OAsis, COL's Open Access Repository
Not a member yet
5676 research outputs found
Sort by
Social-Cultural Factors Influencing Learners Choice of Open and Distance Learning Mode in Higher Learning Institutions in Tanzania
No full textThis research explores the social-cultural factors influencing learners' preferences for Open and Distance Learning (ODL). Specific objectives were to investigate the social-cultural factors influencing learners' choice of ODL, and the role of higher education in promoting preference for ODL and to identify challenges facing ODL. Case study design and a qualitative approach were used. A purposive sample of 33 respondents was selected. Focus Group Discussions (FGD) and interviews were employed to collect the data. Thematic data analysis was conducted based on three study themes. The findings revealed that time flexibility, accessibility to course instructors, user-friendliness and access to e-learning materials, and the online examination programmes influence learners’ preference for ODL. However, ODL is faced with time constraints, inadequate e-learning materials, shortage of skilled facilitators, poor rural electric services and connectivity, and a surge in enrollments without corresponding support services. Higher learning institutions should create a supportive learning environment to facilitate more learners’ preference for ODL
Editorial: Digital Education, Teacher Efficacy, and Student Learning Outcomes
No full textEditorial for Journal of Learning for Development (JL4D), Volume 12, number 2
Realizing the Potential of Open Digital Resources in Secondary Education in Bangladesh: Challenges and Opportunities
No full textOpen Digital Resources can improve secondary education by providing students with easier, more affordable, and multimodal access to learning materials that can help them personalize their education and increase their interest in lifelong learning. The use of digital resources varies depending on location, program type, and curriculum. This study examines the perspectives of parents, teachers, and secondary school students on the use of digital resources to enhance learning experiences. The study also looks at how teachers' and students' access to digital resources varies depending on the curricula and learning strategies used by the schools. The study aims to investigate secondary education programs in Bangladesh's awareness of and demand for open digital resources. In the study, both qualitative and quantitative methods are employed. A semi-structured questionnaire is used for interviews and surveys with students, instructors, and other pertinent stakeholders. According to the study, there are several reasons why Open Digital Resources are not being adopted, such as low awareness, social stigma, technological incapacity, and a lack of adaptability. The study also suggests that in order to guarantee improved access to open digital resources, institutions and the government should invest in developing user-friendly open resource repositories.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 394
Articulation for Equity: Global Best Practices to Inform South African Higher Education Policy Reforms
No full textThis paper examines the critical role of articulation in advancing equity within South Africa’s higher education system, with a focus on Open and Distance Learning (ODL). Grounded in critical theory and the radical social justice paradigm, the study interrogates how articulation policies can serve as tools for structural transformation rather than mere administrative instruments. Using a qualitative desktop research and guided by critical policy analysis, the study analyses national and international frameworks from Europe, North America, Australia, and the Global South, including the National Qualifications Framework Act, the CHE’s Articulation Policy, and the European Qualifications Framework. Bronfenbrenner’s Ecological Systems Theory further contextualises the influence of institutional, national, and global structures. Consequently, the study offers equity-driven recommendations to support inclusive learning pathways and meaningful student mobility, drawing on global best practices adapted to the South African context. Therefore, the study provides policymakers, institutions, and regional authorities with practical recommendations to improve the effectiveness of articulation and advance educational justice by examining international frameworks and ensuring that they are in alignment with South Africa's policy context.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 120
Enhancing the Capacity of TVET Instructors to Integrate Blended Learning in Competency-Based Programmes: A Case in Jamaica
No full textGlobally, the biggest challenge in integrating blended learning within TVET programmes is the lack of adequate instructor training and institutional support, which hinders the effective adoption of digital tools and competency-based pedagogies. The integration of blended learning within Competency-Based Education and Training (CBET) programmes presents both opportunities and challenges for Technical and Vocational Education and Training (TVET) instructors in Jamaica. This study explores how targeted professional development workshops enhance instructors' competencies in blended learning pedagogy and digital integration while identifying strategies to support the sustainable and scalable adoption of blended learning in TVET institutions. Guided by a qualitative research approach, this study employs semi-structured interviews, classroom observations, and document reviews to provide a comprehensive understanding of instructors' experiences. TVET instructors, administrators, and policymakers form the participant pool, ensuring a multi-perspective view on the effectiveness of professional development initiatives. Thematic analysis will be used to identify key patterns in instructors' challenges, successes, and institutional barriers to implementation. Classroom observations assess the practical application of blended learning strategies, while document analysis examines the extent to which blended learning is integrated into policy and institutional planning. Findings from this study are expected to offer valuable insights into the current state of blended learning adoption in Jamaican TVET institutions. The research will evaluate the impact of professional development workshops on instructors' pedagogical practices and digital competencies. Additionally, it will generate recommendations for policy and curriculum enhancements that align blended learning with CBET principles. By identifying practical strategies for sustaining and scaling blended learning, this study aims to inform institutional leaders, policymakers, and educators on best practices for digital transformation in TVET. The results will contribute to global discussions on TVET modernization, positioning Jamaica as a case study for leveraging blended learning to improve workforce readiness in a rapidly evolving digital landscape.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 166
Impact of Open Educational Platforms on Youth Vocational and Technical Skill Development and Employment Outcome in Nigeria
No full textThis study investigates the role of vocational skills training offered through open educational platforms in enhancing youth employability and driving job creation. Specifically, this study examined how these platforms affect skill acquisition and employment outcomes in Lagos and Abuja. In achieving this, a sequential exploratory mixed-method approach is adopted. Quantitative data was collected using online questionnaires from 200 respondents (173 retrieved), comprising young people, ages 20-35, who have been trained in vocational and technical programmes delivered through open educational platforms. Qualitative data was also collected using semi-structured interviews to obtain deeper insights into the participants' experiences, challenges, and general perceptions toward open educational platforms. Quantitative analysis employed Pearson product-moment correlation analysis and descriptive statistics, while qualitative analysis was done using thematic and narrative analysis. Quantitative data revealed significant positive correlations between OEP usage and career advancement (r = 0.63, p < 0.01), entrepreneurial success (r = 0.58, p < 0.01), and job placement (r = 0.55, p < 0.05), indicating that digital learning platforms like YouTube, Coursera, and Udemy contribute to skill acquisition and workforce readiness. Furthermore, a moderate correlation with freelance and remote work (r = 0.45, p < 0.05) suggests potential for self-employment, though challenges such as poor internet access and limited certificate recognition remain barriers. To maximize impact, the study recommends enhanced government support, offline learning options, and industry collaboration to address infrastructural challenges and improve the recognition of online certifications. The study concludes that OEPs are crucial for equipping Nigerian youths with market-relevant skills, enhancing employability, and reducing unemployment rates in the digital economy.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 862
Strategic Planning for Innovative Open Education: A Systematic Review of Global Open and Distance Learning (ODL) Institutions
No full textStrategic planning is essential to the sustainability and adaptability of open and distance learning (ODL) institutions worldwide. This systematic review investigates how ODL institutions across varied global contexts have strategically navigated digital transformation, educational equity, and systemic change. Following PRISMA guidelines, the review synthesises 17 peer-reviewed studies, policy documents, and institutional strategies published between 2010 and 2024. Three core themes emerged: (1) integration of emerging technologies such as Artificial Intelligence (AI), Mobile Learning (ML), and Open Educational Resources (OER); (2) institutional resilience in the face of educational disruption; and (3) equity and inclusion in strategic frameworks. While technological adoption has advanced, many institutions demonstrate what Peters (2020) calls "uneven pedagogical modernisation," and innovation often fails to guarantee equitable or transformative outcomes. Grounded in resilience theory, strategic management, and innovation diffusion frameworks, this study provides insights and policy recommendations to support inclusive, future-focused strategies in global ODL systems.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 256
Barriers to Accreditation of Online Learning Programs in Kenyan TVET Institutions: A Study of Policy, Infrastructure, and Institutional Readiness.
No full textKenya has over 2,000 Technical and Vocational Education and Training (TVET) institutions, but only one is officially accredited to offer online learning programs. This situation limits equal access to flexible, modern skills training and slows down national development goals. This study explores the key barriers that prevent the accreditation of online learning in Kenyan TVET institutions. Using a mixed methods approach, data was collected through surveys and open-ended questions from 190 staff members working in different TVET institutions. The participants included trainers, administrators, and managers. The data was analyzed using basic statistics and a theme-based review of written responses. The study also includes views from key stakeholders such as TVET institution leaders, government officials (TVETA), and private sector partners. Their input helps explain the policy gaps, resource challenges, and leadership issues affecting online learning accreditation. The study compares Kenya’s policies with international frameworks like UNESCO’s ODeL guidelines and the Commonwealth of Learning standards. Findings show that many institutions face problems like poor internet, lack of digital tools, untrained staff, unclear policies, and no dedicated funding. This paper provides clear suggestions to help government agencies, accreditation bodies, and TVET institutions work together to improve online learning and increase the number of accredited programs in Kenya.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 6628
Subjects: Open Learning; Policy; E-learning; Accreditation; Barriers; Online Learning; Institutional; Readiness; Ode
Open Educational Resource Policy Development in a Caribbean University Campus
No full textOER are critical tools. This Caribbean campus formulated an OER policy, aiming to align with their mission and general OER principles of openness, accessibility innovation and affordability. The approach adopted, included reviews, surveys, focus groups, and workshops. The draft OER policy achieved, reflecting a consensus among participants, is an excellent template supporting future OER policies.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 257
Flipped Classrooms in Mauritian Schools: Insights from Teacher Planning
No full textThe flipped classroom model has gained global traction as an innovative pedagogical approach, blending technology with active learning to foster student engagement. In the Mauritian education system, where traditional teachercentered methods prevail, the flipped classroom model presents both opportunities and challenges. This study explores the planning processes of Mauritian teachers in implementing flipped classrooms, shedding light on their strategies, challenges, and perceptions. Data was gathered through analysis of lessons plans provided by teachers. The analysis was done under the lens of the SAMR model and the Triple E framework for ICT integration. Findings reveal what were the most appropriate pedagogical approaches in their contexts. The data also shed light on how they dealt with challenges such as student access to technology and the tools they leveraged for content development and dissemination. The study highlights the critical role of teacher training, institutional support, and policy alignment in ensuring successful flipped classroom implementation. This paper contributes to the growing body of research on flipped classrooms in developing contexts, offering insights into how the model can be adapted to local realities. It also provides actionable recommendations for stakeholders to promote technology-enhanced learning, bridging the gap between policy intentions and classroom practices in Mauritius.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 214