Open Distance Learning Students Research Articles

Nigerian Open and Distance Learning Students and the Mandatory National Youth Service Corps (NYSC) Scheme

The principal means of accessing admission into higher educational institutions in Nigeria is the Unified Tertiary Matriculation Examination (UTME) carried out by the Joint Admission and Matriculation Board (JAMB). The total number of candidates looking for admission into the different Nigerian institutions of higher learning has been on the increase over the years. The main motivation behind setting up any Open Distance Learning (ODL) institutions in Nigeria is to give a scope of chance to admittance to advanced education to students who, for one explanation or the other, really like to have their schooling in a more adaptable way. Moreover, the low admission limit of Nigerian universities for full time studies places a limit on the number of prospective learners who can be admitted into universities thereby making a monstrous hole between the people who want higher education and the framework accessible to cater for their necessities. The National Youth Service Corps (NYSC) scheme is an obligatory programme set up by the Nigerian government to include graduates of Nigerian educational tertiary institutions who are 30 years and below with the aim of promoting national unity and integration as well as to contribute to the accelerated growth of the national economy. However, graduates of open and distance learning institutions in the country do not take part in the NYSC programme. An attempt is made in this paper to investigate the level of preparedness and interests of ODL students and their disappointment in their exclusion from the programme. To achieve this, a descriptive survey research design was adopted for the study with a random sample of 201 respondents comprising 114 male and 87 female distant learners within the stipulated age for the NYSC scheme. A researcher-developed questionnaire was used to gather data from respondents. Four research questions were raised and three hypotheses were tested at 0.05 level of significance. Data gathered were analyzed and presented using figures, simple percentages, frequency tables and the Independent T-test. The findings revealed that 98% of respondents believe that they are prepared for the NYSC scheme, while 2% of respondents are not prepared. 99% are interested and 97% are disappointed at their exclusion from the scheme. No significant gender difference was observed in the level of preparedness, extent of interest and degree of disappointment in exclusion from the scheme among respondents. The study recommends a collaborative effort of ODL institutions and their counselling units in addressing anxieties and disappointments among students. The study also advocates a review of government’s policy on the NYSC scheme for possible inclusion of young graduates of ODL institutions in the scheme.

TECHNOLOGY SELF-EFFICACY AND DIGITAL LITERACY AMONG ODL STUDENTS: THE MODERATING ROLE OF GENDER

This study investigated Open Distance Learning (ODL) students’ technology self-efficacy and digital literacy levels and how the relationship between their technology self-efficacy and digital literacy is moderated by gender. The study adopted a quantitative survey research approach and data was collected from 522 students from a selected ODL institution in Nigeria using an online survey. A structured questionnaire consisting of 3 domains namely, demographic, technology self-efficacy and digital literacy were used as a data collection instrument for the study. Data generated from the study were analysed using descriptive statistics of percentages, frequency count, mean and standard deviation while correlation and factor analyses were performed to estimate the model’s consistency and construct validity. The moderating role of gender was done using the process macro (Model 1) developed by Hayes, (2018). Results revealed amongst others that ODL students’ technology self-efficacy is very high and their digital literacy rate is high. Also, technology self-efficacy was shown to exhibit a substantial positive influence on digital literacy among the students. However, the results indicated that gender played an insignificant moderating role in the relationship between technology self-efficacy and digital literacy. Based on the results, it was recommended that efforts at increasing digitization in ODL delivery in Nigeria should take into consideration these factors. Also, policy actions aimed at engaging ODL learners in more technologically sophisticated learning platforms must be anchored on students’ belief in their ability to use the learning platforms to achieve their desired learning outcomes irrespective of their gender.

Challenges faced by ESL in-service teachers enrolled in a teacher education programme via open distance learning in Malaysia

PurposeThe purpose of this study was to examine the challenges experienced by in-service English as a Second Language (ESL) teachers in an open distance learning (ODL) institution of higher learning in Malaysia. Many in-service ESL teachers who do not have the necessary teaching qualifications are seeking to obtain their teaching qualifications via the ODL mode of studies as it allows them to work as teachers while obtaining their teaching qualifications at the same time. They face multiple challenges which lead to high attrition rates, a concern for ODL institutions of higher learning worldwide.Design/methodology/approachA qualitative research design using a case study approach was used in this study where in-depth interviews were conducted with four in-service ESL teachers who are currently enrolled in an undergraduate Teaching English as a Second Language (TESL) programme conducted via ODL.FindingsThe research is exploratory in nature. Findings highlighted four major challenges by these in-service ESL teachers: (1) financial difficulties, (2) work commitments, (3) family sacrifices and (4) emotional stress. However, technological use was not considered a challenge as mentioned by literature.Practical implicationsFindings from the study may be useful to ODL institutions to provide relevant support to ODL students to improve student retention rates in ODL institutions.Originality/valueThis study may be considered as a baseline analysis on the challenges experienced by in-service ESL teachers in ODL institution of higher learning in Malaysia. Further in-depth studies are needed to understand how ODL institutions can better support their education programme students to complete their teacher education programmes.

Determinants of the Behavioural Intention of Open Distance Learning Students to Use Digital Tools and Resources for Learning in Nigeria

This study investigated determinants of the behavioural intention of Open Distance Learning (ODL) students to use digital tools and resources for learning in Nigeria. The study utilized an online questionnaire to gather data from 522 ODL students from an ODL institution in Nigeria. The Unified Theory of Acceptance and Use of Technology (UTAUT) was the main framework used for the analysis in which attitude was included as an additional variable to seek out a much better model capable of improving the understanding of ODL students’ behavioural intention to use digital tools and resources for learning. Thus, an extended UTAUT model was developed and tested in this study. The model consisted of six constructs: performance expectancy, effort expectancy, social influence, facilitating conditions, attitude and behavioural intention. A Partial Least Square-Structural Equation Modelling (PLS-SEM) was used for data analysis. Results revealed that the proposed model successfully explained critical factors that determine ODL students’ behavioural intention to use digital tools and resources for learning. The study suggested that attitude, performance expectancy and facilitating conditions are the major determinants of behavioural intention to use digital tools and resources but attitude is the most prominent factor. Thus, implications and suggestions for further studies were highlighted.

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.

Program Evaluation on Learning Materials, Tutors, Assessment Matters and Overall Program Structure from ODL Students' Perspective

Open Distance Learning (ODL) is an approach in education practices in Open University Malaysia (OUM). One of its programs that are offered through ODL is the Bachelor of Psychology (BPSY) and it is one of the programs with the highest student intake in OUM. Since the program has been commencing for more than 10 years, it is the time to evaluate whether the program needs any revisions or improvements. Thus, the aim of the study is to determine the level of satisfaction of students on the Psychology program offered in OUM. A questionnaire was developed for this purpose which includes 4 areas of students' satisfaction, namely the learning materials, student perceptions on their tutors, assessment matters, as well as the overall program structure. The questionnaires were distributed to more than 1000 active students through online and face-to-face tutorials. A total of 439 students participated in the study. The results indicated that students are most satisfied with the overall program structure and least satisfied with the assessment matters with the mean score of 3.98 and 3.59 respectively. The study certainly benefits the university in taking action to revise and improve the program. Recommendation for future research is included at the end of the paper.

The gap between student perceptions and expectations of quality support services at the University of South Africa

ABSTRACTAssessing service quality gaps in Open Distance Learning (ODL) universities is essential to promote quality and develop programmes to manage deficiencies. The purpose of this study was to compare students’ expectations and perceptions of student support services, to determine service quality gaps. Data were collected from a sample of ODL students using a modified SERVQUAL questionnaire consisting of four quality dimensions: Tangibles, Reliability, Delivery, and Assurance. Descriptive and inferential statistical analyses were used to analyze the data. The results showed that students’ expectations were higher than their perceptions in three service quality dimensions with the tangibles dimension having the largest gaps. Students’ expectations were not met in Tangibles, Reliability, and Delivery dimensions. Assurance was the only dimension rated highest for perceived service.

Academic Self-Efficacy and Personality Factors Predicting Academic Achievement Motivation among Open/Distance Learning Students of University of Ibadan

Difficulty of access to regular/traditional schooling system at tertiary level has increased the demand for open/distance learning (ODL) mode of study at university level. Achievement motivation has been found to be an important factor for academic success, continuity and completion of academic programme in the ODL mode of study. Therefore, this study investigated academic self-efficacy and personality as predictors of achievement motivation among open/distance learning students of University of Ibadan, Nigeria. The research adopted an ex-post facto research design and randomly sampled 199 distance learning students of University of Ibadan comprising of 94 females and 105 males, with ages between 20 and 46 years. A self-administered structured questionnaire that contained validated scales measuring achievement motivation, academic self-efficacy and personality was administered via the institutional e-mail addresses. Academic self-efficacy and personality factors accounted for 45.3% of the academic achievement motivation among students in ODL programmes (R2=.453; F(7,190)=24.261, p<.01). The ODL students’ level of agreeableness and emotional stability significantly determined motivation towards academic achievement [B=-.306; p<.01) & (B=.311; p<.01)] respectively. There was a significant interaction between gender and employment status of distance learning students (F(l, 195)=12.78, P <.01), such that employed males were more motivated towards academic achievement. For open/distance learning students to be motivated to follow through their programmes to the end, their academic self-efficacy is very important, bearing the few student-lecturer contact hours characteristic of ODL. Each ODL institution needs to put this into consideration when designing their programme curricula, with keen attention to the personality differences of the students.

PLS-SEM Based Analysis of Service Quality and Satisfaction in Open Distance Learning in Sri Lanka

Students’ Perceived Service Quality (SPSQ) and Students’ Satisfaction (SSAT) in Open Distance Learning (ODL) are renowned features in Higher Education (HE) field in the present-day. The vast number of research studies have addressed diverse types of variables on different grounds. The ODL students are from various family backgrounds such as cultural, social, technological skill levels, and most importantly defer from basic educational entry qualifications. This must cognize how the HE institutions are able to offer their diversified services together with quality enhanced features to enjoy a competitive edge from the student’s satisfaction point of view. The number of students completing the course, or graduates passing out are diminishing when compared with the increase in number of registered student’s year on year. Most of the universities and HE institutions have faced student persistence and attrition problems and rush to find solutions with the concepts of service quality and satisfaction. The purpose of this study is mainly based on finding out the significant factors affecting the SPSQ and SSAT. This study will address the modified SERVQUAL constructs in relation to the SPSQ and SSAT. The independent variables were Assurance, Empathy, Responsiveness, Reliability, and Website Content and the dependent variables were the Students’ Perceived Service Quality and Satisfaction in ODL in the OUSL. Data was collected by using a self-administered questionnaire from 760 undergraduate students of the Open University of Sri Lanka (OUSL) covering six main regional centers island wide. The OUSL is the unique university operating under the ODL system in Sri Lanka. The analysis was based on descriptive and inferential statistics. The significant relationships are revealed between the SPSQ and Reliability, Responsiveness and Website Content. The other significant relationships are SSAT with Reliability and Website Content and the relationship between SPSQ and SSAT. The R2 for the SPSQ is 0.244 (24%) and SSAT is 0.549 (55%). The same research could be recommended as a future research with more service quality variables, and in regional centers as a longitudinal data collection method to understand more about service quality and satisfaction which influence student retention and completion.

Design Support System for Open Distance Learning Student Teamwork

Open distance learning students in doing team assignment, they seldom face to some problems such as student fell unfair in numbers of workload contribution, instructors also do not know which students do more work than others. So there are some questions ie: how to connect between instructor, team members, and working documents. Methods will be used are first, analyzing current condition and last by designing systems to connect between instructor, team members, and document. The expected result is support systems for open distance learning student teamwork.

The Impact of Contact Sessions and Discussion Forums on the Academic Performance of Open Distance Learning Students

<p class="3">This study investigated the impact of face-to-face contact sessions and online discussion forums on the academic performance of students at an Open Distance Learning (ODL) university (N = 1,015). <em>t</em>-Tests for independent samples indicated that students who attended a written assignment preparation contact session performed significantly better in the written assignment than those students who did not attend this contact session [<em>t</em>(813) = 4.64, p = 0.00]; students who attended an examination preparation contact session did not perform significantly better in the examination than those students who did not attend this contact session [<em>t</em>(892) = 1.12, p = 0.26]; while students who used an online discussion forum performed significantly better in the final examination than those students who did not use this forum [<em>t</em>(1,013) = 4.04, p = 0.00]. Reasons for these mixed results are subsequently discussed. The study also found that the attendance of contact sessions and the utilisation of an online discussion forum by students were extremely low, and possible reasons for this are also given. Implications for the use of contact sessions and online discussion forums to improve the academic performance of ODL students are also discussed.</p>

AN INDUCTIVELY DERIVED RESEARCH FRAMEWORK FOR STUDENT SATISFACTION IN ODL: THE HIGHER EDUCATION ENVIRONMENT

Student satisfaction, as a key psychological-affective outcome of tertiary education, is a direct measure of the success of Open Distance Learning (ODL). It is therefore vital for ODL Higher Education Institutions to assess and improve student satisfaction constantly. Existing theories on student satisfaction are mostly derived from deductive research, i.e. from research that considers the existing body of knowledge, followed by an investigation of a specific aspect or component, in order to reach a specific conclusion. We, however, maintain the inductive stance that a research framework for student satisfaction in ODL should be derived from students themselves. Accordingly, we purposively collected qualitative data from N=34 South African postgraduate ODL students, representative of various cultural language groups, with regard to student satisfaction. Supported by Atlas.ti, we composed an integrated dataset comprised of students’ responses to two focus-group interviews, as well as students’ written narratives in response to qualitative questions. Through meticulous qualitative data-analysis, we detected data categories, sub-categories, patterns and regularities in the integrated dataset. Theories and findings from the existing corpus of knowledge pertaining to student satisfaction in ODL illuminated our qualitative findings. This paper reports on the knowledge we gained from our participants pertaining to their student satisfaction with the Higher Education (HE) environment, the first of three main research components of an inductively derived research framework for student satisfaction in ODL.

Integrated laboratory experiment setup to empower the engineering education in distance mode

Purpose The purpose of this paper is to introduce an integrated laboratory experiment setup (ILES) to overcome problems encountered in open distance learning (ODL) especially when offering engineering degree programmes. Design/methodology/approach Engineering laboratory experiments can be classified as experiments which are performed with the intention to inculcate theory, and second, to provide hands-on experience. The ILES integrates both types of experiments with face-to-face laboratory (FFL), online remote laboratory (ORL), and multimedia demonstrations, and it helps to reduce traditional FFL duration by 50 per cent. The first phase of the ILES provides an opportunity to refer multimedia demonstrations of the experiments. Thereafter, students attend the first FFL session, which covers about 25 per cent of the experiments. In the next step, 50 per cent of the experiments are offered using the ORL, via the internet while interacting with real equipment and making actual observations. The final step is used to accomplish the rest of the experiments (25 per cent) in FFL which facilitates the clarification of any problem that may occur in the ORL. Findings This blended laboratory system will help to achieve ODL objectives while utilising resources productively and cost effectively. Having implemented the idea and based on the information received from the stakeholders, this has proved to be a workable solution to one of the difficulties faced by ODL students. Research limitations/implications The level of outcome of the students has to be observed and analysed in comparison with the traditional laboratory setup. Practical implications Some experiments (e.g. thermodynamics) which need more safety precautions are difficult to offer via ORL. Originality/value The ILES is a blended setup including FFL, ORL and multimedia demonstrations and it is a novel concept which is most applicable to engineering/science programmes offered in ODL mode.

How South African open distance learning students use social media: a survey

Various studies have been conducted on the use of social media but there is a gap in the literature with regard to social media use in South Africa as well as the difference in social media usage between Generation Y and older students. Thus the main purpose of this article is to determine how open distance learning (ODL) students use social media and if age makes a difference in social media usage. An online self-administered questionnaire was sent to a sample of first year ODL students via email that consisted of a Likert scale that surveyed how they used social media. The results indicate that students mostly use social media for entertainment purposes. A slight difference in the use of social media by Generation Y students and older students are found. Generation Y use social media mainly for entertainment purposes whereas older students indicate that they use it more for information seeking purposes. By taking these results into consideration, organizations can develop more tailored marketing messages to the consumers in the different age groups. If they want to reach Generation Y with a marketing message it should be more entertaining. Whereas marketing message aimed at older students should be in the form of more informative messages

TOWARDS A SPIRITUALITY OF OPEN DISTANCE LEARNING

This article suggests attention to the paideia of the soul as an educative corrective for preparing open distance learning students for living in the current technology-dependent world. This world is undergirded by a technology-rich knowledge society that privileges new informational epistemologies. In an attempt to suggest a spirituality of open distance learning that is based on the paideia (full-blown completeness) of the soul, use is made of the integrated interpretations of three relevant viewpoints. It is shown that spirituality in open distance learning is neither religion nor ethics; that it is essentially about the meaning in and of life, meaning-making and meaning-decoding, self-transcendence (especially as meaning-making), connection, engagement and a re-interrogation of all the major existentialist questions. It is a journey towards wholeness and compassion (as knowledge of love) of every student teacher.

Re-Thinking the Value of Learning Theories to Develop Self-Directedness in Open-Distance Students

Learning is a complex process that has generated numerous interpretations and theories as to how exactly it can be effectively facilitated to ensure that meaningful learning is achieved. This article will examine the value of different learning theories to develop self-directedness in Open distance learning students. While the basic assumptions and principles of social constructivism are not disputed, it is argued that we must be mindful not to replace one learning theory with yet another and promote a ‘one size fits all’ notion of what good teaching and learning is supposed to be. The concern is raised whether there is a single “best” learning theory and whether one theory is more efficient than the others when it comes to adult learners in ODL. DOI: 10.5901/jesr.2014.v4n6p11

Exploring the mediating role of graduate attributes in relation to academic self-directedness in open distance learning

The objective of this study is to add to the extant literature on graduate attributes by examining the mediating role of global/moral citizenship and lifelong learning attributes in the relation between students' scholarship attributes and their academic self-directedness in a higher-education open distance learning (ODL) environment. The Graduate Skills and Attributes Scale and Adult Learner Self-directedness Scale were administered to a stratified proportional random sample of N = 1102 undergraduate ODL students in the economic and management sciences field. Data analyses consisted of an analysis of correlations and two simple mediational models. The results revealed significant direct and indirect effects between the variables. The academic self-directedness of the participants was positively influenced by their scholarship, global/moral citizenship and lifelong learning attributes. The influence of scholarship attributes on academic self-directedness is significantly mediated through global/moral citizenship and lifelong learning attributes. These findings contribute new knowledge that informs the design of teaching and learning activities aimed at enhancing the academic self-directedness of students pursuing educational studies in an ODL environment.

Support Offered at Registration for Open Distance Learning (ODL) Students: A Potential Good or a Mismanaged Evil?

The aim and purpose of this study is to focus on modal proposition that support given at registration, in the context of distance education (DE), has the potential to enhance learning and retention among students, but has as yet to reach its valid zenith of utility value in didactical practice. A key conventional ODL organisation has been, and still is, quality learner support services that are given at registration and therefore enhancing smooth transition process particularly to new students. Unfortunately, over recent years, because of high increases in the enrolment numbers of ODL students in various educational institutions, it has highly become difficult to implement quality orientation programmes for students. This study seeks to identify the methods that can be more helpful to support ODL students and the praxis concept that is central to them particularly during registration. Empirically, the study explores the perceptions of National Professional Diploma in Education (NPDE) teachers studying at a distance at the University of South Africa (Unisa) regarding the support they receive at registration. Results show that students do not receive adequate support during registration and that they need a well planned registration support so that they can feel a sense of belonging which will prepare them for the new venture. DOI: 10.5901/mjss.2014.v5n4p705

Geographic Literacy and World Knowledge amongst Open Distance Learning Students in Zimbabwe

In order to succeed in a globally competitive world, it is imperative to acquire knowledge and an understanding of the places and cultures outside the boarders of one’s country. Zimbabwe has one of the highest literacy rates in Sub-Saharan Africa but despite this, large gaps exist in the knowledge about the levels of geographic literacy among Zimbabwean students. A survey, adapted from the National Geographic –Roper Global Geographic Literacy Survey, was administered to 103 students (11%) in the Diploma in Science Education programme at Bindura University of Science Education (BUSE). The survey assessed knowledge of geography and world events as well as information about various factors that may influence the participants’ geographic literacy. The data were statistically analyzed using Microsoft Excel and SPSS 17.0. Research findings revealed that the participants had high levels of geographic literacy with a mean score of 82 percent. Some of the factors found to influence the scores were sex, frequency of news media access and type of news accessed. While students majoring in the Agriculture, Biology and Geography Option had higher mean scores than other students, having passed Geography at O' Level and age has insignificant influence on the mean score.

Open Distance Learning Students Perception Of The Use Of Social Media Networking Systems As An Educational Tool

Students in tertiary institutions have become more and more adapted to the use of technology, which is especially important for the businesses that hire graduates. Students are increasingly expected by employers to be proficient in the use of social media and therefore expect their institutions to make use of similar technology in the delivery of educational materials. The main aim of this study was to investigate students perceptions of the use of social media networking systems during their time of studying at an open distance learning (ODL) tertiary institution. The study also investigated whether students feel at ease when using social media networking systems, whether they will be able to find information on these social media networking systems, and whether they believe it will be an effective and easy way to study course content. These were tested by making use of the Technology Acceptance Model (TAM) constructs namely; Perceived ease of use, Perceived usefulness, Attitude towards using, and System accessibility. A survey was distributed to students, and it was found that students regarded Perceived ease of use as being the most important factor to consider when they are using social media networking systems.