Open and Distance Learning for Sustainable Development

Although according to data in the rest of the sections 57.8% of the respondents indicated that their
departments were ready to mount ODE programmes, all of them cited factors militating against
the development of study materials. These factors ranged from lack of study materials (63.8%),
lack of trained staff (57.8%), heavy teaching load (60.5) , inability of ODE mode to offer
practicals and tutorials (52.6) and absence of ODE development guidelines. Other factors include
lack of equipment (15.7%) and lack of consultation and co-operation among various departments
(15.7%). A total of 94.7% of the respondents nevertheless agreed that the ODE mode of delivery
was indispensable.
In response to the questions regarding suitable media of presenting ODE course materials,
respondents’ choices ranged from printed materials (71.0%), internet (65.7%), website (36.8%),
online materials (31.5%) and open sourced educational materials (7.8%).
Finally, respondents’ opinion on the strategies that MMUST would adopt in order to accelerate
development of ODE study materials ranged from training of lecturers (94.7%), formation of
clear policy and mainstreaming information and communication technology (ICT) in the delivery
of content (55.2%), motivating lecturers (47.3%) and the recruitment of qualified technical staff
(34.2%).
Discussion
Potential and challenges in the development of study materials
Although the design, development and production of ODE study materials has not been fully
operationalised at MMUST, the study findings based on questionnaire survey, observation and
discussions revealed that activities on the ground show great potential. Even though MMUST
has not determined the mode of delivery of ODE that it should adopt, there is general propensity
towards the dual mode and e-Content. It appears that there is silent agreement to first ensure that
material is developed before a specific mode of delivery is identified. Decision over which
medium to utilise is thus not a priority. What is clear though, is that the university would like to
develop its own materials. The reason for this is quite clear; purposes of branding and institutional
accreditation. Eager to stamp authority, MMUST would like to offer programmes certified by the
institution. Already there are three modules in Business Management produced on trial basis.
This is an indication of the seriousness attached to this exercise by University Management,
academic units and individual lecturers.
The pace of moving towards full operationalisation , however, is slowed by numerous challenges.
One of the factors delimiting development of materials pointed out by respondents is that lecturers
who are potential developers have not received training. According to Odumbe (2004a ) the
success of any ODE programme depends on quality of study materials which can only be
produced by trained staff. Barry (2008) emphasizes this in the following words: “…prior to the
implementation of any programme, detailed provisions be made for the training of all the
personnel involved including technicians, teachers and administrators”.
The training according to Odumbe (2004 a) should involve pedagogical skills, curriculum design
skills, course writing and reviewing skills , editorial skills , knowledge in the use of media and
proficiency in ICT skills. The training needs listed in the foregoing sentence have been selected
based on the assumption that university lecturers are well grounded in their respective areas of
content.
Literature shows that there are numerous ways of training developers of study materials. More
often than not training runs concurrently with the production of courseware. The major training
strategies include on the job training, use of professional accredited courses, online staff
development made available through UNESCO and Commonwealth of Learning (COL), use of
professional Associations, manuals and booklets and attachment and study visits (Odumbe ,2004
a). Whatever the method one employs, the most critical factor is the cost of training. The
university has so far financed two in-house training workshops for about 30 module writers and
258