Open University Research Articles

Self-Talk: Musing on Distance Education. (2023)

Self-Talk: Musings on Distance Education is a compilation of blogs and a series of reflective writings written by the author on open and distance learning (ODL) and online learning, accounting for over three decades of his experience. The cornucopia of his ideas and anecdotes pertains to the key innovations that hallmarked developments in ODL and online learning. The book shares much-needed pathways to re-imagine compromised education in the post-pandemic world. At the time of writing this book, Dr. Sanjaya Mishra worked as the director of education at the Commonwealth of Learning (CoL) in British Columbia, Canada. The book is primarily based on his prior trove of experiences as a distance educator at the sole centrally-funded open university in India, the Indira Gandhi National Open University (IGNOU). The goal of this book is to understand the developments in distance education, including the changing roles of teachers and students, with critical discourse centred around IGNOU, based on lessons learned globally and specifically from engagements at the CoL. The book comprises six sections, encompassing 45 chapters.

Les origines du terme enseignement à distance et les racines de l'enseignement et de l'apprentissage numériques

By no means is the digitalization of learning and teaching a new phenomenon (cf. Inglis, et al., 1999). Since the 1960s and 70s, open and distance teaching universities have spearheaded new and emerging technologies to bridge the distance between students and teachers. Since the turn of the millennium, online learning has spread worldwide, particularly in countries with a long tradition of distance education (e.g., Canada, Australia, India, or South Africa, see Qayyum & Zawacki-Richter, 2018; Zawacki-Richter & Qayyum, 2018). Online study programs have also been increasingly established at campus-based universities. In 1999, Alan Tait observed that the boundaries between distance teaching and conventional campus-based universities were blurring: "The secret garden of open and distance learning has become public, and many institutions are moving from single conventional mode activity to dual mode activity" (Tait, 1999, p. 141).

Examining the mental health and well-being of tertiary students at Zimbabwe Open University (ZOU) in Matabeleland North Province, Zimbabwe.

Examining the mental health and well-being of tertiary students at Zimbabwe Open University (ZOU) in Matabeleland North Province, Zimbabwe.

AI-Based Modeling for Predicting Open University Student Retention

AI-Based Modeling for Predicting Open University Student Retention

Responsible Research Assessment and Research Information Management Systems

In the context of open science, universities, research-performing and funding organizations and authorities worldwide are moving towards more responsible research assessment (RRA). In 2022, the European Coalition for Advancing Research Assessment (CoARA) published an agreement with ten commitments, including the recognition of the “diversity of contributions to, and careers in, research”, the “focus on qualitative evaluation for which peer review is central, supported by responsible use of quantitative indicators”, and the “abandon (of) inappropriate uses in research assessment of journal- and publication-based metrics”. Research assessment (RA) is essential for research of the highest quality. The transformation of assessment indicators and procedures directly affects the underlying research information management infrastructures (also called current research information systems) which collect and store metadata on research activities and outputs. This entry investigates the impact of RRA on these systems, on their development and implementation, their data model and governance, including digital ethics.

Technology Affinity, Interaction, Accessibility, Attitude to Learning, and Learning Performance: Examining the Interrelationships

There is unanimity among educational researchers regarding the causal effects of the use of technologies in education. However, issues concerning how human-technology attributes such as technology affinity, interaction, channel affinity and accessibility are related to learning remain unclear. This study examined how the levels of students’ technology affinity, interaction, and accessibility are related to the students’ attitudes to learning and learning performance. The study deployed the basic descriptive survey design. Five hundred and thirty-four students drawn from six Open and Distance Learning (ODL) universities located in three of the six States in South West, Nigeria participated. Data sources included four questionnaires and a 15-item Technology-mediated Scientific Cognitive Abilities Test. Data were analysed using descriptive statistics, correlation analysis and regression analysis. The study found that technology affinity levels exhibited a statistically significant but negative relationship with attitude to learning (β = -0.21, t = -3.69, p = 0.0000), while the relationship with learning performance was statistically non-significant but positive (β = -0.21, t = -3.69, p = 0.692). Interaction levels exhibited a non-significant and positive relationship with attitude to learning (β = 0.05, t = 0.99, p = 0.322), and a statistically non-significant but negative relationship with learning performance (β = -0.10, t = -1.40, p = 0.161). Accessibility was significantly but negatively related to attitude to learning (β = -0.13, t = -2.242, p = 0.025, intercept = -0.88) while exhibiting a non-significant but positive relationship with learning performance (β = 0.05, t = 0.68, p = 0.499, intercept = 0.25). The study concluded that significant relationships existed among and between the ODL students’ technology attributes, attitude to learning and learning performance. It was recommended, among other things, that in adopting digital technologies for educational purposes, higher education institutions (HEIs) should sufficiently factor in the impact of the students’ technology attributes.

Distance Learning in a Cyber Islamic University: Best Experience from Indonesia

Backgroung: The quality of online learning is a demand for the State Islamic Institute of Syekh Nurjati Cirebon as a pilot project for a cyber-based Islamic university which since 2021 has had a distance learning program of Islamic Education Study Program. The Asian Association of Open Universities (AAOU) and Academic Partnership and The Asia-Pacific Economic Cooperation (APEC) organizations provide some criteria for the quality of online learning. Mixed research with sequential methods was carried out on the study program academic community using closed and open questionnaires online and through some focus group discussions. The results show that from 8 quality dimensions (leadership management, student and learner profile, student information and support, assessment and integrity, infrastructure, learning media and resources, learning design and development, curriculum design, and learning outcomes) the average score is in the range of 84-86. This shows that the implementation of the distance learning program is good, with the curriculum design dimension having the highest score while learning outcomes having the lowest score. This is supported by the results of open statements and some focus group discussion agendas that the curriculum is very in line with the development and profile of the study program. However, until now the study program has not had any graduates. Optimizing and updating the Learning Management System, standardizing assessments, and accuracy of feedback are the aspects that need to be improved by the distance learning program. Objective: The aim of this research is to determine the level of service quality and student expectations regarding distance education carried out by the Syekh Nurjati State Islamic Institute, Cirebon, Indonesia. Method: This research adopts mix methods approach with sequential explanatory design. The data obtained through online closed and open questionnaires as well as Focus Group Discussion (FGD) with managers. Results and Discussion: The results show that from 8 quality dimensions (leadership management, student and learner profile, student information and support, assessment and integrity, infrastructure, learning media and resources, learning design and development, curriculum design, and learning outcomes) the average score is in the range of 84-86. The results obtained revealed that implementation of the distance learning program is good, with the curriculum design dimension having the highest score while learning outcomes having the lowest score. This is supported by the results of open statements and some focus group discussion agendas that the curriculum is very in line with the development and profile of the study program. Research Implications: The implication of this research are as follows: Optimizing and updating the Learning Management System, standardizing assessments, and accuracy of feedback are the aspects that need to be improved by the distance learning program.

Covid-19’s Emotional Toll on Students: Experiences during Online Assessments in an Open and Distance Learning Programme

The Covid-19 pandemic had an immense effect on teaching and learning during 2020. The fast shift to online examinations in reaction to the pandemic and subsequent lockdown underlines the significance of motivationally enriched and emotionally supportive instruction through this stressful time. It cannot be assumed that all students had the same access to online assets or internet-equipped devices such as laptops or tablets. Not all students coped well, as an analysis of student remarks in a qualitative study indicates. The purpose of this exploratory case study was to analyse student reports on emotions experienced during the first fully online assessments in the Postgraduate Certificate in Education (PGCE) in order to develop an understanding of the motivating and supportive learning environments in online teaching. A total of 20 students from an open and distance learning university were purposefully selected to answer 15 questions related to their learning needs and, in particular, emotional challenges during lockdown. The study drew on a theoretical framing of five motivational design principles, which link emotions to academic performance. The 17 participants all had access to mobile phones and 12 to laptops for participation in online academic activities. The emotions experienced most by the students varied from anxiousness to restlessness, associated with technology access, and the trend was that emotions were shared mostly with family and friends. The findings are discussed in terms of the need to support student emotions in a fully online university course during these stressful times.

Evaluation of the UPOU MOOC "Principles of Graphic Design" using Product Variable of Biggs' 3P Model

As Massive Open Online Courses (MOOCs) are being recognized as a link between higher education and the increasing demand for employability, it is imperative to employ continuous evaluation for quality assurance. This research aimed to evaluate the University of the Philippines Open University (UPOU) MOOC “Principles of Graphic Design” in accordance with the MOOC Quality Guidelines developed by the Commonwealth of Learning. With Biggs’ 3P Model incorporated in the MOOC Quality Guidelines, this evaluation research focused on the product variables of the model: completion/retention and certification rates, and enjoyment and self-satisfaction. The completion and certification rates were computed using LMS analytics, while the enjoyment and self-satisfaction rates were evaluated using a survey instrument based on the learner ratings for the product variable in the Guidelines for Quality Assurance and Accreditation of MOOCs using a five-point Likert scale on outcomes perception, continuing education, employment opportunities, and socializing. With a total of 22,942 enrolled students, 7,620 managed to complete the course and receive certificates. Of these, a total of 7,239 agreed to be survey respondents. Results of the study showed high satisfaction rates, with 77.95% of the respondents giving "very satisfied" rates to the said MOOC. The mean scores for three out of the four learner ratings were above four (4.32 to 4.88), with the socializing component given a neutral rating (3.14 to 3.59). Overall, results showed high completion and certification rates, as well as enjoyment and self-satisfaction ratings for the MOOC.

Student Progression and Dropout Rates Using Convolutional Neural Network: A Case Study of the Arab Open University

Pre-trained convolutional neural network (CNN) structures are considered as one of the emerging education management tools that can help improve the quality of education by allowing decision makers to manipulate important indicators. These indicators, which are categorized as student and institution specific factors, may influence student progress, retention or dropout rates. In this paper, we develop a deep learning model of predicting students’ satisfactions and their expected outcomes and associated early failures. The model can also predict dropout rates and identify the main baseline risk factors that influence such rates. The academic data of 12,000 students enrolled from 2018 in the Arab Open University student information system are used as CNNs training dataset to ensure that all institution levels are represented. Then, the trained network provides a probabilistic model that indicates, for each student, the probability of dropout. Based on the prediction model, the study presents an early warning system framework to generate alerts and recommendations to allow early and effective institutional intervention. Experiments are achieved by using the proposed dataset and the performance of our approach is considerably better compared to the competitive models in terms of training/validation accuracy and mean square errors.

Marginalization, Technology Access and Study Approaches of Undergraduate Distance Learners during Covid-19 Pandemic in India

The Covid-19 pandemic, for the past years, had led to disruption of classroom activities and adoption of online teaching-learning in almost all parts of the globe, including India. Sudden switch over from the classroom blackboard to the laptop screen may have influenced study approaches of students especially when there were challenges for access to technology and non-readiness for online learning among the Indian students. Since different social and economic factors bring differences in students’ learning, an online survey was conducted with 296 randomly selected undergraduate distance learning (DL) students of Indira Gandhi National Open University (IGNOU) to examine how technology access during the pandemic has influenced study approach of Indian DL students belonging to different marginalized and non-marginalized groups. The research results showed that marginalized students had lower access to technology than their non-marginalized counterparts, although no gender differences were found in access to technology in both the groups. Lower access to technology was found associated with more surface approach to study in the DL students in general and the marginalized students in particular. The marginalized females were found at risk in terms of both, access to technology and approaches to study. The findings, as discussed, are intended to further enrich our understanding of the role of technology vis-à-vis study approach of distance learning students during the pandemic, and formulate appropriate teaching-learning strategies for the future.

The development and evaluation of an online journal club: perspectives from student participants and practitioners

ABSTRACT The coronavirus pandemic which began during the 2019/2020 academic calendar has had a significant impact on many educational providers. The Open University, UK, the largest distance tertiary provider in Europe, is ideally placed to share its experience in online and distance education. This paper outlines the use of the Online Journal Club (OJC) as a mechanism for increasing student ownership of learning within the context of an online academic community. OJCs provide an informal, low-risk environment for students to share topics of interest with fellow students, whilst practitioners step back from their traditional roles. Our findings indicate that OJCs provide an enriching and authentic experience for distance learning students, developing academic and employability skills, including digital and information literacy and communication skills. Furthermore, OJCs can act as a potentially transformative experience for practitioners.

Motivations for Learning Arabic for Non-native Speakers in Sudan and their Justifications: A Field Study of Students at the Arabic Language Institute at the Arab States University in Sudan, and Students at the Arabic Language Institute for Non-Native Speakers at the Sudan Open University

Motivations for Learning Arabic for Non-native Speakers in Sudan and their Justifications: A Field Study of Students at the Arabic Language Institute at the Arab States University in Sudan, and Students at the Arabic Language Institute for Non-Native Speakers at the Sudan Open University

Exploring the use of Information and Communication Technology in Open and Distance Learning: The Case study of Botswana Open University

This qualitative study investigated the utilization of Information and Communication Technology (ICT) in an Open and Distance Learning (ODL) university located in Botswana. The sampling technique employed was judgmental sampling, which involved the selection of 16 participants comprising of a lecturer, students, and officers responsible for managing the Learning Management System (LMS). The data collection process incorporated face-to-face interviews with the lecturer and officers, as well as open-ended e-questionnaires administered to the students. Narrative data analysis was conducted separately for the lecturer, officers, and students. By applying the Attrition theory, the findings disclosed that students of the Botswana Open University encounter challenges with the ODL mode due to limited resources, inadequate or non-existent internet services, and the remoteness of areas where access to BOU campuses is impracticable. According to the lecturers, they also require technical support when assessing students' work, as these students often encounter difficulties when uploading their assignments onto the university's LMS. Consequently, the study recommends that BOU should ensure the availability of ICT tools for the students, as well as address issues related to connectivity and bandwidth by providing reliable data services. Additionally, it is proposed that students undergo comprehensive training on the LMS systems, encompassing both technical and non-technical aspects, prior to the commencement of the academic year, in order to adequately prepare them for their studies.

Open educational resources (OER) management: implications for policymakers on the best practices in an open education university libraries in Nigeria

PurposeThe study aimed to identify the best practices for open educational resources (OER) management in Nigerian open education university libraries and the implications for policymakers.Design/methodology/approachA mixed-methods approach was used, which included a survey questionnaire administered via Google Forms to academic librarians and other library staff of the National Open University of Nigeria (NOUN). The study’s population was 398 and 273 participants responded to the survey. The study included all academic librarians and other library staff representing the six geopolitical zones in Nigeria. The data were analyzed using both qualitative and quantitative methods. The study’s results were presented using frequency counts, percentages tables and the qualitative data analysis was done thematically.FindingsThe findings of the study are consistent with existing literature on best practices for managing OER, which emphasized the importance of establishing clear policies and strategies for OER management practices, such as guidelines for acquiring, creating, curating and disseminating OER.Originality/valueThe originality of the study concludes by recommending that policymakers should develop policies that support the implementation of best practices in OER management to improve access to educational resources and reduce costs for students.

A Practical Exploration of Distance Education Serving Rural Governance--Take the Open University as an Example

Rural governance is the key link and the "last mile" in the framework of social governance system. UNESCO pays full attention to lifelong learning, to which distance education is an important means. Based on the deep exploration of the open university in the field of improving rural governance capacity for years, this paper analyzes the relationship and promotion between the two concepts of "distance education" and "rural governance" from two levels: theoretical guidance and practical exploration. It demonstrates the significance and effectiveness of distance education in serving rural governance by means of conceptual analysis, comparative analysis, and case analysis. the results show that distance education can play an irreplaceable role in improving the efficiency of rural governance thanks to its advantages of advanced information technology, flexible school-running system, and convenient implementation path.

Innovation for Social Transformation: E-Marking Challenges Faced by Students. A Case Study of Zimbabwe Open University

Innovation for Social Transformation: E-Marking Challenges Faced by Students. A Case Study of Zimbabwe Open University

Assessing the Validity and Effectiveness of Student Worksheets and Creativity Tests in Enhancing the Creativity of Open University Students

This research aims to create valid and effective Student Activity Sheets (SAS) and Scientific Creativity Tests (SCT) in order to enhance the creativity of open university students. The validity of SAS and SCT is determined by achieving a minimum score of 2.50 in both content validity and construct validity categories. Similarly, their effectiveness is measured by: (1) observing a statistically significant increase in students' scientific creativity at a 5% significance level; and (2) achieving a minimum average n-gain in the medium category. This research follows an Educational Design Research approach and utilizes a pre-experimental design with a one-group pre-test and post-test design. The research subjects consist of undergraduate students at Open University Surabaya during the 2023/2024 academic year. The data collection instruments used in this research include: (1) a Validity Assessment Sheet for SAS and SCT; and (2) the SCT test. The research data, which includes pre-test and post-test scores, are collected after conducting prerequisite tests such as normality and homogeneity tests. These scores are then analyzed using a paired t-test to identify any differences in students' scientific creativity between the pre-test and post-test stages. The average level of improvement in scores is calculated using the normalized gain (N-gain) method. The research data, in the form of scores obtained from the assessments of the validity of learning tools by three Learning Experts, are analyzed using the average method to determine validity, as well as by using Cronbach's alpha (α) to assess reliability. The same analysis is conducted for the Research Instrument scores. The research findings demonstrate that both SAS and SCT tools are valid and effective in enhancing student creativity.

Implementation of Early Childhood Education Kits in Higher Education Student Learning: Ex-post Facto Study of Open University Students

The ECE kit is practical and has benefits in the lecture process for The Open University ECE Bachelor's study program, which aims to produce professional ECE teachers who can work globally. This research aims to see the results of implementing the ECE kit 2023 from the perspective of students as ECE kit users. This research is an ex-post facto research with 890 student participants who completed the ECE kit implementation questionnaire. The results of the research show that the use of the ECE kit can liven up the learning atmosphere in the classroom. The use of ECE kits as effective media in student teaching practice classes has an impact on learning outcomes. Most students who use ECE kits (52.4%) strongly agree that it is easier for students in their class to understand learning themes if they use ECE kits. Also, 60.1% of students strongly agreed that using ECE kits made students more enthusiastic—teaching practice students. Students in teaching student classes are motivated and enthusiastic about participating in learning with the APE in the ECE kit. Keywords: early childhood education, learning kits, higher education students, open university

Taxonomy of purposes, principles, forms, technologies in on-line education: comparative analysis of virtual universities: pedagogical aspects

Importance. The paper presents the findings of comparative pedagogical research done against the backdrop of new tendencies and developments on the global learning landscape. With the pandemic pushing universities online and ensuing digitalization of educational environment with a flurry of multi aspect virtual learning activities, there has emerged a growing need for reliable criteria to assess effectiveness and efficiency in higher education. The research is aimed to build the taxonomy of virtual universities purposes with the focus on the paramount principles, educational forms and technologies they employ.Research Methods. The research methods involved comparative, descriptive, inductive-deductive ones, typical of comparative pedagogy. We studied the purposes, principles, forms and technologies used by the following virtual universities: The UK’s Open University), Canadian Virtual University (CVU), The University of Phoenix (UoP), The Virtual University for Small States of The Commonwealth (VUSSC), The Virtual University of Pakistan.Results and Discussion. The research enabled us to aggregate, analyze and compartmentalize the data on purposes, principles, forms and technologies of different virtual universities, which offers a new viewpoint on i-learning in a new setting. The purposes of virtual universities are presented in the hierarchical order in compliance with the goal-setting levels: expediency, focus (purposes on this level are differentiated according to the type of activity: educational, pedagogical, maintaining and organizational) and goal commitment. We identified a set of basic principles regulating academic activity of virtual universities in the digitalization context of education, described the most popular forms and technologies employed and specified priority activities of virtual universities.Conclusion. The taxonomy of purposes and paramount principles of virtual universities educational activities make these activities unique. The number of factors and variables defining the educational activities of virtual universities is growing, still the ability to choose the learning route which fits a certain individual has always been and will remain important. Tailored learning style (built on individual preferences in the ways of information searching and processing) suggests an opportunity to adjust the situation and learning material to your needs and thus become more efficient in obtaining new information and skills.