West African Journal of Open and Flexible Learning
Regional Training and Research Institute for Distance and Open Learning (RETRIDOL)
Copyright (c) 2024 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
It's probably better to eat an elephant one bite at a time
Editorial - Special Edition: Volume 12, Number 2
Copyright (c) 2024 https://creativecommons.org/licenses/by-sa/4.0
Social media and Undergraduates’ Study Time: The Counselling Implication
The purpose of this study was to investigate the influence of social media on undergraduates' study time. The study was guided by three research hypotheses. It involved a total sample of 229 undergraduate students from six faculties/schools in private universities who were randomly selected. Data was collected by using a questionnaire which had three scales; demographic section, undergraduates' study time scale, and utilization of social media. All the items except the demographic variable are measured on a 5 continuum scale ranging from 1 to 5 (Strongly Disagree (1) to Strong Agree (5). Data collected were analysed using mean, standard deviation, t-test and ANOVA to answer the research questions and hypotheses. No significant gender differences were found among social media usage and undergraduates' study time. It was recommended that counselling psychologists or guidance counsellors should create an awareness on applications of social media that are academic oriented so that both the students and the teachers can utilize them whenever they are online such as Evemote, google drive, Dropbox, and eBooks among others.
Determining the Attitudinal Disposition of Prospective Tertiary Admission seekers towards Open Distance Learning in Nigeria: Delta North in Perspective
Open Distance Learning (ODL) has gained prominence and recognition in Nigeria because of its accessibility, flexibility and adaptability. It is an academic window that allows prospective tertiary admission seekers to actualize their educational interests and aspirations. The study attempted a determination of the attitudinal disposition of prospective tertiary admission seekers towards open distance learning in Nigeria: a case study of Delta North Senatorial District of Delta State. One research question and two hypotheses guided the study. The descriptive design was adopted for the study. The population of the study comprised all potential tertiary admission seekers in Delta North Senatorial District of Delta State and the sample of the study comprised 672 respondents (378 males and 294 females). The researcher employed a multi-stage sampling procedure. The instrument used for the study was a questionnaire titled: Attitudinal Disposition Inventory Questionnaire (ADIQ). The data collected were collated, coded and analysed using descriptive statistics and the independent sample t-test. The outcome of the study revealed that the attitudinal disposition of potential admission seekers in delta North Senatorial District of Delta State towards ODL was indeed low. The two hypotheses were rejected and there was a disparity in the attitudinal disposition of potential admission seekers in Delta north Senatorial District of delta state towards ODL on the basic of locations ( Urban or rural) and gender (male and female). A conclusion was drawn based on the discussions and useful recommendations were made, which include among others, that enough public enlightenment campaigns should be made by the government and ODL institutions to sensitize prospective tertiary admission seekers towards open distance learning.
Analysis of Factors Hindering Teachers’ Effectiveness in Secondary Schools in Lagos State, Nigeria: Policy Implications
Students’ learning outcomes and performance are often used in determining the quality of an educational system. The performance of Nigeria secondary school students in the West African Examination Council (WAEC) which is their final examination has been worrisome. As of 2015, students' pass grades has generally not gone beyond 38.68 per cent. It is observed that teachers receive much of the blame for the poor performance. This study therefore tried to find out factors that may be affecting teachers’ effectiveness. One research question was raised to find out the extent to which the effectiveness of teachers is hindered by factors affecting their effectiveness, also one hypothesis was raised to test if there was any significant difference in teachers’ consideration of determinants for effectiveness in public secondary schools based on their educational background. To achieve this, 322 teachers were sampled from Lagos State public secondary schools. A questionnaire was structured and administered. The study found a lack of interest for the job, poor interpersonal relationship, an unconducive learning environment, personal stress and workload, influx of new learning and information technology as factors that hinder teachers’ effectiveness. Review of policies and implementation procedures was recommended to enhance teachers’ effectiveness.
Flexible Learning Strategies in Yoruba Education
This paper is a reflection on Yoruba indigenous education (hereafter called Yoruba education) and its flexible learning strategies. It describes flexible learning as a learning practice that empowers the student with control over, what he learns and how he learns it. The paper highlights that Yoruba education is a complex education system. It is holistic, fundamental and integrated with an all-encompassing curriculum. Yoruba education is sophisticated, organised, well managed and cohesive with a vast subject that comes as integrated knowledge. The Yoruba individual was inducted with Yoruba education into mores, customs, principles, and payees of the Yoruba society. The paper identifies the tools used in Yoruba education and how these are applied in a flexible way to get the best outcomes.
Exploring the Perceptions and Usage of Social Networking Sites among Distance Learning Students in Nigeria
Social networking sites have become popular virtual meeting places that allow young adults to interact and socialize with their peers. This study was carried out to investigate the perceptions and usage of social networking sites among distance learning students in Nigeria. The objectives of the study are to identify students’ perception of social media networking, to ascertain the various categories of social networking sites used by distance learning students, to examine the frequency of usage of the social networking sites by the students and to examine their purposes of using social networking sites. A descriptive survey design was adopted for the study. Four hundred students were selected by simple random sampling techniques from students of the National Open University of Nigeria. A structured questionnaire was designed, validated and distributed among the sampled students. Descriptive statistics was used to analyse the data. Findings reveal that social networking sacs are mostly being used by students for purposes such as interacting with friends, and family, discussing national issues rather than for educational purposes. The distance learning students perceive social networking sites as interesting platforms for achieving academic excellence. The students use social media daily. Facebook was the most utilized social networking site. Seduction in time for studying and providing an enabling environment for cybercrimes were the two major negative effects that social networking sites had on students.
Lecturers Proficiency in the Use of Information and Communication Technology in Colleges of Education in Lagos State
This study examined the proficiency level of lecturers in the use of Information and Communication Technology (ICT) in College of Education COE) in Lagos State, Nigeria using the UNESCO competency framework for teachers (Technology Literacy, Knowledge Deepening, and Knowledge Creation). The cross-sectional survey method was adopted for the study. Respondents were 112 lecturers randomly selected from the three purposively selected from ten Colleges of Education in Lagos State, Nigeria. Questionnaire was adapted from Adeyanju (2015). Mean was used to answer the research questions with a benchmark of 2.50. The study found out that the proficiency levels of lecturers are moderate in terms of (Technology Literacy, Knowledge Deepening, and Knowledge Creation). The study concluded that lecturers in colleges of education are developing their proficiency in the use of ICT for instruction ICT. It was recommended that lecturers should be exposed to more training on the use of emerging technologies for instruction regularly to increase their proficiency level.
Information and Communication Technology
Social Media use as a Determinant of Knowledge Sharing Practices by Librarians in Tertiary Institutions in Lagos State, Nigeria
The proliferation of information and communication technology has had a significant influence on knowledge sharing practices in organizations. This has raised the consciousness of libraries to adopt the use of social media for the exchange of knowledge. Studies have indicated that knowledge sharing practices are not fully integrated in most libraries. Hence, this study investigated the extent to which social media is used to share knowledge in tertiary institutions in Lagos State, Nigeria. The survey research design was used for the study. The population of the study consisted of all 204 librarians in 21 tertiary institutions in Lagos State. Total enumeration was used for the study. Data collected were analysed using descriptive statistics for the research questions while linear regression was used to test the hypothesis. Findings revealed that social media use (B =.377, p<0.05) had a significant positive influence on knowledge sharing practices of librarians in tertiary institutions in Lagos State. In addition, the study showed that librarians mostly use brainstorming and verbal discussions for knowledge sharing among other knowledge sharing practices, which implied that knowledge sharing practices of librarians were low in the library. Findings also revealed that available social media tools were not fully utilized by librarians in tertiary institutions in Lagos State. The study concluded that social media use had a positive influence on knowledge sharing practices of librarians in tertiary institutions in Lagos State. The study recommended that knowledge sharing practices such as mentoring, community of practices, staff meetings and storytelling that were scarcely used to share knowledge should be encouraged in the library using diverse social media tools such as Pinterest, Ning, Flicker, Del.icio.us, Instagram and Social Bookmarking that were sparingly used in the library.
Analysis of Factors Influencing Perceived Academic Achievement in Quantitative Courses Among Distance Learners
This study investigated the result of a survey conducted on one hundred distance learners on factors perceived to influence academic achievement in quantitative courses. A structured questionnaire which had twenty-five items was used for data collection. Stratified sampling technique was adopted. One hundred and fifty (150) questionnaires were sent out and only One hundred (100) were returned. Descriptive statistics and factor analysis were used to explore the contribution of each item to the use of technology and academic achievement of Distance Learners in University of Lagos. The result shows that the first factor accounts for 14.50 % of the variance, the second 14.04 % of the variance, the third 7.43% of the variance, the fourth 7.41% of the variance, the fifth 7.10% of the variance, the sixth 7.10% of the variance, the seventh 5.54% of the variance, and the eighth 5.22% of the variance. The findings of the study revealed that the first and the second factor contributed very high to the total variation which implies that these factors are very important influencing the academic achievement of distance learners in quantitative courses.
Copyright (c) 2016 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
Sustainable Distance E-Learning for Enhanced Students Retention and Support: Faculty of Law National Open University of Nigeria in Focus
The National Open University of Nigeria (NOUN) was primarily conceived to afford the teeming population of prospective university candidates the opportunity to access tertiary education in order to fulfill their life dreams, contribute to national socio-economic development in our ever competitive, contemporary and globalised world. The NOUN is ranked 7th in Nigeria, offers about 60 academic programmes including Law and has been delivering academic excellence in consonance with its mandate. The institution has 455,837 students as at April 2016 enrolled and has graduated 12000 students since re-launched in 2002 and in 2017 alone graduated 12000 students, the highest in any year since its relaunch in 2002. Despite the monumental progress made by NOUN, there are challenges related to students’ retention and support militating against realization of the objectives of establishing the university. These challenges stem from the peculiar nature of the Open University concept predicated on Distance Learning or e-Learning as means of service delivery. In a developing country like Nigeria, these challenges can be critical compared to the developed countries where infrastructural development is well in place and taken for granted. Therefore, there is need to combat the identified challenges particularly as they affect the Faculty of Law with its peculiarities and to proffer strategies to enhance students success on a sustainable basis at NOUN and thereby promote academic excellence. The paper is essentially predicated on relevant document analyses, interviews and discussions with students, interactions with fellow staff and facilitators who encounter students on a regular basis as well as personal experience as both a legal practitioner and lecturer in Law at NOUN. The motivation to examine the issues stem from the understanding that the pursuit of academic excellence vis-à-vis addressing the challenges inherent in e-Learning system for students’ retention and support could be conceived as a benchmark for evaluating students’ and institutional performances. Therefore, the paper explores the challenges related to students’ retention and support some of which are considered personal to the student; some are institutional while others are societal or external. Specifically, students’ background / orientation, state of infrastructure nationwide, funding and staffing inadequacies constitute the major issues. Strategies proffered to remedy the situation include pre-enrolment orientation in e-Learning environment and mentoring, improved budgetary allocation, improved ICT facilities including e-library, follow-up on students and proper staffing amongst others. Accordingly, recommendations were derived from the strategies to enhance students’ retention, support and ultimately success at the Faculty of Law NOUN.
Effectiveness of Motivational Techniques in the Administration of Secondary Schools in Yenagoa Local Government Area of Bayelsa State
This research finding is based on the Effectiveness of Motivational Techniques in the Administration of Secondary Schools in Bayelsa State. The correlation research survey design was adopted for the study. The population of the study consist of three hundred and thirty (330) teachers in Yenagoa Local Government Area of Bayelsa State, comprising of two hundred and forty (240) males and ninety (90) females. The sample consists of one hundred and ninety two (132) teachers from sixteen (16) secondary schools in Yenagoa local government area of Bayelsa state, using a simple random sampling technique. The research instrument used for gathering information is a self-constructed questionnaire titled Motivational Techniques and Effective School Administration Questionnaire (MTESAQ). Three research questions and three hypotheses were raised, mean and standard deviation was used for analysing the research questions while Pearson Moment Correlation statistics was used in analysing the hypotheses at 0.05 level of significance.
A Comparative Analysis of Male and Female Students’ Academic Performance Using Andragogical Approach: A Case Study of National Open University of Nigeria
This study compared the academic performance of male and female students studying for a Postgraduate Diploma in Distance Education programme at the National Open University of Nigeria, taught through the andragogical approach. The study is part of a larger study on students’ readiness to learn. The academic performance of students in the Measurement and Evaluation course was analysed. The survey research design was adopted. A 32 – item questionnaire was designed to gather information on the variables of the study from the respondents. The Cronbach’s alpha for the measures is .84. The Spearman brown coefficient is .91 while the Guttmann Split half correlation is .91. A convenience sample of 120 students out of the 169 students that sat for the Measurement and Evaluation examination at the NOUN headquarters in Lagos was used. The random sampling table was used to select the respondents. Collected data were analysed by computing frequencies and percentages. There is no significant difference in the scores of male and female students in the Measurement and Evaluation.
Management Issues in Emerging Information and Communication Technology (ICT) Driven Distance Education in Nigeria
Information and Communication Technology (ICT) driven distance education is gaining momentum in higher education in Nigeria. Likewise, the traditional face-to-face institutions are establishing a dual-mode form of instructional delivery system to drive some of their on-and-off campus programmes. The paper investigates the perception of stakeholders in two Nigerian universities; one dual-mode institution (Obafemi Awolowo University, Ile-Ife) and one open and distance institution (National Open University of Nigeria), on the best way open and distance education can be effectively managed with respect to funding, targeted audience, courses being offered, programme structure, technology adaptation, quality control and general administration. A descriptive survey method was adopted for the study. The sample consisted of 100 stakeholders drawn from the management, senior administrative staff and academic staff of the two institutions. A self-designed but validated questionnaire was used to obtain data from the respondents, and were analysed using simple percentage and Analysis of Variance (ANOVA) statistical methods. Findings showed that open and distance education was practicable and achievable in Nigeria, if it could be effectively managed. Also, findings showed that stakeholders had a relatively positive perception about the administration of ODL in Nigeria, not minding the teething challenges. In conclusion, to achieve a realistic ODE, the paper recommends the separation of ODL staff from the traditional university administrators, and also that a formal strategy of constant training for management staff and other staff should be instituted.
E-Counselling for Learner Support Services in ODL Institutions: A Practical Approach
Like in conventional institutions, students in open education encounter various problems ranging from social, psychological, vocational to academic challenges, which impede their performance and retention. Their case is worsened by the virtual nature of their studies, which demands adequate support in order to engage in meaningful learning and studentship. This paper therefore explains e-counselling as an innovative learner support service necessary to engage students in open education. E-counselling is an online counselling that provides students with the platform to interact with their counsellors using a variety of social media networks. Efforts were made to look at some networks that could be made available for e-counselling in open education such as Facebook, e-mail (g-mail, Google talk, Skype, WhatsApp), twitter, video conferencing, blog, instant messaging and chat among others. These social media networks ensure that students are not isolated as they provide better alternative to face-to-face counselling, which many experts now see as narrow, archaic and selective in the face of the present technological advancement of the entire world. Some fundamental challenges facing the use of this innovative platform include power failure, poverty, illiteracy and attitudinal problems towards the use of computers. Ideally, every open education institution should have a robust learner support services unit with adequate facilities necessary for e-counselling in order to engage students in meaningful virtual academic activities.
Effect of Computer Efficacy Training in the Management of Computer Anxiety among National Open University of Nigeria Freshmen
Computer anxiety has been identified as a prominent drawback to many freshmen in the Open and Distance Learning (ODL) institutions in Nigeria. It is a known fact that inadequate computer skills coupled with computer anxiety are linked to attrition rate and poor academic performance among distance learners who by exigency should utilise computer to bridge the transactional and interactional distance that exist between them, their tutors and other relevant personnel. This study, therefore, determined the effectiveness of Computer Efficacy Training (CET) in the management of computer anxiety among National Open University of Nigeria (NOUN) freshmen in Southwestern Nigeria. The moderating effects of age and gender were examined. Technology Acceptance Model provided the framework for the study while the pretest-postest control group quasi-experimental design with a 2 x 2 x 2 factorial matrix was adopted. Two study centres of NOUN (Akure and Lagos) were randomly selected from the nine study centres of the university in Southwestern Nigeria. Sixty computer anxious freshmen who met the screening criteria were randomised into CET (30) and Control (30) groups. The interventions lasted eight weeks. The Computer Anxiety Scale Revised (α=0.89) with the norm of 60.0 was utilised for screening. Computer Anxiety Rating Scale (α =0.86) was used to measure the criterion variable. These were complemented by CET training guides. Analysis of covariance and Multiple Classification Analysis test were utilised for data analysis at a 0.05 level of significance. There was a significant effect of treatment on the management of computer anxiety of NOUN freshmen. Participants in the CET had the least computer anxiety compared to those in the control groups. There was a significant effect of age on computer anxiety. The older NOUN freshmen significantly benefited more than younger NOUN freshmen. Computer efficacy training was effective in managing computer anxiety of National Open University freshmen in Southwestern Nigeria. Educational, counselling and cyber psychologists should adopt the treatment in the reduction of computer anxiety.
Minority Students in Graduate Studies: An Exploration into Women's Accessibility to Higher Education through the Open and Distance Learning Mode in Nigeria
Despite the odds militating against women education in a patriarchal society like Nigeria, an increasing number of women are pursuing higher education studies. This study focuses on women in difficult circumstances constrained by socio-cultural factors who are pursing postgraduate programmes through the open and distance learning (ODL) mode, herein referred to as minority women, which include women in purdah, women in remote and rural communities, women in full-time employment, single-parent women, underprivileged women, and women traders. Despite being a disadvantaged group, not much is known about the experiences and live stories of these women and how they manage to wade through the rigours of graduate studies notwithstanding the many obstacles they face. To fill this gap in knowledge, the present study aimed at developing insight into the experiences of these women including their challenges, coping strategies, sources of motivation, as well as their attitudes and perceptions toward self and in relation to their social status. A sample of 82 minority women students took part in the study. They were purposively selected study centres of the National Open University of Nigeria. The study employed a qualitative research approach utilizing focus group discussion method and personal accounts for data generation. Data collected were analysed using the thematic analysis approach. Several remarkable findings emerged from the study pointing to factors that could motivate the minority women students to rise above their limitations toward achieving their full potentials and the significant role of ODL in facilitating this process. It is hoped that the study would be a source of inspiration to many others especially girls and women towards increased accessibility to higher education.
Assessing Language Laboratory Facilities’ Usage, Benefits, and Challenges among Open and Distance Learners in Nigerian Universities
This study assessed language laboratory facilities’ usage, benefits, and challenges in the teaching and learning of languages in ODL institutions in Nigeria using a mixed-methods design. ODL stakeholders in single and dual-mode Nigerian universities formed the population of the study. The sample was selected using a multi-stage sampling technique. Three major instruments that were validated by experts in languages and measurement and evaluation of the Faculty of Education, National Open University of Nigeria, and had high positive reliability coefficients were used for data collection. They are: ODL students’ usage of language laboratory facilities for learning (r = 0.950), Perceived benefits of usage of language laboratory facilities among ODL learners in Nigerian universities (r = 0.972), and the interview schedule for ODL language facilitators in the selected universities. Three research questions and two hypotheses guided the study. Frequency counts, percentages, mean, standard deviation, ANOVA, and thematic analysis were used to analyse the data collected. Results showed that respondents use the facilities in one way or another other but not always. More than half of the respondents agreed that the language laboratory facilities highlighted are beneficial for teaching and learning languages in Nigerian ODL institutions. Some of the challenges highlighted include the inability of the institutions to provide power-generating systems and adequate language laboratory facilities. Based on the findings, it was recommended that funding institutions, especially language departments, should be improved upon and acquire more language laboratory facilities to increase usage and benefits derived by learners and facilitators. Résumé : Cette étude a évalué l’utilisation, les avantages et les défis des laboratoires de langues dans l’enseignement et l’apprentissage des langues dans les institutions d’apprentissage des langues au Nigeria à l’aide d’une conception à méthodes mixtes. Les parties prenantes de l’ODL dans les universités nigérianes monomodes et bimodes ont constitué la population de l’étude. L’échantillon a été sélectionné à l’aide d’une technique d’échantillonnage à plusieurs degrés. Trois instruments principaux qui ont été validés par des experts en langues et en mesure et évaluation de la Faculté d’éducation de l’Université nationale ouverte du Nigeria, et qui présentaient des coefficients de fiabilité positifs élevés, ont été utilisés pour la collecte de données. Ils sont ; L’utilisation des laboratoires de langues par les étudiants pour l’apprentissage (r = 0,950), les avantages perçus de l’utilisation des installations de laboratoire de langue parmi les apprenants en ODL dans les universités nigérianes. (r = 0,972) et le calendrier des entretiens pour les facilitateurs de langue en ODL dans les universités sélectionnées. Trois questions de recherche et deux hypothèses ont guidé l’étude. Les données recueillies ont été utilisées pour analyser les données recueillies, les pourcentages, la moyenne, l’écart-type, l’ANOVA et l’analyse thématique. Les résultats ont montré que les répondants utilisent les installations d’une manière ou d’une autre, mais pas toujours. Plus de la moitié des personnes interrogées ont convenu que les installations de laboratoire de langues mises en évidence sont bénéfiques pour l’enseignement et l’apprentissage des langues dans les institutions nigérianes d’apprentissage et de débauche. Parmi les défis mis en évidence, citons l’incapacité des institutions à fournir des systèmes de production d’énergie et des laboratoires de langues adéquats. Sur la base des résultats, il a été recommandé que les institutions de financement, en particulier les départements de langues, soient améliorées et acquièrent davantage d’installations de laboratoire de langues afin d’accroître l’utilisation et les avantages retirés par les apprenants et les animateurs. Mots-clés : Laboratoires de langues, Apprentissage ouvert et à distance, Utilisation, Avantages, Défis
The Use of MOOCs in African ODeL Institutions for Academics' Career Advancement: An Autoethnographic Reflection
Integrating Massive Open Online Courses (MOOCs) into higher education has revolutionised access to knowledge and professional development opportunities worldwide. However, the recognition and impact of MOOCs on career advancement, particularly within African Open Distance e- Learning (ODeL) institutions, remain underexplored. This paper argues that MOOCs in African ODeL higher education institutions are not yet recognised as a viable means to support academics' career advancement. This paper delves into an autoethnographic study of two academics from different African countries – South Africa and Nigeria - examining their journeys and experiences with MOOCs and how these have influenced their professional development, academic appointments, and promotions. Through reflective journals, e-mails, and WhatsApp discussions, the study reveals a complex landscape where some higher education institutions still overlook MOOCs in their recruitment and promotion processes. Despite this, the participants' strong desire to enhance their knowledge and skills through MOOCs underscores the potential of these courses to contribute significantly to professional growth in academia. Résumé : L'intégration des cours en ligne ouverts et massifs (MOOCs) dans l'enseignement supérieur a révolutionné l'accès au savoir et aux opportunités de développement professionnel à l'échelle mondiale. Cependant, la reconnaissance et l'impact des MOOCs sur l'avancement de carrière, en particulier au sein des institutions africaines d'apprentissage ouvert et à distance (ODeL), restent peu explorés. Cet article soutient que les MOOCs dans les institutions africaines d'enseignement supérieur en ODeL ne sont pas encore reconnus comme un moyen viable pour soutenir l'avancement de carrière des universitaires. Cet article explore une étude autoethnographique de deux universitaires provenant de différents pays africains – l'Afrique du Sud et le Nigeria – en examinant leurs parcours et expériences avec les MOOCs et la manière dont ceux-ci ont influencé leur développement professionnel, leurs nominations académiques et leurs promotions. À travers des journaux réflexifs, des e-mails et des discussions sur WhatsApp, l'étude met en lumière un paysage complexe où certaines institutions d'enseignement supérieur continuent d'ignorer les MOOCs dans leurs processus de recrutement et de promotion. Malgré cela, le fort désir des participants d'améliorer leurs connaissances et compétences grâce aux MOOCs souligne le potentiel de ces cours à contribuer de manière significative à la croissance professionnelle dans le milieu académique. Mots-clés : Autoethnographie ; avancement de carrière ; MOOCs ; ODeL ; développement professionnel ; recrutement et promotion
Student Engagement and Feedback on Online Learning and Facilitation: A Case Study of the National Open University of Nigeria
With the rapid adoption of online learning platforms occasioned by the rise in digital technologies, the National Open University of Nigeria has continued to leverage technology to optimise operations by offering synchronous online facilitation/tutoring to students as part of its regular academic support initiatives. Online facilitation happens every semester of the academic session. However, since the commencement of online facilitation in 2020, there has been no research report assessing student engagement. Thus, this study was designed to survey students’ online learning experience and gather feedback on various aspects of synchronous online facilitation including participation, satisfaction, barriers, and challenges faced during the virtual learning journey. 2,350 students took part in this study. The survey questionnaire was administered online, featuring a mix of closed-ended and open-ended questions. A majority of students (61.9%) reported participating in the first semester of the 2023 facilitation sessions and expressed satisfaction with their online learning experience, but that more awareness and effective communication strategies are needed to enhance the process. The non-participation rate of 38.1% was attributed to various reasons, with the most common being workloads and personal commitments, unsuitable timetables, financial constraints, limited internet connectivity, and a lack of responsiveness from facilitators in some courses. It is important for NOUN to address these issues by providing more flexible timetables, exploring options for reducing facilitation costs, and ensuring students have access to stable internet connections to improve their engagement in online facilitations. Addressing these challenges can lead to more successful and fulfilling online learning experiences for students. Résumé : Avec l'adoption rapide des plates-formes d'apprentissage en ligne due à l'essor des technologies numériques, l'Université Nationale Ouverte du Nigeria a continué à tirer parti de la technologie pour optimiser ses opérations en offrant aux étudiants des services de facilitation/tutorat en ligne dans le cadre de ses initiatives régulières de soutien académique. La facilitation en ligne a lieu chaque semestre de la session universitaire. Cependant, depuis le début de la facilitation en ligne en 2020, aucun rapport de recherche n'a été publié sur les études visant à déterminer l'engagement des étudiants. Cette étude a donc été conçue pour étudier l'expérience d'apprentissage en ligne des étudiants et recueillir des commentaires sur divers aspects de la facilitation en ligne, de l’animation en ligne synchrone, notamment sur les perceptions, la participation, la satisfaction, les obstacles et les défis rencontrés au cours du voyage d'apprentissage virtuel. 2,350 étudiants ont suivi cette étude. Le questionnaire de l'enquête a été administré en ligne et comportait un mélange de questions fermées et ouvertes. Des statistiques descriptives ont été utilisées pour analyser les données quantitatives, tandis qu'une approche d'analyse thématique a été appliquée pour examiner les réponses aux questions ouvertes de l'enquête. Une majorité d'étudiants (61,9 %) ont déclaré avoir participé aux sessions de facilitation du premier semestre 2023 et se sont dits satisfaits de leur expérience d'apprentissage en ligne, tout en soulignant qu'une plus grande sensibilisation et des stratégies de communication efficaces étaient nécessaires pour améliorer le processus. Le taux de non-participation de 38,1 % a été attribué à diverses raisons, les facteurs les plus courants étant la charge de travail et les engagements personnels, les horaires inadaptés, les contraintes financières, la connectivité Internet limitée et le manque de réactivité des facilitateurs dans certains cours. Il est important que NOUN s'attaque à ces problèmes en proposant des horaires plus souples, en explorant les possibilités de réduire les coûts de facilitation et en veillant à ce que les étudiants aient accès à une connexion Internet stable afin d'améliorer leur engagement dans les facilitations en ligne. Relever ces défis peut conduire à une expérience d'apprentissage en ligne plus réussie et plus satisfaisante pour les étudiants. Mots-clés : Engagement des étudiants, retour d'information, facilitation en ligne, apprentissage en ligne, NOUN
South African Open Distance Elearning Student: The Types, Effectiveness, and Preference of Feedback Support
Historically feedback is perceived as a unidirectional flow of information from e-tutor to student, however, the feedback mechanisms ecology highlights the significance of establishing links between students and lecturers, as well as students and institutions. This study examines the various types of feedback, their efficacy, and the preferences of students in the context of Open Distance eLearning (ODeL). The study explores the feedback preferences of Open Distance eLearning (ODeL) students in South Africa using a quantitative research methodology. The study included 3842 participants who responded to an online survey. The findings indicate that proactive and prompt feedback significantly enhances student learning, emphasising the need for constructive comments within the ODeL framework. The study also identifies specific feedback forms requested by students to improve their educational experience. The findings suggest that effective feedback mechanisms are crucial in ODeL environments, providing actionable insights for educators to optimise their feedback strategies. Résumé : Historiquement, le feedback est perçu comme un flux unidirectionnel d’information de l’e-tuteur à l’étudiant, cependant, l’écologie des mécanismes de feedback souligne l’importance d’établir des liens entre les étudiants et les professeurs, ainsi que les étudiants et les institutions. Cette étude examine les différents types de feedback, leur efficacité et les préférences des étudiants dans le contexte de l’e-learning ouvert et à distance (EOD) L’étude explore les préférences de feedback des étudiants en e-learning ouvert et à distance ouvert (EOD) en Afrique du Sud en utilisant une méthodologie de recherche quantitative. L’étude a inclus 3842 participants qui ont répondu à un sondage en ligne. Les résultats indiquent que le feedback proactif et rapide améliore considérablement l’apprentissage des étudiants, soulignant le besoin de feedback constructifs dans le cadre de l’EOD. L’étude identifie également des formulaires de feedback spécifiques demandés par les étudiants pour améliorer leur expérience éducative. Les résultats suggèrent que des mécanismes de feedback efficaces sont essentiels dans les environnements de l’EOD, fournissant des informations exploitables aux éducateurs pour optimiser leurs stratégies de feedback. Mots-clés : Feedback des étudiants, eLearning ouvert et à distance ouvert, soutien au feedback, Afrique du Sud, préférence pour le feedback.
Evaluation of Learners’ Satisfaction with Open Flexible and Distance Learning Services at the University of Lagos Distance Learning Institute
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
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Reflections On Recent Development in Inclusive Open and Distance Learning
Students’ Perception of Online Mode of Facilitation at the Apapa Centre of the National Open University of Nigeria
The National Open University of Nigeria (NOUN) adopted the online mode of facilitation among other resources to educate its over 100, 000 students. Students' perceptions of the effectiveness of the online mode of facilitation at the NOUN could be multifaceted. This study employed a quantitative technique to examine the NOUN students' perceptions of the efficiency of the institution’s online facilitation in meeting their educational expectations and to identify concerns that can have implications for appropriate intervention by the NOUN’s support system. Data were obtained from 80 students at the Apapa Study Centre of NOUN using questionnaire instruments. The questionnaires were administered through systematic random sampling techniques to some selected categories of students across the 72 programs of the 8 faculties of the University. Statistical tools (frequencies and percentages) were used to analyse and determine the students’ levels of awareness and effectiveness of the NOUN’s mode of online facilitation in enhancing their overall educational pursuits and online learning experiences. The study findings revealed that students’ experiences of the NOUN mode of online facilitation have enhanced their learning efficiency, which enables them to engage in their studies/research at their convenience time, study on their own, and enhance their proficiency in the use of computers and online learning experiences. Nonetheless, there is a need for the NOUN’s authorities to continually improve their support systems to enhance the opinions of a few students whose perceptions were relatively negative about the institution’s mode of online facilitation. Résumé : L'Université nationale ouverte du Nigeria (NOUN) a adopté le mode de facilitation en ligne, entre autres ressources, pour éduquer ses plus de 100 000 étudiants. Les perceptions des étudiants sur l'efficacité de ce mode de facilitation pourraient être diverses. Cette étude a utilisé une approche quantitative pour examiner les perceptions des étudiants de la NOUN quant à l'efficacité de la facilitation en ligne de l'institution pour répondre à leurs attentes éducatives et pour identifier les préoccupations ayant des implications pour une intervention appropriée du système de soutien de la NOUN. Les données ont été obtenues auprès de 80 étudiants du centre d'études d'Apapa de la NOUN à l'aide d'instruments de questionnaire. Les questionnaires ont été administrés par des techniques d'échantillonnage systématique aléatoire à certaines catégories sélectionnées d'étudiants dans les 72 programmes des 8 facultés de l'Université. Des outils statistiques (fréquences et pourcentages) ont été utilisés pour analyser et déterminer le niveau de conscience des étudiants et l'efficacité du mode de facilitation en ligne de la NOUN dans l'amélioration de leurs poursuites éducatives globales et de leurs expériences d'apprentissage en ligne. Les résultats de l'étude ont révélé que les expériences des étudiants avec le mode de facilitation en ligne de la NOUN ont amélioré leur efficacité d'apprentissage, leur permettant de s'engager dans leurs études/recherches à leur convenance, d'étudier de manière autonome et d'améliorer leur maîtrise de l'informatique et de l'apprentissage en ligne. Cependant, il est nécessaire que les autorités de la NOUN améliorent continuellement leurs systèmes de soutien pour renforcer les opinions de quelques étudiants dont les perceptions étaient relativement négatives à l'égard du mode de facilitation en ligne de l'institution. Mots-clés : Facilitation en ligne, perception des étudiants, apprentissage en ligne, systèmes de soutien aux étudiants.
Effectiveness of Video Instructional Techniques (VIT) On Learning Outcomes of Vulnerable Learners in Junior Secondary Schools
This study examined the impact of video instructional techniques on enhancing the learning outcomes of vulnerable learners in secondary schools. In the context of evolving teaching methods and the imperative to address diverse learning needs, the study explored the effectiveness of instructional videos compared to traditional face-to-face instruction. A quasi- experimental design was employed, involving pre-test and post-test measures for both experimental and control groups. The findings revealed that instructional videos significantly improved the learning outcomes of vulnerable learners. Additionally, the study highlighted the positive influence of instructional videos on learners' retention abilities. This research contributes to the discourse on innovative teaching strategies, particularly their efficacy in catering to diverse student needs and enhancing educational outcomes. Résumé : Cette étude a examiné l'impact des techniques pédagogiques par vidéo sur l'amélioration des résultats d'apprentissage des apprenants vulnérables dans les écoles secondaires. Dans le contexte de l'évolution des méthodes d'enseignement et de l'impératif de répondre aux besoins d'apprentissage divers, l'étude a exploré l'efficacité des vidéos pédagogiques par rapport à l'enseignement traditionnel en face-à-face Un modèle quasi-expérimental a été utilisé, impliquant des mesures de pré-test et de post-test pour les groupes expérimentaux et les groupes de contrôle. Les résultats ont révélé que les vidéos pédagogiques amélioraient de manière significative les résultats d'apprentissage des apprenants vulnérables. De plus, l'étude a mis en évidence l'influence positive des vidéos pédagogiques sur les capacités de rétention des apprenants. Cette recherche contribue au débat sur les stratégies d'enseignement innovantes, en particulier leur efficacité pour répondre aux divers besoins des étudiants et améliorer les résultats éducatifs. Mots-clés : Techniques pédagogiques par vidéo, apprenants vulnérables, enseignement innovant, résultats d'apprentissage
Impact of Artificial Intelligence on the Learning Assessment of Students in Tertiary Institutions in South-West, Nigeria
The study aimed to identify the impact, accessibility, suitability, and challenges of artificial intelligence on the learning assessment of students in tertiary institutions in South-west, Nigeria. A descriptive research design was employed during this study. The population for the study comprised all academic staff at the Lagos State University of Education, LAUSED. A simple random sampling technique was adopted to select 90 respondents across seven colleges in the university. A self-structured questionnaire on a 4-Likert scale format containing 20 items was used to elicit responses from the respondents. Construct and content validity were undertaken by experts in educational technology. A Cronbach's Alpha reliability technique was used to determine the reliability of the instrument, which obtained a value of 0.89. Descriptive statistical tools of mean and percentile were employed to analyse the data gathered from the respondents. The findings of the study revealed that AI-powered assessment tools are suitable and easily accessible for learning assessments at Lagos State University of Education, also, AI-powered solutions are adaptable and simple to use, meeting a range of academic requirements including assessing students' strengths and weaknesses, supporting a variety of devices, and assisting with academic writing. It was recommended that institutions provide regular, hands-on training for academic staff to effectively use AI-powered assessment tools, such as workshops, seminars, and capacity-building programmes, to ensure that academic staff are equipped to integrate AI technologies into their assessment practices. Résumé : L’étude visait à identifier l’impact, l’accessibilité, l’apttitude et les défis de l’intelligence artificielle sur l’évaluation de l’apprentissage des étudiants dans les établissements d’enseignement supérieur du sud-ouest du Nigeria. Un modèle de recherche descriptif a été utilisé au cours de cette étude. La population de l’étude comprenait l’ensemble du personnel académique de l’Université d’éducation de l’État de Lagos, LAUSED. Une simple technique d’échantillonnage aléatoire a été adoptée pour sélectionner 90 répondants dans sept collèges de l’université. Un questionnaire auto- structuré, au format d'une échelle de Likert en 4 points et contenant 20 éléments, a été utilisé pour recueillir les réponses des répondants. La validité de construction et de contenu a été évaluée par des experts en technologie éducative. Une technique de fiabilité de Cronbach Alpha a été utilisée pour déterminer la fiabilité de l'instrument, qui a obtenu une valeur de 0,89. Des outils statistiques descriptifs de moyenne et de centile ont été utilisés pour analyser les données recueillies auprès des répondants. Les résultats de l’étude ont révélé que les outils d’évaluation alimentés par l’IA sont adaptés et facilement accessibles pour les évaluations de l’apprentissage à l’Université d’éducation de l’État de Lagos, en outre, les solutions alimentées par l’IA sont adaptables et simples à utiliser, répondant à une série d’exigences académiques, notamment l’évaluation des forces et des faiblesses des étudiants, la prise en charge d’une variété d’appareils et l’aide à la rédaction académique. Il a été recommandé que les établissements offrent régulièrement une formation pratique au personnel enseignant afin qu’il puisse utiliser efficacement les outils d’évaluation alimentés par l’IA, tels que des ateliers, des séminaires et des programmes de renforcement des capacités, afin de s’assurer que le personnel enseignant est équipé pour intégrer les technologies de l’IA dans leurs pratiques d’évaluation. Mots-clés : intelligence artificielle ; évaluation de l’apprentissage ; étudiants ; établissements d’enseignement supérieur