Search

The rising prominence of micro-credentials started during the COVID-19 pandemic, where online resources offered competency-building opportunities for the work-from-home (WFH) human capital. During this pandemic, traditional universities faced total halt to face-to-face lectures, but ways paved for open and distance learning (ODL) universities to showcase their prowess in higher education by successfully continuing to offer programmes digitally. Lesson learnt from the lockdown, higher education institutions (HEIs) have begun implementing online programmes, including micro-credentials. This paper investigates the role of microcredentials in competency development and employment opportunities and the trends and challenges in offering micro-credentials. This study employed a triangulation approach for data collection from the workforce, universities, employers and statutory bodies. The findings indicated that the workforce desired more options to upgrade and upskill themselves, opting for shorter durations and lower fees. Employers surveyed, prefer employees with high-value skills and competencies. The findings also indicated that conventional HEIs have started to actively engage in short-term programmes for adult learners via ODL too. The implication of these findings indicates that ODL universities implementing micro-credentials must consider the acceptance and stackability of micro-credentials from different HEIs, with clear validation metrics, and allow transferability among ODL institutions in different countries, through AAOU as an international consortium. [ABSTRACT FROM AUTHOR]

Following the removal of fuel subsidy in Nigeria on 29th of May 2023, residents of Lagos State have witnessed a significant spike in cost of living. Incidentally, this has also turned into a serious challenge in the educational sector as this has affected the continued sustenance of the traditional mode of learning where students and lecturers meet on campus on a daily basis. Hence, the present research offers distance computer-assisted learning via Open and Distance Learning (ODL) as a complement to traditional or conventional learning in tertiary institutions in Nigeria. Distance computer-assisted learning boasts mainly of synchronous, asynchronous or blended means of learning all of which have been used in the past to complement face-to-face interactions between lecturers and students of Lagos State University. It is on the basis of the economic inconveniences of fuel subsidy removal with the declaration of the three-day work week by the Lagos State University that this research proposes distance computer-assisted learning to mediate the gap created between lecturers and students of Lagos State University. However, the present research concerns with students’ readiness and awareness of this mode of learning. The methodology adopted for this research is quantitative analysis which involves the use of questionnaires offered to 380 students of Lagos State University in February 2024. The result shows that whereas students are willing to adopt distance computer-assisted learning, the challenges of power and telecommunications appear as serious challenges. It is the submission of this study that when the recommendations offered in this research are explored, ODL may serve as a complement to conventional learning.

This study examined the problems that pre-service teachers face in the online assessment process and their suggestions for solutions to these problems. The participants were 136 pre-service teachers who have been experiencing online assessment for a long time and who took the Foundations of Open and Distance Learning course. This research is a phenomenological study conducted with a qualitative research approach. The pre-service teachers completed an open-ended questionnaire prepared by the researchers to express the problems they encountered in the online assessment process and their suggestions for solutions. The pre-service teachers made evaluations within the framework of the factors considered important in the quality of online assessment. The data were analyzed using descriptive analysis. The findings of the study were discussed and suggestions were made for future studies. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the metaphorical ideas held by learners/graduates who engage in online student communities within the Anadolu University Open and Distance Education System, specifically with the concept of "online student communities". The study utilized a qualitative research methodology, specifically employing the phenomenology design, which is a well-established qualitative research strategy. The research sample consists of 637 students/graduates who are associated with student groups of the Anadolu University Open Education System. The acquired data underwent scrutiny through the content analysis method. The study revealed that participants evaluated online communities by taking into account multiple features instead of relying on a single notion. Hence, the metaphors used by individuals in virtual student communities were categorized into seven main groupings. The aforementioned areas include the exchange and generation of information, social connections, hobbies, advantages and life experiences, communication and engagement, technology, and monotony or boredom. After examining the participant responses on metaphors related to online student communities and their motivations, it became clear that the participants had positive views on acquiring information, building social connections, facilitating communication and interaction with other students and alumni, as well as personal enjoyment and benefits. [ABSTRACT FROM AUTHOR]

Research proficiencies for nurses include the ability to search for and evaluate evidence, disseminate findings, and apply findings to practice within the context of caring. Aim: This study explored the experiences of distant postgraduate nursing students in Limpopo Province, South Africa. Methods: The population consists of all students registered for postgraduation studies in a nursing programme at two South African universities in Limpopo Province. Purposive sampling was used to select 23 registered postgraduate nursing students. Data were collected through unstructured one-on-one interviews, including an audio recorder and field notes. The narrative data from interviews were analysed qualitatively through Tesch's open coding descriptive qualitative data analysis method. Results: Three main themes emerged: the reasons behind engaging in postgraduate studies, factors impacting postgraduate studies' success, and a description of challenges associated with conducting research. Conclusions: The students generally have varied experiences about whether or not completing a research project is a valuable learning experience. The relationship between a postgraduate student and their research supervisor is crucial to ensuring that the students advance consistently and complete their theses on time. The study will, therefore, assist HEIs offering postgraduate programmes in nursing in realising the challenges faced by students and coming up with strategies to combat the challenges. [ABSTRACT FROM AUTHOR]

This research investigates the comparative effectiveness of the ChatGPT and the Google search engine in facilitating the self-learning of JavaScript functions among undergraduate open and distance learning students. The study employed a quasi-experimental post-test control group design to analyze the variables of disorientation, satisfaction, cognitive load, navigation performance, and test scores among 471 learners. Results indicated a marked advantage for ChatGPT users in reducing cognitive load and disorientation, improving navigation performance and increasing test scores. The study also explores the evolving dynamics between conventional keyword-based search engines and AI-driven conversational models, reflecting on their mutual influence in the domain of information retrieval. These findings suggest that AI chatbots like ChatGPT not only enhance the learning experience but also signify a paradigm shift in how information is accessed and processed in educational settings. The research contributes to understanding AI applications in education, particularly in self-directed learning scenarios in open and distance learning. [ABSTRACT FROM AUTHOR]

The prospects of Open and Distance Learning (ODL) as the best way to acquire formal education, especially having to work and learn simultaneously have led to curiosity in investigating the challenges that come with this great opportunity. This study evaluated learners’ satisfaction with the services provided by the Distance Learning Institute (DLI), University of Lagos, at various levels of learners’ engagement. A survey research design using non-probability quota sampling was adopted. Data was collected using a structured questionnaire which was developed and validated for testing learner satisfaction in ODL at the University of Lagos. A sample size of 3,724 learners was used for the study. Descriptive statistics such as frequencies, percentages, mean and standard deviation were used in analysing the data. Findings from this study revealed that DLI has been generally successful in satisfying learners at the pre-enrolment, process and product stages with mean response ratings of 7.27, 5.63, and 6.87 respectively. However, the learners were dissatisfied with the adequacy of course materials with a mean of 4.49 and radio lectures with a mean of 4.26. Furthermore, DLI graduates are slightly satisfied with the programme completion process such as result processing and convocation with mean response ratings of 7.74 and 7.44 but dissatisfied with the restrooms of mean 5.02. It is suggested that the administrators of DLI should adopt a continuous improvement approach, focusing on specific areas of the educational journey where satisfaction levels are low such as course materials, radio lectures, restrooms and related services to enhance graduate satisfaction. Résumé : La perspective de l'enseignement ouvert et à distance (EOD) comme meilleur moyen d'acquérir une éducation formelle, en particulier le fait de devoir travailler et apprendre simultanément, a suscité la curiosité d'enquêter sur les défis qui accompagnent cette grande opportunité. Cette étude a évalué la satisfaction des apprenants à l'égard des services fournis par le DLI de l'Université de Lagos, à différents niveaux d'engagement des apprenants. Un modèle de recherche par sondage utilisant un échantillonnage par quota non probabiliste a été adopté. Les données ont été collectées à l'aide d'un questionnaire structuré qui a été développé et validé pour tester la satisfaction des apprenants dans l'EOD à l’Université de Lagos. Un échantillon de 3 724 apprenants a été utilisé pour l'étude. Des statistiques descriptives telles que les fréquences, les pourcentages, la moyenne et l'écart-type ont été utilisées pour analyser les données. Les résultats de cette étude ont révélé que la DLI a moins de marge de progression pour satisfaire les apprenants aux stades de la préinscription, du processus et du produit, avec des réponses moyennes de 7,27, 5,63 et 6,87 respectivement. Les apprenants sont également insatisfaits de l'adéquation des supports de cours (moyenne de 4,49) et des conférences radiophoniques (moyenne de 4,26). En outre, les diplômés de DLI sont légèrement satisfaits du processus d'achèvement du programme tel que le traitement des résultats et la convocation avec des réponses moyennes de 7,74 et 7,44, mais insatisfaits des toilettes avec une moyenne de 5,02. Il est suggéré que les administrateurs de DLI adoptent une approche d'amélioration continue, en se concentrant sur des domaines spécifiques du parcours éducatif où les niveaux de satisfaction sont faibles, tels que le matériel de cours, les conférences radiophoniques, les toilettes et les services connexes, afin d'améliorer la satisfaction des diplômés. Mots-clés : Enseignement ouvert et à distance, services, satisfaction de l'apprenant

Artificial intelligence (AI) has recently emerged as a transformative force in teaching and learning practices, with profound implications for open and distance learning (ODL), which relies heavily on technology. Despite its global impact, the extent of African societies’ engagement with AI remains trivial. This paper critically reflects on the ethical, legal, social, pedagogical and technological implications of AI in ODL in sub-Saharan Africa, drawing insights from the Nigerian experience. Adopting the scoping review methodology, the paper explores and synthesises existing literature to foreground a critical analysis of the implications of AI in the African context.

Purpose – The purpose of this paper is to articulate how the user experience (UX) approach was initiated and integrated into the centre’s scope of operations with the objective of improving the e-learning layout on the D2L learning management system (LMS). One of the most effective ways to collect user feedback has historically been to evaluate user interfaces using strategies from user testing. The integration of a UX approach by the Centre for ODL Experiences (COLE) at Wawasan Open University has led to a more user-oriented design of FlexLearn by conducting user testing on students as the target users of the platform and gathering course leaders’ (CLs) feedback after the presentation of the new template. Design/methodology/approach – Since the process of design and development is a looping process, the first user testing methods employed were observation and interviews, which were conducted over the course of numerous sessions. The data collection used a mixed-methods approach, combining quantitative demographic and background data with qualitative feedback from open-ended questions and real-time interview responses. A standardized questionnaire gathered demographic information, while questions for feedback forms and interviews were adjusted based on specific tasks to explore usability and user interactions comprehensively. Findings – The findings revealed overall positive feedback, with some concerns highlighted by the students who claimed to have trouble navigating the courses during the initial prototype. In addition to the qualitative data from the user testing session, a quantitative method based on an online questionnaire was also utilised for the CLs after the presentation of the final layout. Positive responses were received from the CLs, and constructive suggestions were considered for FlexLearn 3.0. Research limitations/implications – This paper is among the first that articulates the process of initiating and integrating user-centred design in an effort to improve the user experience of online and ODL platforms and LMSs. It will contribute to a dialogue on investigating and prioritising learners’ ODL experiences to ensure education equity across all levels or categories of students, which aligns with the United Nations Sustainable Development Goals. Practical implications – The integration of UX and user testing allows us to better identify what users like, their concerns and their needs. We gain important input on how easy or difficult it is to use the system, move around it and how much they enjoy using it. This feedback helps us make changes to the design so that the final product is more in line with what users want. It also allows us to discover problems before they become major, saving time and effort later on. Finally, integrating user input improves the LMS, delivering a more fun and successful learning experience for everyone. Social implications – User-friendly systems arise as institutions prioritise user-centred design, breaking down barriers for various learners. This develops an innovative culture, improving present learning experiences and setting a precedent for future generations. The emphasis on user demands helps to create a more accessible, adaptive and egalitarian educational landscape by connecting education with current technological trends. As education becomes more inclusive, the broader community benefits, emphasising the beneficial social impact of LMS user testing. Originality/value – By articulating the process of integrating user testing on an LMS/e-learning prototype, helps us understand what users like, where they face problems and what needs improvement. By involving users in testing, we get valuable feedback on how easy it is to use the system, navigate around and overall, how much they enjoy using it. Case studies like this also offer universities concrete examples of real-world challenges and successes.

Research proficiencies for nurses include the ability to search for and evaluate evidence, disseminate findings, and apply findings to practice within the context of caring. Aim: This study explored the experiences of distant postgraduate nursing students in Limpopo Province, South Africa. Methods: The population consists of all students registered for postgraduation studies in a nursing programme at two South African universities in Limpopo Province. Purposive sampling was used to select 23 registered postgraduate nursing students. Data were collected through unstructured one-on-one interviews, including an audio recorder and field notes. The narrative data from interviews were analysed qualitatively through Tesch’s open coding descriptive qualitative data analysis method. Results: Three main themes emerged: the reasons behind engaging in postgraduate studies, factors impacting postgraduate studies’ success, and a description of challenges associated with conducting research. Conclusions: The students generally have varied experiences about whether or not completing a research project is a valuable learning experience. The relationship between a postgraduate student and their research supervisor is crucial to ensuring that the students advance consistently and complete their theses on time. The study will, therefore, assist HEIs offering postgraduate programmes in nursing in realising the challenges faced by students and coming up with strategies to combat the challenges.

This study delves into the academic performance of learners with special needs enrolled in Anadolu University’s Open Education System, shedding light on their performance in a distance learning context. Employing quantitative methods and utilising learning analytics data, the research scrutinises the educational outcomes of 98,875 learners. Through descriptive statistics, ANOVA, and regression analysis, the study uncovers varying achievement rates among learners based on disability type. Notably, individuals with sensory, physical, and chronic disabilities exhibit higher success levels compared to those with cognitive disabilities. A key finding is the positive correlation between Learning Management System (LMS) usage and overall academic success, highlighting the importance of engagement in LMS activities and their influence on self-assessment grades and overall success rates. Additionally, the time to reach graduation differs, with physically and chronically disabled learners taking a longer time to graduate compared to those with sensory disabilities. This research provides pivotal insights into the effectiveness of open and distance learning for learners with special needs, emphasising the role of digital learning platforms in enhancing their academic journey. [ABSTRACT FROM AUTHOR]

Massive Open Online Courses (MOOCs) have received significant global attention but face substantial criticism due to their low completion rates on mainstream platforms. The purpose of this study is to compare MOOC completion rates based on three different perspectives using four MOOCs provided by Bilgeİş MOOC Portal. The completion rates based on traditional completion rates, active learners, and learner intentions revealed striking disparities in favor of the completion rates based on learner intentions. Specifically, completion rates based on learner intentions significantly exceeded both the traditional calculation and the active learner assessment for four MOOCs. This outcome underscores the critical importance of contextualizing MOOC completion data. By offering a more holistic perspective, this study contributes significantly to our understanding of the progress of MOOC success, particularly in developing countries. It is worth noting that, even when analyzed from different perspectives, regardless of culture and socio-economic factors, this study also underscored that MOOC dropout remains a prevalent issue in developing countries, lending support to the existing criticisms of completion rates. Nevertheless, it suggests that the issue may not be as severe as portrayed by studies relying solely on traditional completion metrics, as alternative viewpoints reveal completion rates that are notably higher. [ABSTRACT FROM AUTHOR]

The paper explores and assesses, through quantitative research and data analytics models, as to how socio-demographic profile, work, and family responsibilities may be associated with motivational level and educational attainment or course completion rate of learners enrolled in the undergraduate courses of Indira Gandhi National Open University (IGNOU), the largest distance education University in India. The models, generated using classification tree methods, show that employed and married learners perform better in distance education. Assessing underlying reasons, an empirical study using the Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) framework reveals that course relevance and level of satisfaction while pursuing the study are the two most important factors in keeping distance learners motivated and achieving better academic performance. The quantitative survey also shows that the employed learners have significantly higher levels of motivation, while the others may have difficulty in maintaining their self-motivation during distance learning. The findings are important for Open and Distance Learning (ODL) institutions to understand students' varied expectations of the distance learning experience and the consequences on their motivation levels and academic performances when these expectations are not met. [ABSTRACT FROM AUTHOR]

In 2021 Lesotho adopted a quality assurance framework for Open and Distance Learning (ODL) for higher education sector. Globally, governments use quality assurance frameworks as strategies to address productivity, efficiency and effectiveness within the higher education sector. By adopting ODL discourses, this paper critically assessed the adequacy of the Lesotho Minimum Accreditation Standards for Open and Distance Learning framework in responding to the needs of students within the sector. From the findings it emerged that the framework used largely strategic indicators as aspects of quality failing to apply pointers that reflect authentic learning. It has been argued that the strategic indicators do not necessarily address the issues of learning. Furthermore, the framework failed to address central issues in ODL. Couched in general and discreet terms, the framework ran short of addressing issues of quality within the contexts of ODL. While it is generally acknowledged that quality assurance models have taken centre stage globally, it is important that such a framework should be responsive to the educational milieu of the country and, in particular, to the nature of ODL. The paper recommended that the quality assurance framework for ODL should identify the essences of ODL and develop key components to inform implementation thereof. [ABSTRACT FROM AUTHOR]

The paper discusses the issues and challenges of offering a pan-India MSW Programme through distance learning, the national accreditation and assessment council vis-à-vis open universities and Indira Gandhi National Open University's (IGNOU) role in distance education in social work in India. In this light, the paper describes the IGNOU model of MSW curriculum, fieldwork components, evaluation, delivery mechanisms and the challenges and limitations faced by both students and open universities in India. The case study of IGNOU (which is the first national and largest open university in India) provides an understanding of different aspects of curriculum and fieldwork in social work education through open and distance learning. [ABSTRACT FROM AUTHOR]

This study examines the distance higher education related policy strategies of the Turkish state. Using critical discourse analysis, based on Norman Fairclough's work, the aim is to analyse the discourses used within policy-related documents and government reports regarding the role and significance of distance education in the Turkish higher education system. In order to achieve this objective, certain key documents including annual activity reports, national youth and education policy documents, and strategic plans produced by the Ministry of National Education and Higher Education Council have been analyzed. Basic findings reveal that in the dominant discourses regarding distance education in the Turkish higher education system, the policy makers seem to have very little interest in distance education as a strategic tool. The superficiality and indifference towards the open university system in the analysed documents may come to mean that the policies and envisaged programmes are far away from any solid theoretical background in how distance education may contribute to social inclusion and the development of the society through higher education of masses. Thus, this study can conclude that achieving social justice in distance education in Türkiye requires a devoted undestanding of its contributions to inclusion of all kinds of lifelong learners with diverse needs. [ABSTRACT FROM AUTHOR]

This study examined the problems that pre-service teachers face in the online assessment process and their suggestions for solutions to these problems. The participants were 136 pre-service teachers who have been experiencing online assessment for a long time and who took the Foundations of Open and Distance Learning course. This research is a phenomenological study conducted with a qualitative research approach. The pre-service teachers completed an open-ended questionnaire prepared by the researchers to express the problems they encountered in the online assessment process and their suggestions for solutions. The pre-service teachers made evaluations within the framework of the factors considered important in the quality of online assessment. The data were analyzed using descriptive analysis. The findings of the study were discussed and suggestions were made for future studies.

The skills possessed by human resources that create added value for businesses affect organizational performance as well as individual performance. University education, which has an important place in the formation of human competencies, is an infrastructure in this context. This research aims to analyze the competencies that the open and distance learning system, which is an important part of higher education in Turkey, provides to learners regarding the concepts of management and strategy. The scope of the research includes Anadolu University Open Education System, which is the first and most established implementer of open education activities in our country. As the data collection method, the programs and course curricula of all faculties in the system were examined with document scanning method. In the study, where the findings were compiled according to the relevant names and contents, categories related to the courses and programs were created and content analysis was carried out. In conclusion, it is seen that management courses are given more space than strategy courses in the relevant programs. Managerial competencies that stand out in the research codes include communication skills, risk taking and information management. Decision-making, problem-solving, visionary, strategic thinking, ethics and sustainability are areas where the curriculum can be strengthened in open and distance learning programs. The ability of students to graduate with the right skills and the ability of newly graduated managerial candidates to find a job and be successful in the institutions they work in is related to these skills. Educational contents, which have many effects from university preferences to meeting the expectations of the business world, need to be well adapted to stakeholder expectations and environmental conditions. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has led to the disruption of classroom activities and adoption of online teaching-learning in almost all parts of the globe, including India. The sudden switch from classroom blackboards to laptop screens may have influenced students' study approaches, especially with challenges related to technology access and readiness for online learning among Indian students. Since different social and economic factors bring about differences in students' learning, an online survey was conducted with 296 randomly selected undergraduate distance learning (DL) students at Indira Gandhi National Open University to examine how technology access during the pandemic influenced the study approaches of Indian DL students from various marginalized and non-marginalized groups. The research results showed that marginalized students had lower access to technology than did their nonmarginalized counterparts, although no gender differences were found in access to technology in both the groups. Lower access to technology was associated with a surface approach to study among the DL students in general and the marginalized students in particular. Females in the marginalized group were found to be at risk in terms of both access to technology and study approaches. The findings were intended to enrich our understanding of the role of technology vis-à-vis distance learners' study approaches during the pandemic and formulate appropriate teaching-learning strategies for the future. [ABSTRACT FROM AUTHOR]

Open and distance learning (ODL) activities aim to meet the expectations and needs of different individuals, societies, and systems by ensuring the continuation of learning with a lifelong learning philosophy and an egalitarian policy for everyone, regardless of time and place. Support services, which address the differentiated expectations and needs in all learning-related activities, serve the learning processes and the various stakeholders involved. Therefore, technical support services are included in support activities that require the use of technology as a tool, mediator, or technique in learning processes. In this study, ODL systems that are situated in digital space are examined within the scope of technical support services in line with the threats and dangers of the developing and expanding digital space. The aim is to create a technical support service model based on Herbert Simon's Bounded Rationality Theory and Otto Peters' Industrialization Theory, to ensure cybersecurity in ODL systems. In this study, which adopted a case study as one of the qualitative research methods, documents in the literature were examined first. Considering the literature, the opinions of eight field experts were gathered by ten interview questions. After the semi-structured interviews were transcribed, the data obtained were divided into codes and themes through thematic analysis. The findings stressed the importance of institutional culture, distribution of tasks and responsibilities, administrative support, institutional awareness, cybersecurity training, and the use of different technologies to ensure cybersecurity in ODL systems. Additionally, the experts emphasized a common view that smart systems should be used in the provision and maintenance of cybersecurity. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the variables that influence the learners' intention of using online learning platforms and usage behavior continuity to evaluate relationships between variables with a model proposal and to determine the predictive power of the model. Accordingly, a sustained technology acceptance model (STAM) was developed to identify the factors that influence learners' intention and usage behavior of online learning. The sample of this study consisted of learners registered in the Anadolu University Open Education System. As a result of the factor analyses, a 42-item measurement tool consisting of eleven factors was developed. Structural equation modeling revealed that the eleven-structured model explained 49.8% of perceived usefulness, 30.3% of perceived ease of use, 39.4% of usage intention, and 52.4% of usage behavior continuity, and all 12 proposed hypotheses were supported. The analysis to determine the predictive power of the model revealed that it has a strong predictive power. The developed model is believed to be efficient in determining learners' expectations, supporting their adaptation to the online learning environment, and ensuring their continued usage. [ABSTRACT FROM AUTHOR]

Massive Open Online Courses (MOOCs) have received significant global attention but face substantial criticism due to their low completion rates on mainstream platforms. The purpose of this study is to compare MOOC completion rates based on three different perspectives using four MOOCs provided by Bilgeİş MOOC Portal. The completion rates based on traditional completion rates, active learners, and learner intentions revealed striking disparities in favor of the completion rates based on learner intentions. Specifically, completion rates based on learner intentions significantly exceeded both the traditional calculation and the active learner assessment for four MOOCs. This outcome underscores the critical importance of contextualizing MOOC completion data. By offering a more holistic perspective, this study contributes significantly to our understanding of the progress of MOOC success, particularly in developing countries. It is worth noting that, even when analyzed from different perspectives, regardless of culture and socio-economic factors, this study also underscored that MOOC dropout remains a prevalent issue in developing countries, lending support to the existing criticisms of completion rates. Nevertheless, it suggests that the issue may not be as severe as portrayed by studies relying solely on traditional completion metrics, as alternative viewpoints reveal completion rates that are notably higher.

Techno-solutionism (Ts) amplifies academic integrity issues endemic to using Generative AI in Open and Distance education (ODE). It (Ts) induces in Higher education (HE) the disposition that technology can and should be employed in every aspect of teaching, learning, and assessment. The prevalence of Ts in ODE and the consequence of undermining academic integrity is found in the surge in published papers. A 2023 study by Nature of over 1600 scientists reports that nearly 30% use GenAI to write papers, and 5% use it in grant applications. A 2024 Originality.ai report on 13,000 analysed papers on arXiv indicates a sudden increase of 200.42%, 44.68% and 22.04%, respectively, in Computer Science, Physics and Mathematics in papers published in Jan. 2019 and those published in Nov. 2023. Apr. 2024 paper on arXiv notes Computer Science to be the most prolific in LLM usage with up to 17.5% increase. The problem this study addresses is balancing the challenges and opportunities of GenAI in ODE. Is there a limit to AI use in ODE? How can we upsurge academic integrity in the age of AI? How might we rethink the culture of publish or perish in the age of AI? Adopting the scoping review methodology and discourse analysis, this paper analyses the gains and pains of AI in ODE. Leveraging the critical theory of technology, it recommends clear green and red lines on using AI in teaching, research, and assessment.

Simulation-based learning has the potential to foster a transformative learning culture within the Open and Distance Learning (ODL) environment. This report is based on a research project, integrating a simulation into a digital ODL classroom, conducted in Wawasan Open University, an ODL university in Malaysia. The report highlights how a simulation can be valuable to ODL students as an effective learning tool and by creating an immersive learning experience for the students.

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.

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).

Open and Distance Learning (ODL) is increasingly gaining popularity and is seen as a viable means to promote access to education. This paper stems from a study--originally conducted in 2014-- that examined the students’ perceptions towards the provision of higher education through ODL at the Open University of Tanzania (OUT). The issue was subsequently re-visited by examining the students’ perceptions toward the provision of support services, curriculum design and the use of Information and Communication Technology (ICT). Findings demonstrate that support services, curriculum design and the use of ICT are generally perceived as satisfactory by students. However, still some challenges exist. These challenges potentially inhibit them from learning at a distance successfully. It is recommended that OUT should secure right technologies, such as employing video-conferencing and tele-tutoring, with the view to refraining from the use of costly outdated technologies. It should also review its support services system to allow flexible learning environment to students.

Purpose – In the last few decades, the growth in management institutions in India has become significant. The Open and Distance Learning (ODL) institutions also have started offering management programmes at various levels. In the ODL scenario, the learning path has been shifting from the traditional Self-Learning Material (SLM) -based model to technology-mediated platform. The digital divide in India is also a widely discussed area. In this context, a need has been felt to understand the implications for educators, more specifically, for the programmes offered through technology-enabled ODL mode. Design/methodology/approach – This study uses triangulation method covering literature review, personal interview and survey. Primary data have been collected through structured questionnaire in the Google Form administered on the learners of UG and PG progammes of management in Krishna Kanta Handiqui State Open University (KKHSOU), India. The sample size is 101, and the sampling frame is within Assam, a province of India. Select interviews (15 nos.) were also conducted with a cross section of learners to capture the emerging shift in the learning path and the limiting factors of digital divide. Findings – Learners possess multiple digital devices for e-learning (41.8% uses laptop and 88.8% uses android phone). Interaction in WhatsApp and Telegram groups are mostly related with evaluation and course administration, rather than content and academic discussion. eSLMs are widely used. Though promoted, video lectures are not widely used. Some of the problems faced by the learners are low bandwidth, high cost of data subscription etc. Learners are not constrained by digital device, and they are engaged in positive communication with stake holders in digital platform. Originality/value – This study will help in understanding the technology-enabled learning for management education in ODL mode in India. As a wide majority of the learners (88%) are dependent on small screen; print SLM and eSLM on a larger screen can provide augmented learning in case of complex topics like analysis of financial statements, project scheduling etc. Though the COVID-19 pandemic forced a shift in learning path, the transition is not full. The digitally constrained learners still look for solutions to complex learning problems mainly through print SLM and counselling. The talent of the students cannot be facilitated in WhatsApp and Telegram e-mentoring groups, like the way it could be done in learning management system (LMS)-mediated platforms.

Purpose – This study aimed to acquire a comprehensive understanding of the digital literacy skills possessed by first-year students and how they impact students' participation in online classes. Design/methodology/approach – This research was conducted using a quantitative method to investigate first-year students' digital literacy and its effect on their interaction in online learning. Nine hundred and two students from 19 online English writing classes were invited to complete an online survey questionnaire. The sampling approach was conducted by a nonrandom method. Prior to the data collection, the instrument was reviewed by researchers and peers with quantitative and Indonesian language backgrounds. The procedure was conducted to ensure that the instrument covered the objective of the research. Findings – The results showed that students digital literacy in the first semester, in general, is still in the low category. The average score for each competency area still varies. The average score on information and data literacy competence was low. The average score for communication and collaboration competence was in the medium category. The average score for the digital content creation competence area is low. Practical implications – The authors suggest that educational institutions should consider organizing primary student digital literacy training or optimizing the lecture process to improve students' digital literacy and further research could usefully explore how information and communication technology (ICT) skills affect student performance. Social implications – The study reveals the importance of digital literacy of students for online teaching learning. In order to achieve quality teaching in online methods, the digital literacy is a must for students. The study highlights the limitations of the study and indicates the necessity for further research in this area. The findings have immense implications for practice in a distance learning university, where online teaching learning has become a new normal post-Covid-19. Originality/value – The authors present new findings on the digital literacy of first-year students and their effect on their interaction in online learning. The authors also make connections between digital literacy and student engagement in online classes, which is a significant contribution to the field. This paper also provides a comprehensive review of the literature on digital literacy and e-learning, which adds to the scholarship in the field.

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 aim of this study is to examine the variables that influence the learners’ intention of using online learning platforms and usage behavior continuity to evaluate relationships between variables with a model proposal and to determine the predictive power of the model. Accordingly, a sustained technology acceptance model (STAM) was developed to identify the factors that influence learners’ intention and usage behavior of online learning. The sample of this study consisted of learners registered in the Anadolu University Open Education System. As a result of the factor analyses, a 42-item measurement tool consisting of eleven factors was developed. Structural equation modeling revealed that the eleven-structured model explained 49.8% of perceived usefulness, 30.3% of perceived ease of use, 39.4% of usage intention, and 52.4% of usage behavior continuity, and all 12 proposed hypotheses were supported. The analysis to determine the predictive power of the model revealed that it has a strong predictive power. The developed model is believed to be efficient in determining learners’ expectations, supporting their adaptation to the online learning environment, and ensuring their continued usage.

Learning processes can now be transferred to digital environments, allowing for the tracking of learners' digital footprints. The field of learning analytics focuses on the efficient use of these digital records to improve both learning experiences and processes. Dashboards are the tangible outputs of learning analytics. The use of dashboards in elearning has gained attention due to their potential impact on student interactions and academic success. In this study, we used a posttest control group design to examine the effects of dashboard use on 15,321 distance education students' elearning involvement and academic achievement. Results showed that dashboard use was associated with higher elearning interactions, but we observed no significant difference in end-of-term grades. This suggests that while dashboards may enhance student engagement in online learning, their effect on academic performance may be limited. The academic effects of dashboard use may only be observed in the long term. [ABSTRACT FROM AUTHOR]

This study explores users' perceptions of the Virtual Assistant application facilitated by the Anadolu University Open Education System. It assesses the application's effectiveness and user satisfaction by analyzing opinions regarding its importance and the experience it delivers. The research delineates its population as learners engaging with the Virtual Assistant within the Anadolu University Open Education Framework. Employing a sequential explanatory design within mixed-method research methodologies, the investigation commenced with an online Virtual Assistant Satisfaction Survey involving 374 participants as the sample-subsequent focus group discussions with 18 users aimed to delve deeper into satisfaction levels vis-à-vis user expectations. Findings indicate a moderate level of satisfaction among users with the Virtual Assistant application, reflecting a congruence with anticipated outcomes. Moreover, the analysis across various dimensions revealed a comprehensive satisfaction in alignment with user expectations, particularly highlighting approval for the application's adherence to the Open Education website's design language. Conversely, dissatisfaction was noted concerning the specificity and utility of the information provided. The study identifies a disparity in satisfaction levels, with high marks in design aspects and lower evaluations in usability. Recommendations are extended towards enhancing the Virtual Assistant and similar tools through user-centric development and encouraging further research predicated on the insights garnered from this study. [ABSTRACT FROM AUTHOR]

This study aimed to investigate distance education practices in higher education during the pandemic, focusing on lived experiences, and proposing a policy decision framework for future distance education in similar conditions. Additionally, the study aimed to establish a design framework for an Emergency Action Plan for similar crisis periods. In the study, a case study was used to provide a detailed examination of the current situation's characteristics. The study group consisted of 63 administrators from 34 universities who actively participated in decision-making during the pandemic. Data were collected through 11 online focus group interviews, and the Miles-Huberman Model was used for analysis. The study proposed a policy decision framework for distance education in the postpandemic period, consisting of 11 headings such as blended learning, open course materials, and Distance Education Center structuring. Additionally, the study presented an emergency action plan framework consisting of six components, including keeping the technological infrastructure working and supporting face-to-face courses with distance education. This study provides valuable insights for universities in preparing for potential crises and improving their distance education practices. [ABSTRACT FROM AUTHOR]

This study explores the transformative potential of Generative AI (GenAI) and ChatBots in educational interaction, communication, and the broader implications of human-GenAI collaboration. By examining the related literature through data mining and analytical methods, the paper identifies three main research themes: the revolutionary role of GenAI-powered ChatBots in educational interactions, their capability to enrich social learning, and their dual role as both support and assistance within educational settings. This research further highlights the impact of human-GenAI interaction in education from social, psychological, and cultural perspectives, focusing on social presence as a fundamental component of the teaching and learning process. It discusses the integration of GenAI and ChatBots into education and considers whether this marks the dawn of an algorithmic renaissance that elevates educational experiences or an apocalypse that threatens the very essence of human learning and interaction. [ABSTRACT FROM AUTHOR]

With the growing prevalence of distance learning in educational contexts, the open educational resources (OER) declaration mandated tertiary institutions to establish their own repositories to encourage knowledge sharing. As a result, the Nigerian National Universities Commission directed universities to establish their own repositories in order for lecturers to upload their learning contents and take advantage of the universality of knowledge so as to share and distribute knowledge. However, the successful adoption of OER depends on lecturers' awareness and readiness to effectively implement it. Following the directives, it was discovered that responses by lecturers were low in terms of compliance, and this may not be unconnected to lack of awareness of OER which influences lecturers' skillful readiness to use it for instructional purposes. In order to ameliorate the problem, this study checked distance learning lecturers' awareness and readiness to use OER for instruction. A descriptive survey design was used for the study out of which 104 distance learning lecturers from University of Abuja's Center for Distance Learning and Continuing were drawn as participants in the study through a multi-staged sampling technique. Lecturers' attitude towards OER and lecturers' readiness towards OER constructed on a four-point Likert scale which were validated by several experts and yielded a reliability figure of 0.81 and 0.79, respectively using Cronbach's alpha were used to obtain data. Descriptive statistics of mean and standard deviation was used to answer the research questions while inferential statistics involving an independent samples t-test was used to test the null hypotheses at 0.05 level of significance. Findings revealed that lecturers are aware (grand mean: 3.27) and ready (grand mean: 3.34) to use OER for instructional but no significant difference was found in terms of male and female lecturers' awareness (t = 2.164, p = 0.61) and readiness (t = 1.012, p = 0.76) to use OER for instructional purposes. It was recommended that lecturers should be trained on how to properly harness the invaluable opportunities brought about by OER repository to add value to their lectures and learning contents and more awareness should be created on the importance of OER and what it brings in terms of making learning universal, flexible and affordable. The results of the study provide insights into the current awareness and readiness levels of distance learning lecturers in relation to OER adoption. [ABSTRACT FROM AUTHOR]

E-tutoring in student support has been well documented however, its significance to open and distance learning institutions during the COVID-19 is still limited. The continued low student retention and success rates put unprecedented pressure to these institutions, as they are responsible for student support. This article presents the findings of an investigation on e-tutors' perceptions of student support in mathematics, science, technology and environmental education courses within an open and distance learning environment in South Africa. The article utilises a blend of connectivism theory by Siemens together with a conceptual framework by Reinmann-Rothmeier and Mandl as key to contributing towards effective student support. Using the interpretive qualitative case study, five e-tutors were interviewed and observed while interacting with students in a digital learning platform. The findings indicate challenges of inadequate student interaction in a digital platform, limited knowledge, and skills of e-tutors on digital media, as well as the need to design digital activities that provoke and motivate students learning. The article recommends transformed digital strategies and creation of interactive activities that will appeal to student engagement. [ABSTRACT FROM AUTHOR]

Open and Distance Learning (ODL) is increasingly gaining popularity and is seen as a viable means to promote access to education. This paper stems from a study--originally conducted in 2014-- that examined the students’ perceptions towards the provision of higher education through ODL at the Open University of Tanzania (OUT). The issue was subsequently re-visited by examining the students’ perceptions toward the provision of support services, curriculum design and the use of Information and Communication Technology (ICT). Findings demonstrate that support services, curriculum design and the use of ICT are generally perceived as satisfactory by students. However, still some challenges exist. These challenges potentially inhibit them from learning at a distance successfully. It is recommended that OUT should secure right technologies, such as employing video-conferencing and teletutoring, with the view to refraining from the use of costly outdated technologies. It should also review its support services system to allow flexible learning environment to students. [ABSTRACT FROM AUTHOR]

This paper explores the impacts of using smartphones vs laptops on students’ academic achievement in their English courses and their satisfaction in learning English via open distance learning (ODL). Experiments were conducted in authentic teaching sessions with a total of 304 undergraduates from a local university. The methodology applied is a quasi-experimental design with post-test-only. Results indicate that the relationship between the grade obtained and level of satisfaction with gadget is low and not significant at 5% level of significance. However, there is a significant relationship between the level of satisfaction towards gadgets used for learning English courses and learning English via ODL classes since the p-value is significant with a correlation value of 0.455. Finally, there is a low correlation between the grade obtained and level of satisfaction in learning English during ODL classes. Future research should be conducted to further check on the effects of using mobile phones against other mobile devices on other subjects learnt in the universities. [ABSTRACT FROM AUTHOR]