International Journal of Distance Education and E-Learning

Demography, awareness, and usage: self-directed learners’ use of Open Educational Resources in an Open Distance Institution

Morakinyo Akintolu — 2025-06-30

The use of open educational resources (OERs) has become increasingly popular in recent years as a means of providing students with access to a wide range of educational materials that are free and openly accessible online. This has led to an increased interest in the demographic dynamics of awareness and usage of OERs among students in higher institutions. This paper examines the ways in which demographic factors such as age and gender play a role in this process in an open distance e-learning institution. Furthermore, this study employed a survey research design using a survey to solicit responses from 1970 students from a South African-based open distance e-learning institution and analysed using descriptive data analysis of percentages and frequency counts. This study reveals that younger students were more likely to use OERs than older students. Another demographic factor that affects the awareness and usage of OERs is gender. The study has shown that both female and male students are equally more likely to use OERs. The study further highlighted how these demographic variables interplay with the awareness and usage of open educational resources among students in the ODel Institution. The study recommends that as OERs become more widely available and accepted by all ages and sexes, it is likely that their usage will increase. It is important for lecturers and policymakers to take these factors into account when designing and implementing OER initiatives in order to ensure that all students have equal access to the educational resources they need to succeed.

Enhancement of Reading Skills of Preschool Children through Parental Involvement in Family Literacy Program

Zahid Rouf — 2025-06-30

Families are the first teachers of students, and they remain essential to the learning skill throughout their child’s school period. Family literacy means educative support of literacy towards parents and siblings. Family literacy has become an important topic for international educational discourse. Recognizing the pivotal role parents play in shaping early learning experiences, this paper presents the findings of family literacy reading program conducted in Pakistan on 15 families, each comprising at least one parent and preschool-aged children. Experimental research was conducted which involved two weeks’ intervention during which parents received structured training in reading skills across three subjects English literacy, Urdu literacy, and Mathematics-related numeracy. Intervention was given in terms of family literacy reading program which was culturally relevant and applicable within the home environment. Pretest and posttest as part of reading intervention were developed and administered to assess modifications in parents’ attitudes and practices associated with reading, as well as to observe literacy engagement of their children. Comparison between pre and posttest was made, and paired sample t-test results confirmed a statistically significant difference between scores of pre & post-interventions which indicated significant positive change in reading skills thus proving family literacy reading program. This research recommended the development and administration of diverse types of family literacy programs at local and broader levels to improve the foundational learning of children contributing to foster lifelong learning cultures within communities.

Student’s Socialization and Self-Esteem in Distance Education System: A Correlational Investigation

Quratul-Ain Hina — 2025-06-30

Study was designed to explore the level of students’ socialization, to evaluate the level of students’ self-esteem and to assess the effect of students’ socialization on their self-esteem. The research was mainly based on quantitative analysis of the data. Descriptive Co-relational research style was used to conduct the study. Population of the study was based on 1069 students enrolled at master level from three private sector distance education universities at Islamabad. Convenient sampling technique was used to select five hundred and thirty three students as sample. Socialization assessment scale which was developed by the researcher in the light of model presented by chao et al (1994) and self-esteem assessment scale which was adopted from the work of Rosenberg, Schooler, Schoenbach and Rosenberg (1995) were used as data collection tools. It was found that majority of the students had good level of socialization (96.24%) and self-esteem (97.18%). Student socialization had 7.3% significant effect on the students self-esteem. It was recommended that the Distance education institutions may give rewards to those students whose take active part in different activities like parties, sports, drama functions and speeches due to which others are encouraged and become socialize and give positive response to own-self.

Distance Higher Education in Ethiopia: Quality of Public versus Private

Sime Fida Akuma — 2025-06-30

This study was undertaken to examine whether there is a significant difference between the quality of public and private distance higher education institutions (DHEIs) in Ethiopia as perceived by the key internal stakeholders (students and tutors). Six quality assurance criteria standards of DHE programs were used in comparing the two types of universities. Four sample universities which provide distance education program (two from each) were randomly selected from both public and private universities. A mixed research method was used. Descriptive and inferential data analysis techniques (percentage, mean, independent sample t-test, and chi-square test) were employed to analyze the quantitative data. Qualitative data were also used to triangulate data gathered through quantitative means. The study concluded that quality variation depends less on the type of distance education (DE) providers (public versus private university) and more on the competency and commitment of the staff and management of each higher education institution to implement the DE program.

Happiness of Leaders at Workplace: A Study on SDG 3 in Open Distance Education Institution

Tahira Bibi — 2025-06-30

For the promotion of healthy lives and the well-being of all, as provided in Sustainable Development Goal 3, SDG 3, it is essential to measure the impact and understand workplace happiness in higher educational institutions. Many institutions are increasingly recognizing the importance of employees' well-being in the achievement of organizational goals. However, there is limited research on the relationship between workplace happiness and SDG 3, particularly among non-academic staff. The current research aimed at the measurement of workplace happiness using the Oxford Happiness Questionnaire, which was administered during seminars conducted across all 54 regions and main campus of Open University. Participants of the study included non-academic staff above grade 17 working in the regional offices and main campus. In addition to OHQ, a survey questionnaire was also used to gather demographic information about the participants and capture participants' views on emotional well-being that is currently practiced at their workplace. This study significantly explored the relationship between workplace happiness and factors such as work environment, job satisfaction, and work-life balance. A detailed analysis was used to track changes in happiness and well-being over time after the implementation of happiness strategies that were provided to the participant during a seminar conducted both in-person as well as online through Microsoft Teams using a university link, where psychology experts provided their views and highlighted the importance of well-being at workplace, along with suggesting the attendees with different techniques that they may adopt in their daily lives to decrease the stress and anxiety-related issues for better well-being at workplace. The findings of the study contribute to a deeper understanding of how workplace happiness impacts mental health and well-being, aligning with the broader objective of SDG 3 and sustainable development.