theory to examine how e-tutors prioritize student engagement and promote active involvement in technology-enhanced constructivist learning environments. Data collected were organized and displayed in tables. The findings revealed that e-tutors had positive experiences integrating technologies into online module teaching. Additionally, they recognized the role of technology in supporting and enhancing the teaching of online student activities. These results provide further insight into the use of technology as a valuable educational tool in ODeL institutions, helping students deepen their understanding of subject matter. Moreover, students exposed to technology-integrated modules were more likely to adopt technology for independent learning.

Challenges of Open Distance Learning: Insights from Nursing Students at the National University of Lesotho

<i>Background</i>: The implementation of an E-learning pedagogical model of education for Bachelor of Nursing Science students presents obstacles, including delayed assignment completion, insufficient class participation, low competency, and job loss. <i>Objective</i>: To explore nursing students’ challenges associated with open distance learning at the National University of Lesotho. <i>Methodology</i>: A quantitative cross-sectional survey design was used in this study. A structured questionnaire was used to collect data and was distributed to Participants online through google forms. The study was conducted for the period of three weeks in the month of May 2024. The data was analyzed descriptively using Statistical Package of Social Sciences. <i>Results</i>: A total of 58 students responded, out of which 93% experienced challenges during open distance learning while 7% did not. About 81% of Participants struggled with technology, while 71% complained about unreliable internet and personal issues that affected their study during open distance learning. Furthermore, environmental factors interrupted communications among learners and instructors. Issues of unreliable internet, impaired interaction, insufficient built-in support, institutional organization and personal factors that affected open distance learning were revealed. <i>Conclusion</i>: The research findings provide insight on the need to efficiently implement open distance learning for nursing students. Challenges experienced by nursing students that affected their learning include struggling with technology, requiring built-in support systems, and the need to secure an internet connection during open distance learning. Furthermore, prior planning for open distance learning is necessary for proper organization and management of personal issues affecting open distance learning.

Implementation of Open Distance Learning (ODL) Programs for Postgraduate Studies in Malaysia: A Systematic Literature Review

Implementation of Open Distance Learning (ODL) Programs for Postgraduate Studies in Malaysia: A Systematic Literature Review

Reading habits of student teachers studying at a distance-learning institution in South Africa

Background: South Africans are widely perceived as not being a reading nation. For many South African children, their first encounter with books and stories occurs when they formally enter the schooling system. This raises the question of how teachers understand their role as reading role models.Objectives: This article aims to investigate how pre-service teachers who are registered at an open distance learning institution evaluate their reading habits.Method: The study employed phenomenography as a research design. All students registered for the Children’s Literature module in 2023 were invited to participate in the study. The submissions of a formal forum discussion assessment of students who agreed to participate in the study were analysed and arranged in themes and codes using Atlas.ti.Results: The article shows that most students perceive themselves as readers, though for varied reasons. The findings suggest the rejection of a monolithic definition of a reader identity. Instead, the notion of categories of readers provides more valuable information for understanding reading behaviour and reader identities.Conclusion: This study confirmed that pre-service teachers are aware of the benefits of reading, though their actions to improve their reading ability, are inadequate.Contribution: Since pre-service teacher training is arguably an important opportunity for addressing the literacy crisis, the findings of this study emphasise the important role of teachers as reading role models.

Injustices of Shadow Information Technology in Creating Open Educational Resources

The emergence of open educational resources (OER) promotes open access which aims to widen information access as part of smart learning in higher education institutions. However, this has caused these institutions to rely on shadow information technology (SIT) for information access and service delivery, to the point where shadow IT principles contradict open education principles. When adopting and developing OER, academics, developers, and students often opt for different software or system software based on the usability and preferences of the system. Higher education institutions (HEIs), such as the University of South Africa (UNISA), are still conscious of the IT policy in terms of the appropriation of prescribed information and communication technology (ICT). However, this institution advocates for the adoption and development of OER, and social injustices when appropriating shadow IT are not yet addressed. To investigate the challenges and injustices encountered by academics in the utilization of shadow IT when creating OER, this study opted for a qualitative research approach. The data source was academics responsible for tuition and research. For data triangulation purposes, documents such as ICT policy, tuition policy, and comprehensive open distance e-learning (CODeL) policy were considered. To propose a model, this study utilized various concepts from different theories such as "structure", which refers to the rules and resources that actors rely on in their practice and form the systems' pattern; the "used technology", which describes how user groups utilize existing technology; and the negative impacts of shadow IT (cost, risk, inconsistency, and control). The study established that, while creating OER, academics rely primarily on shadow IT which has negative impacts in an organization. This is an indication of academic stakeholders continuing to break the shadow IT roles, consciously or unsuspectingly, by being innovative while complying with the institutional mandate of open access in education. In addition to the suggestion of a shadow IT injustices model as the main contribution, this study further proposed that the institutional social capital needs to articulate social injustices associated with shadow IT to protect academics during the creation of OER. This implies that future research may examine the shadow IT injustices among all other twenty-six public universities in South Africa.

Student Support for Incarcerated Females in an Open Distance e-Learning Institution

In South Africa, higher education is a constitutionally enshrined basic human right and one of the cornerstones for accomplishing the ideals of offenders’ rehabilitation and preparation for life beyond bars. However, acquiring higher education whilst serving a sentence in a correctional centre is compounded by many institutional challenges especially towards incarcerated female students. Framed by the transactional distance theory (TDT), the qualitative study from which this paper emanates, used purposive and snowball sampling to recruit twenty-nine female distance learning students incarcerated at four female correctional centres across three provinces in South Africa. Based on the thematic content analyses of the data, the findings indicate that there is restricted access to learning resources, and that online participation in both learning and assessment is affected by erratic internet connectivity caused by UNISA-DCS hubs (computer laboratories) due to the security-focused nature of the correctional centres. Furthermore, the lack of direct access to the internet, smartphones, or internet‐enabled devices exacerbates the digital marginalisation and exclusion of incarcerated students which engenders feelings of despondency against a system that is meant to empower them. Thus, owing to these findings, the paper recommends that practitioners, researchers, and policymakers must endeavour to design not only inclusive, but correctional centre-friendly student support. This entails acknowledging that incarcerated students do not have 24/7 access to the internet, the technological gadgets that make online learning possible and some incarcerated students having limited digital literacy. There is a need to design learning policies and strategies that are flexible to enhance the learning experiences and graduateness of incarcerated students.

In-Service Teacher Training: A Bibliometric Analysis

The present study was devoted to acquiring complex information regarding in-service teacher training (INSETT) and evaluating the most relevant topics in the future through a bibliometric analysis. Data mining was performed using the "in-service teacher training" keyword as input to the Scopus database, as it is considered a complete and ideal data source. The VOSviewer software was employed as an analysis tool to visualise networks of authors, countries, journals and keywords. A total of 541 analysed documents have been published from 1954 to 2022. The number of in-service training publications fluctuates due to the author's productivity. The peak was in 2021, with a total of 33 articles. The most productive countries that publish INSETT documents were the United States and some European countries, while Indonesia is in the big 40. Guglielmo Trentin and Kleopatra Nikopoulou were the authors who produced the most documents and many citations. The INSETT topic has greatly been published by the Procedia Social and Behavior Science supported by Routledge publisher. The Journal of Teaching and Teacher Education has referenced topics with a great link strength with INSETT. The most frequent themes include teacher training, personnel training, "e-learning", continuing professional development, information and communication technologies and open distance learning.

Open educational resources as the panacea for the decolonisation of e-learning content in South Africa

Higher education institutions have been following the global trend of advocating open educational resources (OER) for tuition and learning. In the South African context of higher education, there is also an increasingly strong call for decolonisation in educational content. However, there is a lack of knowledge and theories for the decolonisation of learning content. This study sought to establish the possibilities of decolonisation of OER in digital learning. To employ the appropriate lens for the decolonisation of content, the study opted for contextualised theory, contextual knowledge world views, and the African indigenous knowledge frameworks, while following the Transformative Learning Theory. This theory made it possible to follow the decolonisation elements relevant to low-income contexts. Consequently, the decolonisation lesson guided the appropriate systems for the decolonisation of the tuition content. After decolonisation, the concepts of Africanisation and transformative learning were considered by using the Technology Appropriation Model as a guide for adopting and developing OER appropriate for the African context. The study employed the qualitative approach and case study strategy by focussing on one of the largest comprehensive open distance e-learning (CODEL) institutions in South Africa and on the African continent. The study established that CODEL encourages the use of OER for the decolonisation of tuition content. However, there is still a lack of strategies, models, policies, and practical guidelines for the decolonisation of OER. Therefore, the study proposed the decolonisation of an e-learning content model that academia can use to advance the decolonisation of e-learning content.

Race, Age, and Gender as Attributes of Student Attrition in an Open Distance E-Learning (ODeL) Landscape

Race, Age, and Gender as Attributes of Student Attrition in an Open Distance E-Learning (ODeL) Landscape

Utilising Artificial Intelligence Chatbots for Student Support at Comprehensive Open Distance E-learning Higher Learning Institutions in the Fifth Industrial Revolution

Abstract Artificial intelligence chatbot technology holds tremendous potential to be deployed as a student support service automation platform in comprehensive open distance e-learning institutions of higher learning in the Fifth Industrial Revolution. Inadequate support service provision to students at comprehensive open distance e-learning institutions of higher education has prompted this investigation into the use of artificial intelligence chatbot technology for the provision of student support services at comprehensive open distance e-learning higher education institutions in the Fifth Industrial Revolution. This qualitative study adopted content analysis as its research methodology, which is grounded in a literature review that incorporated insights from the researchers’ experiences with utilising artificial intelligence chatbots for student support in comprehensive open distance e-learning higher education institutions in the Fifth Industrial Revolution. The findings of the study indicate that artificial intelligence chatbot technology may be able to provide support services to students in a comprehensive open distance e-learning setting. Artificial intelligence chatbots can be utilised in the administration department to respond and make calls to students, as well as provide information about the application and registration processes, and assist students in this regard. Students could also use the artificial intelligence chatbots for learning and to conduct research. The study recommends a framework for the use of artificial intelligence chatbots for the provision of support services to students at comprehensive open distance e-learning higher education institutions in a new and emerging phase of industrialisation, namely the Fifth Industrial Revolution.

Rethinking openness for learning in open distance learning institutions

The trends in open distance learning over the years and its evolution to higher education are interesting phenomena that continue to gain acceptance. While open distance learning serves as an intervening solution, initiated by most African higher institutions for students that missed out on the opportunity of studying in mainstream institutions, there is a need for her tertiary institutions to confront the challenge of making the Institutions open to meet the needs of upwardly enrolling higher education of adult students. However, this study argues that not only is this practice pedagogically unsound, but also clearly contradictory to the policy for open distance learning, for which the institutions were established in the specific context of the University of South Africa. It further highlights the rethink of the pedagogical approach by all stakeholders focusing more closely on the quality of openness in teaching and learning. It seeks guidelines for designing teaching and learning, particularly for Open Distance Learning (ODL) institutions, which only have a policy for distance and online learning and in contrast to the institutions’ agenda by creating opportunities through open distance e-learning nationally and on the African continent. The Transactional Distance Theory was adopted to underpin the study. Also, it highlights the openness in ODL and recommends different innovative ways to take the agenda of Open Distance Learning forward for optimal impact.

Investigating the Physical Activity Demographic Profile of Student-Teachers at an Open Distance Learning Institution, Kuala Lumpur

Investigating the Physical Activity Demographic Profile of Student-Teachers at an Open Distance Learning Institution, Kuala Lumpur

Impact of Artificial Intelligence on Teacher Training in Open Distance and Electronic Learning

Impact of Artificial Intelligence on Teacher Training in Open Distance and Electronic Learning

Modeling Course for Open Distance Learning (ODL) in Artificial Intelligence e-Learning for Leadership and Business Success

Open distance learning is often associated with characteristics such as assertiveness, dominance, and competitiveness. This study investigates how interactive open distance learning can benefit students by helping them build stronger relationships with education providers, foster a more inclusive workplace culture, and improve overall team performance, thus helping education business survive. The results of this study could have important implications for open distance learning development programs and training, as well as for promoting diversity and inclusivity in education provider positions and sustain education business in the future. By understanding the relation between leadership style, gender, and authenticity, organizations could develop more effective open distance learning strategies and be viewed as more authentic and effective by their team members and public. ODL planning helps education providers work more efficiently and effectively, thus growing the organization. Keywords: open distance learning, leadership, business planning

Transitioning to blended learning during COVID‐19: Exploring instructors and adult learners' experiences in three Ghanaian universities

AbstractTeaching and learning in higher education have increasingly become digitalized and associated with innovative pedagogical methodologies over the past decades. Following the sudden onset of the pandemic in March 2020, several studies tended to focus on traditional students' experiences with emergency remote education while literature is scarce on non‐traditional students (or adult learners) pedagogical experiences in Distance Education contexts. Using a qualitative case study approach, this study explored how digital technologies mediated instructors' and adult learners' educational experiences during COVID‐19 and their first‐time experiences with blended learning. Between October 2021 and July 2022, semi‐structured interviews were conducted with 40 adult learners and 20 instructors in three selected public higher education institutions (HEIs) in Ghana. Data analysis followed Braun and Clarke's (2012) thematic analysis approach. The results showed that the transition to blended learning was supported by the adoption and integration of varied virtual online technologies. The themes highlight the positive and negative impacts of technology in mediating the educational experiences of instructors and adult learners in blended learning environments. The themes which reflected both instructors' and adult learners' experiences were enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Blended learning facilitated by technology could be the ‘new normal learning’ post‐pandemic for adult learners pursuing Distance Education in Ghana. The study recommends the implementation of agile strategies and policies by HEIs to ensure sustainable quality education in distance learning. Practitioner notesWhat is already known about this topic The COVID‐19 pandemic necessitated the adoption of innovative pedagogical approaches in higher education contexts. Technological transformations in information and communication technology (ICT) have enhanced remote teaching in higher education institutions globally. The educational experiences of educators and learners differ in blended learning contexts. What this paper adds Instructors and adult learners' positive experiences with navigating a variety of web‐based technologies during the educational process are negatively impacted by technological difficulties during online instruction. Participants' experiences of blended learning are mixed with a preference for face‐to‐face dimension of blended learning instead of the online dimension. The paper identifies four themes that characterize instructors and adult learners' experiences with technology‐enhanced learning including enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Implications for practice and/or policy The study provides evidence‐based information on the relevance of digitizing distance education for sustainable development and promotion of lifelong learning opportunities for distance education students. The research recommends that higher education institutions (HEIs) implement agile policies to facilitate a seamless shift to distance learning. HEIs may adopt open distance learning frameworks to streamline 21st century pedagogical and learning practices in distance‐blended learning environments for quality course instruction. The study highlights the potential distance learning modalities that HEIs can consider for Distance Education students to sustain effective quality teaching and learning.

New Media and Self-directed Learning: Enhancing Pedagogical Transformation in an Open Distance Learning Landscape

In essence, open educational resources (OERs) are transforming the education landscape in many different fields. They are swiftly becoming important elements in support of open educational practices and the open education movement. Modern technological innovations permeate every aspect of life, and higher education is no exception. This study investigated the types and pedagogical value of the new media that academics have adopted to promote self-directed learning at the University of South Africa (Unisa). To realise the aim of the study, the following questions were addressed: Which new media approaches have academics adopted to enhance self-directed learning? What is the pedagogical value of using new media in an open and distance learning environment? The study was informed by the Unified Theory of Acceptance and Use of Technology. A qualitative approach was employed, and data were collected through face-to-face interviews with 30 purposively selected Unisa academics from across different schools. Upon analysing the data using open and axial coding, dominant themes from the discussions were identified and discussed in detail. The findings revealed that various new media platforms, such as OERs, blogs, Camtasia Studio, Google Docs, and so forth, are used to promote self-directed learning at Unisa and have proven to be pivotal in opening avenues of communication and collapsing the transactional distance at this ODL institution. New media thus serve as strong catalysts for fostering pedagogical transformation.

Empowering Minds from Afar: A Systematic Literature Review on the Effectiveness of Collaborative Learning in Open Distance Learning Context

Since the advent of modern technology, accelerated by the COVID-19 pandemic, open distance learning (ODL) has become increasingly popular. ODL has emerged as a flexible mode of education that allows learners to collaborate online, breaking down geographical barriers. In the context of ODL, incorporating collaborative learning strategies has gained significant attention due to its potential to enhance the quality of education and foster a sense of community among learners. Cooperative learning in ODL is a pedagogical approach that encourages learners to actively engage with their peers, instructors, and course materials to construct knowledge. It leverages various technologies and online platforms to facilitate interactions among learners, creating a virtual classroom that transcends geographical boundaries. This systematic literature review provides insights into past studies on collaborative learning strategies, focusing on students' interest and motivation, retention, and achievements. The analysis of existing ODL practices aims to highlight the benefits and drawbacks of collaborative learning strategies in ODL. The results of this research contribute to our understanding of effective teaching methodologies in ODL. Additionally, it underscores the pressing need for innovative solutions to address the challenges of fostering collaboration among students.

Exploring the dynamics of ChatGPT: Students and lecturers perspectives at an open distance e-learning university

Exploring the dynamics of ChatGPT: Students and lecturers perspectives at an open distance e-learning university