West African Journal of Open and Flexible Learning
Regional Training and Research Institute for Distance and Open Learning (RETRIDOL)
Open, Distance, and eLearning for Continuing Professional Development: A Reflective Case Study
Traditionally, continuing professional development for teachers has taken the form of in-person workshops in which senior teachers, and teacher trainers, model desired classroom practice. With increasing use of technology in classrooms and increasing use of blended and online provision through open schooling to address the shortage of secondary school spaces and teachers, modelling best practice should now logically include continuing professional development offered through these means. Moreover, the pace of development in technology, particularly the recent explosion of applications based on generative artificial intelligence, means that the notion of ‘continuing’ professional development takes on a new urgency. This case study, based on recent work in Africa, the Caribbean and the Pacific undertaken by the Commonwealth of Learning, outlines some of the principles of and lessons of experience from the use of open, distance and e-learning approaches for the continuing professional development of teachers. It suggests that there is a need to offer professional development opportunities in manageable bite-size chunks from a menu of options, enabling self-directed and just-in-time learning. Educators can immediately apply new knowledge to improve their practice while also accumulating skills over time.
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Employability in Open, Distance, and E-Learning: Lessons for and from the National Open University of Nigeria
The rapid evolution of open, distance and e-learning (ODL) has fundamentally transformed higher education delivery globally, yet questions persist regarding graduate employability outcomes. This study examines employability as an emergent critical issue within ODL contexts, drawing specific insights from the National Open University of Nigeria (NOUN) experience. Through a mixed-methods approach incorporating primary survey data from 847 NOUN graduates (2020-2024), interviews with 32 employers, and secondary analysis of institutional data, this research reveals significant employability challenges and opportunities within ODL environments. Key findings indicate that whilst ODL provides unprecedented access to higher education, particularly for non-traditional learners, employers continue to harbour perceptions about the quality and relevance of ODL qualifications. The study identifies critical employability factors including digital literacy, self-directed learning capabilities, and practical skill development as essential for ODL graduate success. Recommendations include curriculum redesign incorporating industry-relevant competencies, enhanced work-integrated learning opportunities, and systematic employer engagement strategies. The research contributes to understanding how ODL institutions can better prepare graduates for contemporary labour market demands whilst maintaining their core mission of educational accessibility and inclusion.
RETRIDOL’s Achievements under the Leadership of Professor Olufemi Peters (2021 to 2025)
Management of ODL Systems: Reflections on the Indian Experience
Use of Technology in Open and Distance Education for Learning Among the Disenfranchised People in Africa: Challenges and Recommendations for Its Actualisation
In line with the provisions of the Science Technology and Innovation Strategy (STISA) 2024, an initiative aimed at accelerating Africa’s transition to an innovation - led Knowledge - based Economy, adopting the Open and Distance Education (ODE) as a means to transmitting knowledge through technology to the disenfranchised population in Africa is undoubtedly one of the best options of ensuring that this group have the opportunity to be educated regardless of circumstance, distance or the lack of financial resources. This group includes those displaced by war, inmates, women in the purdah, and housemaids burdened with domestic chores. This paper, therefore, focused on how to use relevant technology in ODE for pedagogy and andragogy among the disenfranchised population in Africa to foreground how technology can be deployed to bridge the knowledge transmission gap for the population. This is germane in the light of the spate of internal violence and other factors that predispose displacement; thus, catalysing sudden migration, which prevents their getting access to education. The objectives are to identify relevant technology facilities that ODE-centred institutions in Africa can deploy in facilitating learning for the displaced; to foreground their relevance in the sustainability schema; and to categorise the modes and methods of ensuring that learning is actualised for them. To this end, the challenges militating the provision of education for the displaced population were discussed along with recommendations so that the population may be included in the scheme of affairs in the African continent to create a pathway for the realisation of the AU Agenda 2063 and the SDG 4.
Leadership for Innovation and Impact: The Role of NOUN’s Leadership in Advancing Digital Excellence through ACETEL
The Place of Course Materials in the Design and Delivery of ODL
Course materials play a crucial role in facilitating effective teaching and learning by providing visual aids, hands-on experiences, and interactive resources to enhance learners' understanding of concepts. They continue to be perceived as the chief instrument of instruction in Open and Distance Learning (ODL). Hence, there has been an unprecedented surge of interest among ODL providers to invest enormously in designing, developing, and delivering these materials. This paper interrogates the critical place of course materials in ODL by drawing procedural examples from experiences at the National Open University of Nigeria (NOUN). Through a case study of NOUN and a review of literature, it sheds light on how the use of quality course materials has transformed traditional teaching practices and empowered learners for success. It argues that there is a visceral link between these materials and pedagogy, as the former constitutes the key instrument used to convey instructional information to learners at NOUN. The university adopts a collaborative course team approach in designing and delivering course materials, and a typical team includes a developer, writer, instructional designer, editor, graphics artist, and multimedia expert. This paper contends that if course materials are to contribute optimally to improving performance in Nigeria, there is a need to further their engagement, interactivity, conversationality, and credibility. Meanwhile, some key challenges to the design and delivery of quality course materials include a scarcity of experienced professionals and pressure on course team members to deliver high-quality content in a limited time. Among others, the paper calls for further support from the government and industry to scale up the scope and quality of course materials production through the proper deployment of Generative Artificial Intelligence to improve learners' performance and employability.
The NOUN Transformative Journey: A Personal Reflection
A Mentor, a Leader, a Builder: The Legacy of Professor Olufemi A. Peters
Evolution of the School of Postgraduate Studies at The National Open University of Nigeria
The School of Postgraduate Studies (SPGS), National Open University of Nigeria (NOUN), serves as a leading model of postgraduate education delivery through Open and Distance Learning (ODL) in Nigeria and West Africa. This paper provides a historical overview of the evolution, structure, and strategic reforms within the SPGS since its formal establishment in 2009. It examines institutional milestones, innovations in academic delivery, and the challenges faced in implementing flexible postgraduate learning. Since its inception, the School has grown from a few postgraduate diploma offerings to over 50 academic programmes across nine faculties. Between 2008 and 2025, NOUN graduated 38,648 postgraduate students, out of which 29,583 (76.54%) completed their programmes between 2021 and 2025 alone. Notably, the 2025 Convocation recorded the highest number of PhD graduates (40 doctoral awardees) in the institution’s history, marking a significant achievement in distance learning research output. Under the leadership of the Vice-Chancellor, Professor Olufemi Peters (2021 to 2026), the automation of thesis moderation via the Project Administration System (PAS), the formalisation of MPhil/PhD pathways, the elimination of PhD coursework in favour of thematic seminars, and the introduction of a quarterly online postgraduate research seminar were established. These efforts enhanced quality assurance and learner engagement within a decentralised, digitally mediated academic environment. SPGS continues to confront challenges such as limited funding and prevailing misconceptions about ODL. Planned reforms include the Annual Doctoral Conference, academic research awards, and strategies to improve scholarly publication. The SPGS of NOUN is positioned as a benchmark institution for flexible, inclusive, and quality-assured postgraduate education. It aligns with the national vision by demonstrating how innovation and strategic leadership can transform the postgraduate landscape in ODL institutions across Africa.
Just for Professor Olufemi Ayinde Peters
Celebrating the Transformational Leadership of Professor Olufemi Peters in Advancing the African Council for Distance Education (ACDE)
Reflective Piece by Professor Puleng LenkaBula
Open and Distance Learning for Refugees and Marginalised Communities: A Pathway to Global Educational Equity
Education is still a basic human right and a key component of sustainable development, economic empowerment, and social inclusion. Displacement, poverty, conflict, discrimination, and geographic isolation, however, create structural obstacles for millions of refugees and marginalised populations around the world to get a high-quality education. To close this gap, Open and Distance Learning (ODL) provides a creative and revolutionary option that allows for flexible, inclusive, and learner-centred methods that go beyond the constraints of conventional education. This study examines ODL's pedagogical approaches, technical tools, and policy frameworks to determine how it can support educational fairness for refugees and marginalised communities. Using case studies from Asia, the Middle East, and Africa, it makes the case that ODL can spur global educational equity when combined with digital inclusion tactics, culturally relevant content, and active community involvement. In accordance with Sustainable Development Goal 4 (SDG 4), the report ends with a request that governments, international organisations, and institutions of higher learning adopt ODL as a strategic driver of inclusive education.
Implementing Learning Analytics at Scale in African Open Distance Learning: A Case Study
In 2023, the National Open University of Nigeria (NOUN), the largest open and distance learning (ODL) institution in West Africa, with over 120,000 students, embarked on the ethical implementation of Learning Analytics (LA). This article presents insights into factors affecting LA implementation, drawing on a multimethod case-study research design. It comprises (1) focus group interviews with institutional stakeholders in 2023 regarding the collection, analysis, storage and use of student data at NOUN; (2) quantitative data analysis of Learning Management System (LMS) data from three selected courses serving as pilots in the implementation of LA; and (3) focus group interviews with academics from these courses in 2024 to interpret the data and identify necessary interventions. Preliminary findings suggest that the scattered nature of both analogue and digital data leads to duplication, inconsistent access, and missed opportunities for effective student support. Factors such as the availability and diversity of data, legacy systems in pedagogical approaches, and the balancing of flexibility and openness while ensuring the quality and impact of LA’s predictive capabilities for student success and/or risk. The study also noted the influence of external factors such as the internet and electricity infrastructure, political stability, socio-economic and socio-cultural factors. This is the first large-scale implementation of LA in an African ODL institution, and the findings provide valuable insights for other (higher) education institutions in similar contexts worldwide. The results underscore the need for context-appropriate approaches to implementing LA.
Open Education, Open Universities, and The Future of Learning and Instruction
The main fulcrum of open education is to enhance access, ensuring that no one is left out. Open education has emerged as a transformative force, reshaping traditional paradigms and fostering a more inclusive and accessible learning environment. The trends in open education reflect a global movement towards democratising knowledge, breaking down barriers to entry, and embracing innovative pedagogical approaches. These trends include measurable skills and micro-credentials, Artificial Intelligence, block chain, virtual and Augmented Reality, IoT, new LMS, and intelligent and smart use of social media and network. The effects of these will be multi-dimensional and transformative, hugely profound affecting every human on the globe. Further evolution of the brain will lead to more creativity and innovations. As has other earlier technologies and inventions, they will adversely affect individuals and society. In many cases it could lead to further isolation and the increasingly plastic nature of human relationships. Inevitably, this development would lead to traumas of different kinds and dimensions. In looking for solutions, society must look into an integration and interaction of the body, mind and soul entities of human nature. Learning and instruction will now become completely open, more open than we currently have. Institutions must brace themselves for the avalanche of what is to come as the education of the future, which is already upon us would be as fascinating, enjoyable as it is fraught with signposts of obstacles and difficulties in teaching and learning.
Leveraging Generative AI and Microlearning to Enhance Facial Recognition for Flexible Higher Education in Africa
Facial recognition technology has significantly impacted various fields, including security, surveillance, and personalised learning. However, challenges related to accuracy, bias, and data privacy remain critical concerns, particularly in higher education contexts where identity verification and remote learning solutions are essential. This study explores how Generative AI (GenAI) and microlearning can enhance facial recognition systems, fostering improved efficiency, accuracy, and ethical deployment in open, distance, and flexible learning (ODFL) environments across Africa. Microlearning - an instructional approach that delivers content in small, manageable units - can optimise algorithmic performance by refining model training and improving recognition accuracy. The research employs a pragmatism paradigm, integrating a quantitative methodology with an experimental approach to assess the impact of GenAI on facial recognition models utilising eigenfaces and dimensionality reduction techniques. The k-means clustering method is applied to analyse object attributes, evaluating the trade-offs between information loss and computational efficiency. Findings suggest that while reducing dimensionality enhances processing speed, it may impair differentiation between individuals, necessitating a balance between feature extraction and dataset expansion. GenAI demonstrated potential in refining feature representations, yet concerns regarding reliability, costs, and ethical considerations persist. The study underscores the importance of a multi-faceted AI integration strategy, addressing data privacy, cybersecurity, and regulatory compliance within the African higher education sector. Future research should explore adaptive AI-driven solutions that enhance learner authentication and engagement in ODFL settings, ensuring inclusive and secure digital learning environments.
Re-Thinking Optimal Flipped Learning and Flipped Research in Open and Distance Learning Domains
This paper explores the optimisation of flipped learning within the context of Open and Distance Learning (ODL). It examines the unique challenges and opportunities associated with implementing flipped learning in ODL environments. Drawing on relevant literature and theoretical frameworks, the paper discusses the implications for educational practice and future research. The paper also proposes advocacy for Flipped Research Contribution Model (FRCM) especially in ODL institutions, akin to the Contributor Role Taxonomy (CRediT) employed by high-impact research publication systems.
An Assessment of Instructional Videos Impact on Students’ Learning Experience in the National Open University of Nigeria
The National Open University of Nigeria (NOUN) adopted instructional videos in 2022 to enhance content delivery and improve student learning experiences. Over 70% of the courses offered have integrated these videos. More than two years since deployment, this study evaluates their impact through comparative analysis of student engagement, learning processes across various programmes, and lecturers’ perceptions of video-based instruction. Using a mixed-methods approach, data was gathered via structured questionnaires and digital interviews. These were then analysed to identify patterns and trends in the instructional videos’ usage. Findings reveal that while most students perceive these videos as highly beneficial to their academic success, some report accessibility challenges. There appear to also exist some misconceptions regarding their usage. Lecturers generally view them as an effective pedagogical tool, citing positive effects on student comprehension and performance. Despite the success of this initiative, gaps remain in the video production coverage and awareness. To maximise impact, the study recommends the completion of the video production across all courses and an extensive publicity campaign to ensure that students are well-informed about the availability of resources, especially in relation to the presence of instructional videos on the virtual learning environment. This will go a long in addressing the problem of distinguishing between instructional videos and online facilitation recordings and further strengthen the effectiveness of the use of the former. Thus, this study contributes to the ongoing discourse on digital learning tools within Open and Distance Learning (ODL) frameworks, offering insights for optimising instructional video implementation in higher education.
Enhancing Learner Support at the National Open University of Nigeria: A Critical Analysis of E-Ticketing Implementation
This study examined the enhancement of learner support at the National Open University of Nigeria (NOUN) through the implementation of an e-ticketing system. The primary objective was to evaluate the effectiveness of the e-ticket platform in improving learner support services for NOUN students. Guided by five hypotheses, the study adopted a survey research design. Data were collected from 634 students and 7 staff members via an online questionnaire and information from the NOUN Information and Call Centre (NICC) and analysed using simple percentages. Findings revealed that the e-ticketing system significantly reduced the time required to resolve student complaints and improved overall satisfaction with support services. Additionally, the system led to a reduction in the number of unresolved issues, and a notable improvement in the efficiency and effectiveness of addressing student concerns, compared to traditional in-person visits to study centres. The system was also found to be accessible and user-friendly for students. Based on these findings, the study recommends that NOUN management invest in robust server infrastructure and regular system maintenance. This would help minimise website downtime and loading delays, thereby further enhancing the timely resolution of student complaints and improving the overall effectiveness of the e-ticketing system.
Digital Learning Resilience and Financial Access among Aquaculture Learners in Climate-Affected Communities in Southwest Nigeria
This study explores the intersection of financial inclusion and digital learning resilience among aquaculture learners engaged in Open and Distance Learning (ODL) in climate-vulnerable communities of south-west Nigeria. Employing a mixed-methods design, the research examines how access to formal and informal financial resources affects learners' ability to sustain educational participation amidst climate-induced livelihood disruptions. Drawing on data from 400 aquaculture students across four districts, the study reveals that financial access alone does not significantly predict resilience. Instead, educational attainment emerged as the most consistent factor influencing learners' capacity to continue digital learning during climate shocks. The findings further underscore gender disparities in formal credit access, with women being disproportionately excluded. The study recommends embedding financial literacy, credit education, and climate adaptation training within ODL learner support services. This paper contributes to ongoing discourse on innovations in ODL, digital inclusion, and education sustainability in climate-affected regions, aligning with the theme of advancing flexible, inclusive, and resilient higher education systems in Africa.
Micro-Credentials, Employability Skills, and Lifelong Learning in ODL Contexts: Practical Insights
The transition from tertiary education to the workforce is becoming increasingly challenging for many graduates, as the job market demands specific employability skills that academic degree programmes often fail to address, resulting in a significant skills gap. This gap leaves graduates underprepared for employment, posing a considerable challenge for education providers, particularly open and distance learning (ODL) institutions, which are noted for their flexibility and inclusivity in serving students' diverse learning needs. Micro-credentials, increasingly recognised as valuable tools for targeted skill development, have the potential to bridge this gap by offering modular, industry-relevant credentials that learners can earn in specific skill areas. However, the integration of micro-credentials within ODL systems, especially in the African context, remains underexplored. Through a descriptive and exploratory research approach, this paper examines how micro-credentials can be leveraged within ODL to enhance employability and support lifelong learning. Using practical examples, it demonstrates how micro-credential courses can be effectively designed, delivered, and integrated within ODL frameworks to maximise their impact on learners. The paper also addresses key challenges associated with the adoption of micro-credentials in ODL, including issues of awareness, standardisation, recognition, and quality assurance. To overcome these challenges, the paper proposes the MODE Framework to guide effective implementation, ensuring better alignment between education and employment. The paper concludes by emphasising the need for higher education institutions to balance academic learning with practical employability skills, thereby offering students a more comprehensive and well-rounded educational experience that prepares them for career success and contributes to sustainable development in Africa.
Micro-credentials, one of the non-traditional ways of learning, are gaining ground based on the opportunities inherent in them. However, confusion arises regarding its amorphous nature, particularly when one tries to understand the nature, components, and constituents of micro-credentials and their relationship with the Massive Open Online courses (MOOCs) and traditional education. Hence, the questions this paper addresses are: what are micro-credentials, and how are they like or different from MOOCs? How should we understand micro-credentials and traditional degrees? This paper, thus, attempts a conceptual clarification of micro-credentials, discusses the merits to include the ability to bridge skill gap, promote growth of employees and collaboration between employees, and the challenges to include the need for standardisation and quality assurance, knowledge fragmentation, and credential inflation, among others. The paper recommends that micro-credentials be conceived and deployed as a subset of conventional education, complementing traditional degrees; and a regulation of the micro-credentials landscape to ensure quality and help them deliver on their opportunities while dousing their challenges.
A Critique of Skills Acquisition in the National Open University of Nigeria (NOUN)
Open and Distance Learning has reportedly been very successful globally. The Open University, UK, the Indira Gandhi National Open University of India, and the University of South Africa (UNISA) are a few ODL institutions with testimonies of significant success. The National Open University of Nigeria (NOUN) was established to further widen the opportunities for tertiary education in Nigeria. There is high demand for both knowledge and skills in the Nigerian education system, but as a developing country, there should be a higher priority in turning existing knowledge to skills than simply extending the frontiers of knowledge. It has been reported in the literature that the use of ODL in transmitting certain skills may present some challenges (Burns & Kretlow 2007). As an industry partner to the African Centre of Excellence on Technology Enhanced Learning (ACETEL), a centre in NOUN, this investigator takes a critical look at how ACETEL engages the challenges of skills acquisition via ODL.
Pedagogical Policies and Environmental Sustainability Measures in Open and Distance Learning Systems
Environmental sustainability has become a defining priority for higher education institutions globally, yet its integration within Open and Distance Learning (ODL) systems - particularly in African contexts - remains poorly documented. This study investigates how sustainability is embedded within the pedagogical policies and institutional practices of the National Open University of Nigeria (NOUN). Drawing on both quantitative data and qualitative insights from 20 Centre Directors across Nigeria, the research employs a mixed-methods approach to explore perceptions, challenges, and policy implementation gaps. Quantitative data were analysed using SPSS Version 29, while interview responses were thematically coded. Results indicate that while NOUN demonstrates high conceptual alignment with global sustainability ideals - especially in digital learning, stakeholder collaboration, and resource conservation - practical implementation is hindered by infrastructural limitations, inconsistent policy enforcement, and insufficient stakeholder awareness. Directors emphasised the need for robust institutional frameworks, faculty training, and collaborative strategies to enhance sustainability in ODL delivery. The study proposes a policy-practice alignment model that integrates curriculum reform, digital innovation, and participatory governance. Findings offer both theoretical and practical insights into operationalising sustainability in digitally mediated education systems, contributing to ESD discourse in the Global South and informing strategic planning for ODL institutions.
Nigerian Innovations in ODL: Demarginalising the Marginalised in NOUN
Persistent social, economic, and structural inequalities continue to limit access to higher education for many groups in Nigeria, particularly women, persons with disabilities, indigent learners, and incarcerated individuals. At the same time, increasing emphasis on skills acquisition over traditional degree certification has intensified the need for flexible and inclusive learning pathways. Within this context, Open and Distance Learning (ODL) has emerged as a critical mechanism for widening access and supporting lifelong learning. This paper examines innovative ODL interventions implemented by the National Open University of Nigeria (NOUN) to demarginalise vulnerable populations, with particular focus on micro-credentials, gender equity initiatives, and correctional education programmes. Drawing on data from a Commonwealth of Learning–commissioned study and updated fieldwork evidence, the study analyses institutional strategies aimed at expanding participation, enhancing skill acquisition, and promoting social inclusion. Findings indicate that NOUN’s flexible delivery structures, technology-enabled learning platforms, and targeted support policies have significantly improved educational access for marginalised groups while aligning learning outcomes with contemporary labour market demands. The paper argues that NOUN’s ODL model demonstrates how distance education can transcend conventional degree-oriented frameworks to promote equity, social justice, and sustainable human capital development in developing contexts.
ODL Adoption in Cameroon Higher Education and Determinants from Dual-Theory Investigation
Cameroon’s constantly growing youth population, coupled with rising secondary school graduation rates and the ever-changing labour market demands, has significantly increased the need for higher education. Conventional university infrastructures are unable to accommodate this surge, resulting in overcrowded lecture halls, poor learning outcomes, and low graduation rates. Amid these, Open and Distance Learning (ODL) emerges as a viable solution. ODL offers a flexible, cost-effective, and scalable education delivery through digital platforms. Supported by the 2023 law on higher education and the strategic partnerships with the Commonwealth of Learning (COL), Cameroon is making strides towards institutionalising ODL. This study investigates how higher education institutions (HEIs) in Cameroon can explore the potential of ODL to meet the increasing demands. Using the Technology Acceptance Model (TAM) and the Institutional Theory of Organisational Readiness as a theoretical framework, the study surveys 322 faculty members from 38 HEIs. The outcomes reveal that while most participants acknowledge the usefulness of ODL in improving teaching flexibility and accessibility, there are significant barriers related to perceived ease of use, infrastructure, digital literacy, and leadership commitment. Based on these, this researcher highlights that for ODL adoption to succeed, institutions must address internal capacity gaps, promote leadership engagement, and align institutional culture with digital innovation. Recommendations include ongoing digital skills training, infrastructure upgrades, development of user-friendly platforms, and committed leadership for resource allocation. The integration of TAM and Institutional Readiness Theory provides a comprehensive framework to understand and guide ODL adoption efforts, positioning Cameroon’s HEIs to better respond to national and global education challenges.
The Role of Open Universities in Expanding Access to Higher Education
This paper examines the distribution of open universities worldwide and assesses the advantages and disadvantages of open online and distance education. Asia has more open universities and has heavily invested in distance education. The continent's vast size and large population have posed significant challenges to education in Asia, but these challenges have been addressed mainly through open and distance e-learning. In Africa, the African Council for Distance Education (ACDE) coordinates the activities of all distance and online education institutions, ensuring quality delivery through its quality assurance toolkit, which supports self-assessment and guides regulatory bodies. The paper also discusses the framework developed by the Commonwealth of Learning for measuring openness, which each open online university can use to evaluate its own degree of openness. Recommendations are provided on how to enhance openness. Finally, the paper discusses success rates in open learning and offers suggestions on how to improve completion rates in open and online education. The learner’s environment and access to technology are vital for the successful completion of studies in ODeL. The availability of affordable technologies, including cheaper internet, is crucial for improving the success rates of open and distance learning, as well as online learners.