West African Journal of Open and Flexible Learning
type: channel
publisher: Regional Training and Research Institute for Distance and Open Learning (RETRIDOL)
language: en
publication name: West African Journal of Open and Flexible Learning
issn: 2276-6472
items: Editorial - Volume 13, Number 1
items: It's probably better to eat an elephant one bite at a time
items: Editorial - Special Edition: Volume 12, Number 2
items: Social media and Undergraduates’ Study Time: The Counselling Implication
items: Determining the Attitudinal Disposition of Prospective Tertiary Admission seekers towards Open Distance Learning in Nigeria: Delta North in Perspective
items: Analysis of Factors Hindering Teachers’ Effectiveness in Secondary Schools in Lagos State, Nigeria: Policy Implications
items: Flexible Learning Strategies in Yoruba Education
items: Exploring the Perceptions and Usage of Social Networking Sites among Distance Learning Students in Nigeria
items: Lecturers Proficiency in the Use of Information and Communication Technology in Colleges of Education in Lagos State
items: Social Media use as a Determinant of Knowledge Sharing Practices by Librarians in Tertiary Institutions in Lagos State, Nigeria
items: Editorial - Volume 4, Number 2
items: Analysis of Factors Influencing Perceived Academic Achievement in Quantitative Courses Among Distance Learners
items: Sustainable Distance E-Learning for Enhanced Students Retention and Support: Faculty of Law National Open University of Nigeria in Focus
items: Effectiveness of Motivational Techniques in the Administration of Secondary Schools in Yenagoa Local Government Area of Bayelsa State
items: A Comparative Analysis of Male and Female Students’ Academic Performance Using Andragogical Approach: A Case Study of National Open University of Nigeria
items: Management Issues in Emerging Information and Communication Technology (ICT) Driven Distance Education in Nigeria
items: E-Counselling for Learner Support Services in ODL Institutions: A Practical Approach
items: Effect of Computer Efficacy Training in the Management of Computer Anxiety among National Open University of Nigeria Freshmen
items: Minority Students in Graduate Studies: An Exploration into Women's Accessibility to Higher Education through the Open and Distance Learning Mode in Nigeria
items: Editorial - Volume 5, Number 1
items: Assessing Language Laboratory Facilities’ Usage, Benefits, and Challenges among Open and Distance Learners in Nigerian Universities
items: The Use of MOOCs in African ODeL Institutions for Academics' Career Advancement: An Autoethnographic Reflection
items: Student Engagement and Feedback on Online Learning and Facilitation: A Case Study of the National Open University of Nigeria
items: South African Open Distance Elearning Student: The Types, Effectiveness, and Preference of Feedback Support
items: Evaluation of Learners’ Satisfaction with Open Flexible and Distance Learning Services at the University of Lagos Distance Learning Institute
items: Editorial - Volume 12, Number 1
items: Reflections On Recent Development in Inclusive Open and Distance Learning
items: Students’ Perception of Online Mode of Facilitation at the Apapa Centre of the National Open University of Nigeria
items: Effectiveness of Video Instructional Techniques (VIT) On Learning Outcomes of Vulnerable Learners in Junior Secondary Schools
items: Impact of Artificial Intelligence on the Learning Assessment of Students in Tertiary Institutions in South-West, Nigeria

Editorial - Volume 13, Number 1
type: item
subject: Editorial
  topic: section
creator: Christine I. Ofulue
rights: Copyright (c) 2024 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-16
publication date: 2024-12-16

It's probably better to eat an elephant one bite at a time
type: item
subject: Reflections
  topic: section
creator: Tony Mays
rights: Copyright (c) 2024 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-03
publication date: 2025-09-03
starting page: 237
ending page: 244

Editorial - Special Edition: Volume 12, Number 2
type: item
subject: Editorial
  topic: section
creator: Paul Prinsloo
rights: Copyright (c) 2024 https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-10
publication date: 2024-12-10

Social media and Undergraduates’ Study Time: The Counselling Implication
type: item
description: 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.
subject: Research Articles
  topic: section
subject: Social Media
  topic: keywords
subject: Study Time
  topic: keywords
subject: Undergraduate
  topic: keywords
subject: Counselling
  topic: keywords
creator: Oluyemisi O. Pitan
rights: Copyright (c) 2024 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2016-01-28
publication date: 2016-01-28
starting page: 107
ending page: 117

Determining the Attitudinal Disposition of Prospective Tertiary Admission seekers towards Open Distance Learning in Nigeria: Delta North in Perspective
type: item
description: 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.
subject: Research Articles
  topic: section
subject: Attitudinal disposition
  topic: keywords
subject: ODL
  topic: keywords
subject: prospective tertiary admission seekers
  topic: keywords
subject: synchronous learning
  topic: keywords
subject: asynchronous learning,
  topic: keywords
creator: Amede Lucky
rights: Copyright (c) 2024 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2016-01-28
publication date: 2016-01-28
starting page: 91
ending page: 106

Analysis of Factors Hindering Teachers’ Effectiveness in Secondary Schools in Lagos State, Nigeria: Policy Implications
type: item
description: 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.
subject: Research Articles
  topic: section
subject: Quality education
  topic: keywords
subject: Teachers’ characteristics
  topic: keywords
subject: Teachers’ effectiveness
  topic: keywords
creator: Juliet O. Inegbedion
rights: Copyright (c) 2024 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2016-01-28
publication date: 2016-01-28
starting page: 71
ending page: 90

Flexible Learning Strategies in Yoruba Education
type: item
description: 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.
subject: Research Articles
  topic: section
subject: Yoruba
  topic: keywords
subject: Indigenous education
  topic: keywords
subject: mores
  topic: keywords
subject: customs
  topic: keywords
subject: principles
  topic: keywords
creator: Diipo Fagunwa
rights: Copyright (c) 2024 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2016-01-28
publication date: 2016-01-28
starting page: 57
ending page: 70

Exploring the Perceptions and Usage of Social Networking Sites among Distance Learning Students in Nigeria
type: item
description: 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.
subject: Research Articles
  topic: section
subject: Social Networking Sites
  topic: keywords
subject: National Open University of Nigeria
  topic: keywords
subject: Open and Distance Learning
  topic: keywords
subject: Distance Learning Students
  topic: keywords
creator: Chibuogwu V. Nnaka
rights: Copyright (c) 2024 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2016-01-28
publication date: 2016-01-28
starting page: 43
ending page: 57

Lecturers Proficiency in the Use of Information and Communication Technology in Colleges of Education in Lagos State
type: item
description: 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.
subject: Research Articles
  topic: section
subject: Information and Communication Technology
  topic: keywords
subject: Proficiency
  topic: keywords
subject: College of Education
  topic: keywords
creator: Akinoso Sabainah Oyebola
creator: Festus Oladimeji Olafare
creator: Aderoju Musliu Adekola
rights: Copyright (c) 2024 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2016-01-28
publication date: 2016-01-28
starting page: 35
ending page: 42

Social Media use as a Determinant of Knowledge Sharing Practices by Librarians in Tertiary Institutions in Lagos State, Nigeria
type: item
description: 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.
subject: Research Articles
  topic: section
subject: Social media Use
  topic: keywords
subject: Knowledge Sharing practice
  topic: keywords
subject: Librarian
  topic: keywords
subject: Tertiary Institution
  topic: keywords
creator: Frances Uchechi Obioma
rights: Copyright (c) 2024 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2016-01-28
publication date: 2016-01-28
starting page: 1
ending page: 34

Editorial - Volume 4, Number 2
type: item
subject: Editorial
  topic: section
creator: Patrick Eya
rights: Copyright (c) 2024 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2016-01-28
publication date: 2016-01-28

Analysis of Factors Influencing Perceived Academic Achievement in Quantitative Courses Among Distance Learners
type: item
description: 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.
subject: Research Articles
  topic: section
subject: E-learning
  topic: keywords
subject: Quantitative courses
  topic: keywords
subject: Academic achievement
  topic: keywords
subject: Physics
  topic: keywords
creator: Folashade Afolabi
rights: Copyright (c) 2016 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2016-07-12
publication date: 2016-07-12
starting page: 124
ending page: 139

Sustainable Distance E-Learning for Enhanced Students Retention and Support: Faculty of Law National Open University of Nigeria in Focus
type: item
description: 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…
subject: Research Articles
  topic: section
subject: Distance Learning
  topic: keywords
subject: Students Retention
  topic: keywords
subject: Law
  topic: keywords
subject: e-Learning
  topic: keywords
creator: Erimma Gloria Orie
rights: Copyright (c) 2016 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2016-07-12
publication date: 2016-07-12
starting page: 103
ending page: 124

Effectiveness of Motivational Techniques in the Administration of Secondary Schools in Yenagoa Local Government Area of Bayelsa State
type: item
description: 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.
subject: Research Articles
  topic: section
subject: Motivational Techniques
  topic: keywords
subject: Administration
  topic: keywords
subject: Secondary School
  topic: keywords
subject: Bayelsa State
  topic: keywords
creator: Felix Omemu
rights: Copyright (c) 2016 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2016-07-12
publication date: 2016-07-12
starting page: 89
ending page: 102

A Comparative Analysis of Male and Female Students’ Academic Performance Using Andragogical Approach: A Case Study of National Open University of Nigeria
type: item
description: 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.
subject: Research Articles
  topic: section
subject: Andragogical approach
  topic: keywords
subject: Measurement and Evaluation course
  topic: keywords
subject: academic performance
  topic: keywords
creator: Ayodele O. Fagbemi
rights: Copyright (c) 2016 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2016-07-12
publication date: 2016-07-12
starting page: 75
ending page: 88

Management Issues in Emerging Information and Communication Technology (ICT) Driven Distance Education in Nigeria
type: item
description: 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.
subject: Research Articles
  topic: section
subject: Management
  topic: keywords
subject: Open and Distance Learning
  topic: keywords
subject: Perception
  topic: keywords
subject: Stakeholders
  topic: keywords
creator: M. O. Adeyeye
creator: Oyeleke Oluniyi
rights: Copyright (c) 2016 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2016-07-12
publication date: 2016-07-12
starting page: 59
ending page: 74

E-Counselling for Learner Support Services in ODL Institutions: A Practical Approach
type: item
description: 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.
subject: Research Articles
  topic: section
subject: e-counselling
  topic: keywords
subject: learner support service
  topic: keywords
subject: social media networks
  topic: keywords
subject: open education
  topic: keywords
creator: A. C. Ukwueze
rights: Copyright (c) 2016 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2016-07-12
publication date: 2016-07-12
starting page: 43
ending page: 58

Effect of Computer Efficacy Training in the Management of Computer Anxiety among National Open University of Nigeria Freshmen
type: item
description: 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 fre…
subject: Research Articles
  topic: section
subject: Computer efficacy training
  topic: keywords
subject: Computer anxiety
  topic: keywords
subject: National Open University of Nigeria
  topic: keywords
creator: David Adebayo Oluwole
creator: Joseph Babajide Oyadeyi
rights: Copyright (c) 2016 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2016-07-12
publication date: 2016-07-12
starting page: 25
ending page: 42

Minority Students in Graduate Studies: An Exploration into Women's Accessibility to Higher Education through the Open and Distance Learning Mode in Nigeria
type: item
description: 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.
subject: Research Articles
  topic: section
subject: women education
  topic: keywords
subject: minority women
  topic: keywords
subject: higher education
  topic: keywords
subject: ODL
  topic: keywords
subject: Nigeria
  topic: keywords
creator: Vincent Ado Tenebe
creator: Olugbenga D. Ojo
creator: Yemisi I. Ogunlela
creator: Anthonia B. Yakubu
creator: Dorothy Ofoha
rights: Copyright (c) 2016 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2016-07-12
publication date: 2016-07-12
starting page: 1
ending page: 24

Editorial - Volume 5, Number 1
type: item
subject: Editorial
  topic: section
creator: Patrick Eya
rights: Copyright (c) 2016 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2016-07-12
publication date: 2016-07-12

Assessing Language Laboratory Facilities’ Usage, Benefits, and Challenges among Open and Distance Learners in Nigerian Universities
type: item
description: 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 mix…
subject: Research Articles
  topic: section
subject: language Laboratory facilities
  topic: keywords
subject: Open and Distance Learners
  topic: keywords
subject: Usage
  topic: keywords
subject: Benefits
  topic: keywords
subject: Challenges
  topic: keywords
creator: Foluke Florence Fatimayin
creator: Josiah Owolabi
creator: Mojisola Olufunke Osikomaya
creator: Lukuman Kolapo Bello
rights: Copyright (c) 2024 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-16
publication date: 2024-12-16
starting page: 51
ending page: 74

The Use of MOOCs in African ODeL Institutions for Academics' Career Advancement: An Autoethnographic Reflection
type: item
description: 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 …
subject: Research Articles
  topic: section
subject: Autoethnography
  topic: keywords
subject: career advancement
  topic: keywords
subject: MOOCs
  topic: keywords
subject: ODeL
  topic: keywords
subject: professional development
  topic: keywords
subject: recruitment and promotion
  topic: keywords
creator: Helen Titilola Olojede
creator: Mpho-entle Puleng Modise
rights: Copyright (c) 2024 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-16
publication date: 2024-12-16
starting page: 187
ending page: 212

Student Engagement and Feedback on Online Learning and Facilitation: A Case Study of the National Open University of Nigeria
type: item
description: 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 …
subject: Research Articles
  topic: section
subject: Student engagement
  topic: keywords
subject: feedback
  topic: keywords
subject: online facilitation
  topic: keywords
subject: online learning
  topic: keywords
subject: NOUN
  topic: keywords
creator: Adewale Adesina
creator: Dorothy Ofoha
creator: Olufemi A. Peters
creator: Isaac S. Butswat
rights: Copyright (c) 2024 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-10
publication date: 2024-12-10
starting page: 53
ending page: 88

South African Open Distance Elearning Student: The Types, Effectiveness, and Preference of Feedback Support
type: item
description: 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 identif…
subject: Research Articles
  topic: section
subject: Student feedback
  topic: keywords
subject: Open Distance eLearning
  topic: keywords
subject: feedback support
  topic: keywords
subject: South Africa
  topic: keywords
subject: Feedback type
  topic: keywords
subject: feedback preference
  topic: keywords
creator: Morakinyo Akintolu
creator: Mohamed Ahmed Mitwally
creator: Moeketsi Letseka
rights: Copyright (c) 2024 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-10
publication date: 2024-12-10
starting page: 89
ending page: 112

Evaluation of Learners’ Satisfaction with Open Flexible and Distance Learning Services at the University of Lagos Distance Learning Institute
type: item
description: 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 satisfa…
subject: Research Articles
  topic: section
subject: Open and Distance Learning
  topic: keywords
subject: Services
  topic: keywords
subject: Learner Satisfaction
  topic: keywords
creator: Adenike Oladipo
creator: Esther O. Oladele
creator: Oladipupo Ajeyalemi
creator: Folashade Afolabi
creator: Peter O. Olayiwola
creator: Johnson A. Adewara
creator: Andrew Akala
creator: Uchenna Udeani
rights: Copyright (c) 2024 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-10
publication date: 2024-12-10
starting page: 23
ending page: 52

Editorial - Volume 12, Number 1
type: item
subject: Editorial
  topic: section
creator: Christine Ofulue
rights: Copyright (c) 2023 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2023-12-29
publication date: 2023-12-29

Reflections On Recent Development in Inclusive Open and Distance Learning
type: item
subject: Commentaries
  topic: section
creator: Moeketsi Letseka
creator: Morikanyo Akintolu
creator: Mohamed Ahmed El-bahay
rights: Copyright (c) 2023 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2023-12-29
publication date: 2023-12-29
starting page: 179
ending page: 186

Students’ Perception of Online Mode of Facilitation at the Apapa Centre of the National Open University of Nigeria
type: item
description: 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…
subject: Research Articles
  topic: section
subject: Online facilitation
  topic: keywords
subject: students’ perception
  topic: keywords
subject: online learning
  topic: keywords
subject: students’ support systems
  topic: keywords
creator: Enesi C. Majebi
creator: Henry U. Agbebaku
creator: Eunice A. Adegbola
creator: Eucharia C. Ume
creator: Sefinat O. Omuya
creator: Oluwasogo A Okunade
rights: Copyright (c) 2023 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2023-12-29
publication date: 2023-12-29
starting page: 157
ending page: 178

Effectiveness of Video Instructional Techniques (VIT) On Learning Outcomes of Vulnerable Learners in Junior Secondary Schools
type: item
description: 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 …
subject: Research Articles
  topic: section
subject: video instructional techniques
  topic: keywords
subject: vulnerable learners
  topic: keywords
subject: innovative teaching
  topic: keywords
subject: learning outcomes
  topic: keywords
creator: Rotimi M. Akande
creator: Adetayo A. Adebanjo
rights: Copyright (c) 2023 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2023-12-29
publication date: 2023-12-29
starting page: 47
ending page: 64

Impact of Artificial Intelligence on the Learning Assessment of Students in Tertiary Institutions in South-West, Nigeria
type: item
description: 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…
subject: Research Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Learning Assessment
  topic: keywords
subject: Students
  topic: keywords
subject: Tertiary Institutions
  topic: keywords
creator: Kabiru S. Fasinro
creator: Godwin I. Udofia
creator: Foluke A. Akinkuotu
creator: Victoria I. Aremu
rights: Copyright (c) 2024 West African Journal of Open and Flexible Learning https://creativecommons.org/licenses/by-sa/4.0
date: 2024-12-16
publication date: 2024-12-16
starting page: 113
ending page: 134