Comparative Analysis of Operational Structures in Single- and Dual-Mode Distance Learning Institutions in Nigeria

Authors

DOI:

https://doi.org/10.19173/irrodl.v22i1.5120

Keywords:

operational structures, single-mode, dual-mode, distance learning institutions, Nigeria

Abstract

This study examined the similarities and differences in the processes and facilities for distance education at National Open University of Nigeria (NOUN), a single-mode distance learning institution, and Obafemi Awolowo University (OAU), Ile-Ife, a dual-mode distance learning institution. The study adopted a case study research design, with a population of administrators/facilitators and distance learning students at both NOUN and OAU. The sample for the study consisted of 38 key informants (30 administrators/facilitators and 8 students) selected using a purposive sampling technique. All the administrators/facilitators responded to a key informant questionnaire; 8 of the administrators/facilitators and all 8 students were also interviewed. The 16 interviewees were selected based on gender, institution, educational role, and mode of distance learning. The collected data were analysed using tabular juxtaposition and phenomenological analysis techniques. Results showed that similarities in the operational structures at NOUN and OAU included the use of blended learning approaches. Differences in operations included compulsory tutorial attendance at OAU and the deployment of part-time and quasi part-time facilitators at NOUN and OAU, respectively. The study recommended an increase in the use of information and communications technology (ICT).

Author Biographies

Taiwo Isaac Olatunji, Department of Philosophy, Sociology, Pedagogy and Applied Psychology, University of Padua

Taiwo Isaac Olatunji is a PhD student of Pedagogical, Educational and Training Sciences at the University of Padua, where his curricular focus is research on inclusion, well-being and sustainability in education. He holds B.A.Ed. (English Language) and M.A. (Adult Education), both from the Obafemi Awolowo University, Ile-Ife. He is also an Erasmus+ alumnus of the University of Würzburg. His research interests include distance learning/education, higher education, media/information literacy, migration learning, civic-political education, and Sustainable Development Goals (SDGs).

Tajudeen Adewumi Adebisi, Department of Adult Education and Lifelong Learning, Obafemi Awolowo University, Ile-Ife

Dr Tajudeen Adewumi Adebisi obtained his Bachelor’s degree (Education/English), Master’s degree (Adult Education), and Doctoral degree (Adult Education) from Obafemi Awolowo University (OAU), Ile-Ife, where he is now a Senior Lecturer in the Department of Adult Education and Lifelong Learning.  He started lecturing in 2007 as one of the pioneer lecturers at Osun State University, Osogbo.  He is an expert and consultant in the field of Adult Education, with a specific interest in adult learning, distance and open learning, human resource development, workplace learning and vocational & technical education. He has written extensively on these areas in reputable scholarly journals.

References

Abdel-Maksoud, N. F. (2018). When virtual becomes better than real: Investigating the impact of a networking simulation on learning and motivation. International Journal of Education and Practice, 6(4), 253-270. https://eric.ed.gov/?id=Ej1210050

Abdulsalam, N., Condrasky, M., Bridges, W., & Havice, P. (2017). The promise of andragogy and experimental learning to improve teaching of nutrition concepts to culinary arts students. Journal of Food Science Education, 16(2), 54–61. https://doi.org/10.1111/1541-4329.12107

Adanir, G. A., Ismailova, R., Omuraliev, A., & Muhametjanova, G. (2020). Learners’ perception of online exams: A comparative study in Turkey and Kyrgyzstan. International Review of Research in Open and Distance Learning, 21(3). https://doi.org/10.19173/irrodl.v21i3.4679

Adebisi, T. A. (2013). Attaining sustainable livelihood and democracy through vocational training and livelihood diversification. Journal of Nigerian National Council for Adult Education, 19(1), 63–79. University Press PLC.

Adebisi, T. A. (2018). Training in the production of clan-bond trades in southwestern Nigeria: The non-formal and informal learning approaches. In A. Breedveld & J. Jansen (Eds.), Education for life in Africa (pp. 266–285). African Studies Centre.

Adeleke, I., & Adesina, O. (2018). An empirical comparison of the academic performance of students in the distance learning and traditional classroom environment. Social Science Asia, 4(1), 26–41. https://www.researchgate.net/publication/325300466

Agyeman, O. T. (2007). Survey of ICT and education in Africa: Nigeria country report. ICT for education in Nigeria. infoDev. https://www.infodev.org/infodev-files/resource/InfodevDocuments_422.pdf

Ahn, J., & McEachin, A. (2017). Student enrollment patterns and achievement in Ohio’s online charter schools. Educational Researcher, 46(1), 44–57. https://doi.org/10.3102/0013189X17692999

Ajadi, T. O., Salawu, I. O., & Adeoye, F. A. (2008). E-learning and distance education in Nigeria. The Turkish Online Journal of Educational Technology, 7(4), 61–70. https://files.eric.ed.gov/fulltext/EJ1102939.pdf

Akande, O. J., & Sofowora, O. A. (2011). Globalization information and communication technologies (ICTs) and open/distance learning in Nigeria: Trends, issues and solution. Turkish Online Journal of Distance Education, 12(3), 66–77. https://eric.ed.gov/?id=EJ965052

Akinwale, A., & Onwuameze, D. (March 5, 2020). Nigeria overtakes South Africa as Africa’s largest economy. This Day. https://allafrica.com/stories/202003050216.html

Akter, N., & Ali, A. (2016). Analysis of assignments’ assessment for distance learners in single vs dual mode institutions. Bulletin of Education and Research, 38(2), 15–35. https://files.eric.ed.gov/fulltext/EJ1210304.pdf

Al-Alawneh, M. K. (2013). Examining e-learning barriers as perceived by faculty members of engineering colleges in the Jordanian universities. International Journal of Vocational and Technical Education, 5(4), 42–53. https://doi.org/10.5897/IJVTE2013.0121

Anderle, J. S. (2018). Procedural learning: A comparison of skills acquisition between an online environment and traditional classroom training (Order No. 10807895) [Doctoral dissertation, University of Wyoming]. ProQuest Dissertations and Theses Global.

Anderson, T., & Cuttler, C. (2020). Open to open? An exploration of textbook preferences and strategies to offset textbook costs for online versus on-campus students. International Review of Research in Open and Distributed Learning, 21(1), 40–60. https://doi.org/10.19173/irrodl.v20i5.4141

Anderson, B., & Simpson, M. (2012). History and heritage in distance education. Journal of Open, Flexible, and Distance Learning, 16(2), 1-10. https://files.eric.ed.gov/fulltext/EJ1080085.pdf

Baiyewu, L. (2017, June 6). NOUN graduates now eligible for NYSC, Law School. The Punch. https://punchng.com/noun-graduates-now-eligible-for-nysc-law-school/

Barrow, D. M. (2017). A phenomenological study of the lived experiences of parents of young children with autism receiving special education services (Doctoral dissertation). https://doi.org/10.15760/etd.5919

Biao, I. (2012). Open and distance learning: Achievements and challenges in a developing sub-educational sector in Africa. In P. B. Muyinda (Ed.), Distance education, (pp. 27–62). Intech Open.

Bušelić, M. (2012). Distance learning— concepts and contributions. Oeconomica Jadertina, 2(1), 23-34. https://doi.org/10.15291/oec.209

Commonwealth of Learning. (2001). Building capacity to deliver distance education in Nigeria’s federal university system (Report prepared for the World Bank). https://docplayer.net/4801440-Building-capacity-to-deliver-distance-education-in-nigeria-s-federal-university-system-report-prepared-for-the-world-bank.html

Duffy, T., Gilbert, I., Kennedy, D., & Kwong, P. W (2002). Comparing distance education and conventional education: Observations from a comparative study of post-registration nurses. Research in Learning Technology, 10(1). https://doi.org/10.3402/rlt.v10i1.11304

Ezekoka, G. K. (2015). Blended learning in National Open University of Nigeria (NOUN): Prospects and constraints.

International Journal of Innovation and Research in Educational Sciences, 2(6), 457–461. https://www.ijires.org/administrator/components/com_jresearch/files/publications/IJIRES_457_Final.pdf

Federal Ministry of Education. (2000). Education today. Quarterly Journal of the Federal Ministry of Education, 8(3), 59–64.

Federal Republic of Nigeria. (2004). National policy on education (4th ed.). Nigerian Educational Research and Development Council. http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/AFR/Nigeria/TCH/National%20Policy%20on%20Education.pdf

Federal Republic of Nigeria. (2013). National policy on education (6th ed.). Nigerian Educational Research and Development Council. https://educatetolead.files.wordpress.com/2016/02/national-education-policy2013.pdf

Gaskell, A., & Mills, R. (2015). The quality and reputation of open, distance and e-learning: What are the challenges? Open Learning: The Journal of Open, Distance and e-Learning, 29(3), 190–205. https://doi.org/10.1080/02680513.2014.993603

Ikegulu, B., & Oranusi, S. (2014). Distance and open learning in Nigeria: Progress, concerns and prospects. Journal of Education and Practice, 5(35), 167–171. https://core.ac.uk/download/pdf/234636688.pdf

Keegan, D. (1990). Foundations of distance education (2nd ed.) Routledge.

Keegan, D. (1996). Foundations of distance education (3rd ed.) Routledge.

López Soblechero, M. V., González Gaya, C., & Hernández Ramírez, J. J. (2014). A comparative study of classroom and online distance modes of official vocational education and training. PLoS ONE 9(5), e96052. https://doi.org/10.1371/journal.pone.0096052

Naido, P. (March 5, 2020). Nigeria tops South Africa as the continent’s biggest economy. Bloomberg. https://www.bloombergquint.com/business/nigeria-now-tops-south-africa-as-the-continent-s-biggest-economy

Obioha, M. F., & Ndidi, U. B. (2011). Administrative problems of open distance education in Nigeria. A case study of National Open University of Nigeria. Journal of Educational and Social Research, 1(5), 89–97. https://www.richtmann.org/journal/index.php/jesr/article/view/11766/11372

Okonkwo, C. A. (2012). Assessment of challenges in developing self-instructional course materials at the National Open University of Nigeria. The International Review of Research in Open and Distributed Learning, 13(2), 221–231. https://doi.org/10.19173/irrodl.v13i2.930

Olakulehin, F. K., & Panda, S. K. (2011). Private cost of education: A comparative study of distance and campus-based university students in Nigeria. European Journal of Open, Distance and E-Learning, (2), 1–12. https://files.eric.ed.gov/fulltext/EJ954910.pdf

Olatunji, T. I., Otefisan, M. A., & Ajayi, F. O. (2017). Promoting adult education and lifelong learning in contemporary Nigeria through blended learning. Adult Education in Nigeria, 22(1), pp. 448-461. Ambik Press.

Omolewa, M., & Adekanmbi, G. (Eds.). (1994). University initiatives in adult education. Ibadan University Press.

Onwe, O. J. (2013). Policies and practice of open and distance learning models in the sub-Saharan African countries: A literature survey. American International Journal of Contemporary Research, 3(8), 122–135. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1086.5371&rep=rep1&type=pdf

Oyeleke, O., & Apena, T. T. (2018). Stakeholders’ perception on some selected critical issues in open and distance education in Nigeria. Journal of Educational Foundations and Development, 7, 234–243. https://www.researchgate.net/publication/344197747_JOURNAL_OF_EDUCATIONAL_FOUNDATIONS_AND_DEVELOPMENT_2018_VOLUME_07

Paul, J., & Jefferson, F. (2019). A comparative analysis of student performance in an online vs. face-to-face environmental science course from 2009 to 2016. Frontiers in Computer Science. 1(7). https://doi.org/10.3389/fcomp.2019.00007

Terwase, I. T., Abdul-Talib, A., & Zengeni K. T., (2014). Nigeria, Africa’s largest economy: International business perspective. International Journal of Management Sciences, 3(7), 534–543. https://ideas.repec.org/a/rss/jnljms/v3i7p8.html

Trindade, A. R., Carmo, H., & Bidarra, J. (2000). Current developments and best practice in open and distance learning. International Review of Research in Open and Distributed Learning, 1(1), 1–25. https://doi.org/10.19173/irrodl.v1i1.7

Tucker, S. (2001). Distance education: Better, worse, or as good as traditional education? Online Journal of Distance Learning Administration, 4(4). https://www.westga.edu/~distance/ojdla/winter44/tucker44.html

Yin, R. (2003). Application of case study research. Sage.

Zormanová, L. (2016). The comparison of distance learning between the Czech Republic and other European countries. International Journal of Research in E-learning, 2(1), 88–103. https://www.researchgate.net/publication/335993205_The_Comparison_of_Distance_Learning_Between_the_Czech_Republic_and_Other_European_Countries

Published

2021-03-11

How to Cite

Olatunji, T. I. ., & Adewumi Adebisi, T. (2021). Comparative Analysis of Operational Structures in Single- and Dual-Mode Distance Learning Institutions in Nigeria. The International Review of Research in Open and Distributed Learning, 22(1), 59–77. https://doi.org/10.19173/irrodl.v22i1.5120

Issue

Section

Research Articles