International Journal of Distance Education and E-Learning

Contextual analyses of Open and Distance Learning policies in Malawi: Towards the reconstruction of distance education policies in public universities

2024-12-31T14:47:09+05:00

This contextual study aimed to analyse the open, distance and e-learning (ODeL) landscape in Malawi in terms of its current state and guiding policies based on best global practices. It also attempted to explain and understand how the knowledge, attitudes and practices of university staff play out in the implementation and success of ODeL in Malawi. Using qualitative research design, especially descriptive phenomenology and discourse analysis, mainly through literature analyses and lived experiences of the researcher, as suggested by Edmund Husserl and Martin Heidegger (1913), this study established that ODeL in Malawi, although it is a relatively new construct within higher education institutions (HEIs) contexts, was making significant strides amidst staid challenges. Despite the increased adoption of ODeL by learning institutions and society, the study also established that HEIs in Malawi were offering ODeL without any national or institutional ODeL policies as the available ones were still in their base forms. This is contrary to the recommendations by the SADC and UNESCO ROSA 2020 studies, which urged African governments and their respective HEIs to design and harmonise their ODeL policies based on the continental (African Union/AU), regional (SADC) and national ODeL policies, which will eventually ensure that ODeL offerings and qualifications are credible, transferable and harmonised to minimise replications and disparities. Such policies would also help in the credit transfer systems for ODeL graduates while restoring public trust. This study further demonstrated that the available draft policies were not only inconsistent but also bleak and unstructured, due to a lack of relevant knowledge by the framers and dogmatic institutional policies. Precisely, it further established that, in Malawi, three universities had unratified draft ODeL policies while the other three did not have any policies other than generic policies designed for face-to-face institutions. This reality exposed ODeL students and graduates to epistemological injustices and harms, both within and without the university spaces. It is finally recommended that HEIs should expedite the process of developing and enhancing their ODeL draft policies since universities are now being compelled to increase student enrolments every year through ODeL against limited funding from the state. This reality has further driven universities into pursuing business-like models aimed at generating income for running their institutions as well as self-sustenance, mainly through commodification of knowledge. This paper then calls for custom-made policies that will regulate ODeL processes, practices and offerings, to ensure that students receive equitable and epistemologically just education.

The influence of Covid-19 on the usage of Online, Blended and Physical teaching: A case of three universities in Mbarara City – Uganda

2024-12-31T14:47:09+05:00

The Covid-19 pandemic led to the global change in people’s lifestyles, with many countries enforcing lockdowns. This occurrence forced learning institutions in Uganda to adopt long distance learning. The major aim of this study was to analyze the effects of Covid-19 lockdown on the utilization of different teaching modes (physical/face to face, online, and blended) during and after the lockdown as compared to the pre-pandemic period. A cross-sectional study approach was used to examine the response of different programs (three universities) with reference to adaptation of their teaching practices during the Covid era. In our approach, we used a quantitative method with a questionnaire tool, created through Google Forms. The study took place over a period of one month in 2023, with a sample of thirteen purposively selected respondents (heads of faculties from Mbarara University of Science and Technology; bishop Stuart university, and University St Joseph-Mbarara). Results indicated a drastic shift in delivery modes, the combination of blended and online with physical modes to maintain continuity in academics while ensuring student safety and flexibility. However, we also noticed that some institutions that had become physical post lockdown and could not go into e-learning completely because of some technical challenges. The study suggests that learning institutions in Uganda should prepare for the successful implementation of blended learning with reference to these results. Furthermore, it is important to investigate the obstacles for full utilization of e-learning and some institutions going back to traditional ways of teaching.

Transforming Open and Distance Learning in Pakistan : Post Covid 19 Analysis of Students’ Perspectives at Allama Iqbal Open University

2024-12-31T14:47:10+05:00

The study had the objectives to compare gender
and Locality wise perception of the students
regarding new initiatives of student support services in O pen and d istance l earning (ODL) at
Allama Iqbal Open University ( after COVID 19 Scenario . The study’s purpose was to
find the perceptions of the students about services for them regarding admissions, mailing,
tutorials, library, web services etc. and examinations. The population and sample included 1555
(266 male and 1289 of two strata as ( 33% with 518 (88 male and 430 female) stud ents
were selected respectively that were enrolled in Bachelor of Education (B.Ed. 1.5 Years) during
semester Spring 2023. The questionnaire was used as research tool. The software, Statistical
Package for Social Science (SPSS) was applied to analyze the collected data. F requency
distribution and t test for respondents ’ data were found by SPSS software. It was found that
services related to the examinations d epart ment we re required to be improved . It was concluded
that there was no significant difference among the students regarding admissions, mailing,
tutorials, examinations, library, web services and call centre. However, rural and urban students
perceived that the se rvices regarding examination differently. It was recommended that
improved and effective use of ICT is imperative to further strengthen the student support services
by strengthening LMS Portal existing already for ODL for submission of assignments and
evaluation as formative as well as summative too For future direction it was suggested that same
kind of study may be conducted in each province of Pakistan.

Technological Barriers in Online Education: Comparing Student Experiences at Allama Iqbal Open University and Anadolu University

2025-01-10T09:25:07+05:00

The current study deals with the problems of technology, known as 'technological noise,' faced by Allama Iqbal Open University (AIOU) students from Pakistan and Anadolu University (AU) students from Turkiye while studying online. The aims and objectives of the research were to find out whether there is a difference in the technological noise experienced by students of both institutions and the kind of technological noise faced by the students. A survey was conducted with 1400 students, equally divided between the two universities. The findings show that students at AIOU face significantly more technological noise than their counterparts at AU, and this difference is mainly due to discrepancies in the digital infrastructure and the support systems. The study suggests that techniques are further required to be applied to minimize technological challenges to increase the level of online education at AIOU and AU. The salient results indicate that AU's advanced technology and superior infrastructure produce a more seamless online learning experience. At the same time, AIOU students are interrupted more frequently by hardware, software, network, and learning management system issues. It is stressed that there is a need for continuous technology development and focused interventions to ameliorate technological noise and enhance online education quality.

Impact of Web 2.0 Tools on Creativity, Collaboration Skills and Self-Regulatory Behaviour among Students

2024-12-31T14:47:11+05:00

The way students’ study, interact, and work together has changed dramatically as a result of Web 2.0 technologies, such as blogs, wikis, social networking sites, and multimedia sharing platforms. This quantitative study investigates the efficacy of two Web 2.0 tools, namely Padlet and Nearpod, vis-à-vis the academic experiences of 11th and 12th graders at Future Learn School. In this study, the Likert-Scale questionnaire was filled out by 100 students and the population size was 282. The responses captured the student’s perception on integrating web 2.0 technologies in educational practices. Stata software was used for data analysis, the research applied various statistical methods such as T-Tests, to analyze the collected data. The study provides significant new understandings into how digital technologies support innovative thinking, collaborative skills, and self-regulatory practices among students. It clearly outlines the many effects of Padlet and Nearpod on students' educational experiences, offering a thorough knowledge base that guides suggestions. These suggestions, which focus on the use of Web 2.0 tools to increase the efficacy and efficiency of learning outcomes in secondary school, are directed towards educators and policy makers. This study emphasizes how crucial it is for digital technologies to redefine educational paradigms, and it calls for a methodical and well-informed approach to fully utilizing their potential in educational environments.

Moral Education in the Digital Age: A Durkheimian Exploration of Values Transmission through Online Learning

2024-12-31T14:47:12+05:00

Émile Durkheim’s perspective on moral education emphasizes the importance of social interaction and community ties in shaping the moral development of individuals. Educational institutions have traditionally provided a crucial environment for fostering moral values through personal exchanges between students and teachers. However, the shift towards online learning platforms, characterized by digital interfaces and remote communications, is likely to disrupt this vital social dynamic. Without face-to-face engagement in campus settings, students may lack the personal experiences essential for their moral development, which may impact the development of social cohesion and solidarity as envisioned by Durkheim. This study was organized to determine the relationship between online learning and value transfer with social interaction as a mediating variable. The findings from this survey of 2,000 students of Allama Iqbal Open University (AIOU) in Islamabad, Pakistan, who were undergoing online education, revealed important insights into the impact of this mode of learning on value transfer. Using SPSS V-22 and AMOS V-23 for analysis, the study identified a significant impact of online learning on value transfer, with social interaction acting as a key mediating factor. Ultimately, the study concluded that students engaged in online learning face challenges in moral development, primarily due to the lack of social interaction inherent in online learning. This highlights the crucial role of personal engagement in educational settings to foster moral development among students.