Open and distance learning is evolving in the present day. With the onset of the Covid-19 pandemic, attention to this broad field has shone the spotlight on distance, or remote learning. Over the past 20 years, other terms have also been used interchangeably – open distance and elearning, flexible learning, non-contact learning, blended learning, offline learning, etc. As a result, proponents invest an inordinate amount of time convincing people on the merits of ODL and explaining or de-constructing what it means within a sea of synonyms. One must also be reminded that outside the field of ODL, which has a lengthy history pre-dating the Second World War, there is a wealth of scholarship and praxis in subject-specific areas. This current volume is a reflection of this reality, and it is an important reminder that, in concert with advancing the merits of ODL in the context of online learning, flexible learning, open educational resources and lifelong learning, there are innumerable disciplines that apply the philosophy, principles, and practice of open and distance learning. Universities would not survive without a range of programme offerings beyond the discipline area of education, or distance education. The National Open University of Nigeria, for example, offers over 100 programmes in a vast number of discipline areas. Subject matter experts, who operate in the ODL space, need to absorb knowledge on teaching and learning in varying distance modes (e.g., print, blended, and online modes), as well as staying atop developments in their field, adding a layer of complexity to their work as compared to those teaching in more established methods in conventional institutions (though, faculty in the conventional institutions have their fair share of other duties!).
This current volume is a collection of research papers that are subject-specific and delivered in the ODL space. As such, they offer unique insights into how varying disciplines operate through the ODL mode and with an increasing focus on online learning. Readers will gather a collection of new ideas and empirically based findings to inform their teaching practice and research – both in terms of research design and findings.
The first article, by Dr Musibau Olabamiji and Dr Olusola Matthew of NOUN, focuses on the teaching of peace education informed by Yoruba indigenous culture (southwest area of Nigeria and neighbouring states) through the ODL mode. Data was a combination of ethnographic and survey-based research. Results revealed that many traditions of this ethnic group remain strong and that greater infusion of such indigenous knowledge will elevate the authenticity into peace education curriculum.
In the more central area of Kuje, located in the Federal Capital Territory of Nigeria, a study by Dr Maureen N. Chukwu and Dr S J Kadafur of NOUN explored the use of mobile phones to raise awareness about climate change. Data was collected over a six-week period where the content was disseminated through mobile phones. Participants (n=80) demonstrated improved knowledge reinforcing the potential of mobile learning.
The third article, by Dr Dickson Igwe of NOUN, explores the discipline area of criminal justice administration relative to gender bias. The sustainability of law enforcement, the author argues, will be predicated on lowering the patriarchical arrangement in the criminal justice sector and ODL may play an important role, with its inclusive orientation, in bringing more female professionals into the sector.
Dr Apata, Funke Susan of NOUN is centred on augmenting instructional practices in physics taught through the online mode. A sample of 120 learners and 20 facilitators participated in the study, which utilised four instruments to assess instructional strategies for learners and facilitators. Findings included building learners' capacity to engage online and to augment the volume of formative assessments and to engage in action research to ascertain the effectiveness of online instructional practices.
Another article, by Dr E C Ndie and Dr H C Uzoegbo, addressed assessment in nursing training institutions in Nigeria. The study examined the perceptions of lecturers and students from six training institutions in southeast Nigeria toward summative assessment. The authors conclude that existing summative assessments were perceived well by both groups and advocate for better record keeping from such assessments.
The efficacy of students use of library resources was the focus of the sixth article in this volume. Ms Patricia Ngozi Ofodu of NOUN surveyed 391 students enrolled in NOUN study centres located in southeast Nigeria. Findings revealed low levels of awareness and competencies as it relates to utilising the online library system. The author concludes that greater sensitisation of students to the library system, along with investment in library resources and internet connectivity are needed.
The next article of this volume, by Dr Ajufo Beatrice Ifeoma, addresses a very topical area on employability. Given the ever-changing workforce which increasingly calls for 21st Century skills, the article uses a case study from NOUN about the effectiveness of an employability programme. The article concludes with the need for NOUN and other ODL-focused institutions to better equip its younger learners with core employability skills to enable a smoother transition into the workforce.
The final article in this volume by Dr Oluwasogo R Ojo evaluates the explosiveness of volleyball players at a college in southwest Nigeria. The author evaluated the training regimen of 15 male and 15 female athletes. With a focus on improving leg strength and power, participants performed two tests. Findings revealed that such exercises improved strength and that focus on these areas, would be an effective complement to ball drills to improve the performance of players.
Kirk Perris, PhD – Adviser: Education at the Commonwealth of Learning, Vancouver Canada
Guest Editor