International Journal of Distance Education and E-Learning

Employability and Open Education Resource Policies development: critical reflections from selected SADC Higher Education Institutions

2024-07-01T06:31:48+05:00

Distance education has been widely accepted by many higher education institutions (HEIs) and the public, although a certain section still thinks that ODeL is suspect to poor quality offerings and outputs. Although there is no any evidence suggesting that face-to-face (f2f) delivery mode is much more effective and reliable than ODeL, some studies have demonstrated that ODeL may indeed suffer from poor quality tuition and outcomes, given the limited opportunities and resources accorded to the students and the system as a whole. The implications of such perceptions are that some teachers, students, parents and employers have often avoided and/or undermined ODeL by not recognising its qualifications and/or the graduates even when such graduates come from the same universities. Such stratified treatment has further implications on students’ motivation, self-actualisation and their ability to become creative, critical and imaginative thinkers, and/or on their chances to secure competitive employment once they graduate. These events are happening when the majority of developing countries are failing to grapple with problems of underemployment, unemployment and/or overemployment on one hand, and the proliferation of Neo-Darwinism on the other hand, often emanating from what Bourdieu termed conceptual and capital currency differences. Since under-employment and unemployment debates are gaining momentum for both f2f and ODeL delivery modes, it is incumbent upon ODeL managers that they design employability and Open Educational Resources (OERs) policies which can be utilised to guide the students, teachers and employers alike by providing them with relatively normative instruments for testing, measuring and assessing employment prospects for the students. Given the growing poverty levels in Africa, her unique dispositions, and inconsistencies in the way employment can be secured, enjoyed and measured, there is need for employability and OERs policies that are specifically designed for Africa’s conditions. Such policies would then guide educational offerings both at national and individual HEIs levels based on common grounds and shared understandings. While this study emanated from different workshops that were funded by the Commonwealth of Learning (COL), as a consultant, it also emerged from contextual analyses that were done between September end and early October 2023 within the SADC Region. The studies utilised document analyses and various theoretical propositions such as those by Pierre Bourdieu, Reay Diane, Sen and Nussbaum amongst other justice theoreticians. This topic attracted my attention because, as a proven ODeL scholar and enthusiast, I wanted to explain and understand the role of ODeL policies and their implications within depraved HEIs contexts in Malawi and elsewhere.

Capturing the Academic Experiences and Achievements of College Students in a Hybrid Flexible (HyFlex Course)

2024-07-01T06:36:45+05:00

With changes in technology and the impact of the global pandemic, universities worldwide are seeking strategies that will positively affect student enrollment and retention. One such strategy is implementing a hybrid flexible, or HyFlex learning model. The HyFlex model was piloted within three undergraduate education courses at a private university in Ohio. Findings showed that students’ willingness to attend in-person classes was a statistically significant predictor of flexibility in attendance, F (1, 63) = 4.25, p = 0.04. Statistical analysis using SPSS also showed that students’ self-reported sense of responsibility was a statistically significant predictor of their preference for flexible attendance (HyFlex Model), F (1, 61) = 5.98, p = .017. When examining student achievement, as measured by course grades, a stepwise regression showed that in-person attendance was a statistically significant predictor of course grades, F (1, 62) = 4.79, p = .032. Finally, prior online experience was a statistically significant predictor of motivation, F (1, 62) = 9.56, p =.003. Recommendations for universities that may choose this model of instruction are provided as well as suggestions for future research in this area.

Fostering Success through Educational Heterogeneity: A Mixed-Method Study on Functional Diversity and Employee Performance

2024-07-01T06:39:03+05:00

The study underscores the critical role of education levels in influencing job performance. It employed a mixed-method sequential explanatory approach, collecting data through questionnaires and interviews from subordinate staff and department heads at Allama Iqbal Open University and its regional offices. Pearson correlation tests and regression analysis were used to analyze the data. The findings indicated a negative correlation between diverse educational backgrounds and performance, highlighting the importance of education relevance over qualification level. The study recommends that education should be synchronized with job demands, exploring various factors, conducting extensive cross-organizational research, and implementing targeted interventions to enhance performance.

The Descriptive Analysis and Bibliometric Mapping of IJDEEL Journal

2024-07-01T06:47:54+05:00

The fast changes in student profiles and instructional settings that technological improvements have brought about are becoming increasingly apparent. The purpose of this study is to catalogue the most-cited research articles and authors in IJDEEL and to find out how often each type of article is published each year. Furthermore, the study delves into the citation frequency of IJDEEL by year, examines the distribution of keywords in abstracts and titles, and delves into the writers who have made significant contributions through co-authorship. Finding trends in articles published in the IJDEEL journal from 2015 to 2023 was the goal of this study, which used descriptive analysis, a quantitative research method. This research aimed to determine which writers had the most significant impact on the IJDEEL journal by analysing the keywords published in the journal and determining how often specific keywords appeared in the abstract and title fields using the bibliometric mapping method. The analysis revealed that IJDEEL frequency peaked around 2020. That interval could imply intellectual activity or a reaction. These high citations indicate that the 2021 IJDEEL research has a lasting impact on academia and actively contributes to intellectual discussion. The prominent keywords are COVID-19, learning, distance learning, and ICT, indicating more significant interest in e-learning and online education. The coauthorship analysis demonstrates the excellent rapport of the IJDEEL researchers. Field knowledge improves with teamwork. The study examines IJDEEL's publication trends, citation impact, subject focus, and collaborations. It shows the ever-changing distance education and elearning research contexts.

The Digital Divide: A case of Distance Education in Pakistan

2024-07-01T06:48:59+05:00

The digital divide refers to the difference between individuals, households, businesses, and geographic areas that have access to modern information and communication technologies (ICTs), and those that do not. This gap can include access to the internet, computers, and other digital devices, as well as the skills and resources needed to effectively use these technologies. The digital divide can have a significant impact on the effectiveness of distance education. For students and teachers who do not have access to reliable internet and appropriate digital devices, it can be difficult or impossible to participate in online classes and develop or access course materials. This article is an outcome of auto-ethnography conducted at an open distance education institution during 2016 to 2022. This article presents one part of a larger qualitative dataset. It highlights the issues and challenges faced by teachers, tutors and students during digital transformation of distance education; as well as provides the sets of strategies and recommendations brought out from the interviews and focus group discussions conducted in various regions of Pakistan.

WhatsApp an Emerging Medium of Social Interaction: An Analysis

2024-07-01T06:51:47+05:00

The study at hand is an attempt to find out dominant perception about use of WhatsApp among university students. It explores its ease of use, effectiveness and potential to enhance social interactions and distance learning. The study, using a positivist paradigm, employed a descriptive, quantitative and survey-based design. The population was made up of 320 sixth-semester BS students from three universities (International Islamic University Islamabad, Quaid-e-Azam University and Bahria University Islamabad) who were majoring in psychology and economics department. Using Siegle's table (2015), a sample of 175 students was chosen in order to provide a 95% confidence interval and a 5% margin of error. The use of stratified random sampling definite accurate population representation. Mean, frequency and percentage were the descriptive statistics used to examine data from a self-developed questionnaire. The study concludes that WhatsApp fulfils both emotive and cognitive needs, serving as a valuable tool for social connection and education. Highly favoured by university students, it promotes socializing, knowledge exchange and classroom involvement, augmenting peer-to-peer education. While WhatsApp's widespread use in Pakistan highlights its importance for communication and information sharing, users must consider social, cultural and ethical implications. It facilitates resource access and academic organization, but ethical use is necessary for a positive social impact. To maximize benefits, universities may integrate WhatsApp into official communication channels, educational policymakers may develop usage guidelines and teachers may create interactive learning experiences. Institutions may conduct workshops on effective communication, digital well-being and cybersecurity. Students may be educated on responsible use to understand the impact of their online presence and maintain appropriate boundaries between academic and social interactions. Encouraging students to form study groups on WhatsApp can enhance understanding, build community and make learning more dynamic and engaging.

From Non-Formal Schooling to Real-World Challenges: Alumni Reflections on Preparedness for 21st-Century Skills

2024-07-01T06:54:19+05:00

In the rapidly evolving landscape of education, this study investigates the blurring boundaries between formal and non-formal schooling through alumni reflections, aiming to illuminate the efficacy of non-formal education in preparing learners, including street-connected children, for the complexities of the modern world. Drawing upon insights from individuals, it explores the learning of 21st-century skills during non-formal schooling and alumni perceptions of preparedness for real-world challenges, adequacy, and challenges faced in applying acquired skills. A representative sample of 103 alumni from Pehli Kiran schools was selected using stratified random sampling, supplemented by interviews with 10 alumni chosen through purposive sampling. Data analysis, including descriptive and inferential tests (t-test), and thematic analysis, reveals strong self-perceived skills across crucial dimensions, underscoring the importance of nonformal schooling in nurturing competencies such as character, citizenship, collaboration, communication, creativity, and critical thinking among street-connected children. Gender differences were not statistically significant, indicating uniform perceptions of skill development. Insights from non-formal schooling experiences highlight the transformative impact of practical skill acquisition. Despite challenges, respondents expressed satisfaction and fulfillment, emphasizing non-formal education's profound influence on their lives. The research underscores the need for ongoing assessment and adjustment of instructional strategies to foster holistic, futureready learners in today's rapidly changing world.