Open and Distance Learning for Sustainable Development

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Abstract 589 SOLVING THE PROBLEM OF ATTRITION IN AN OPEN AND DISTANCE LEARNING INSTITUTION Olubiyi Adeniyi Adewale National Open University of Nigeria 14/16 Ahmadu Bello Way, Victoria Island, Lagos. bbearers@yahoo.com and Juliet O. Inegbedion National Open University of Nigeria 14/16 Ahmadu Bello Way, Victoria Island, Lagos. ladyjay4god@yahoo.com Attrition has always been an issue in Open and Distance learning. This is not different in National Open University of Nigeria where students’ drop-out has been noticed. The researchers were therefore interested in knowing the rate and causes of students’ withdrawal. Though some people have argued that calculating the attrition rate of the university at this point is unnecessary, previous researchers have said it is desirable. All 2003/2004 Masters in Business Administration (MBA) students of Lagos Study Centre of the National Open University of Nigeria (NOUN) formed the population for the research. This programme is supposed to have turned out two sets of graduates. Furthermore, research questions were raised and to answer the questions all the students in this programme in the 2003/2004 set who were identified to have withdrawn formed the sample and this gave 178 respondents. Structured interview was administered to the respondents through phone calls. Using simple analysis, the result revealed that out of 439 students that were admitted in the programme in 2003/2004 only 13.7% are left. The causes of withdrawal of 86.3% were mainly attributed to institutional procedure problems, pattern of facilitation schedule, non-availability of course materials, poor tutorial facilitation and poor academic and administrative support. The researchers therefore suggested ways to reduce the rate of attrition. Introduction The National Open University of Nigeria was resuscitated and launched by President Olusegun Obasanjo on 1 st October 2002 (NOUN Student Handbook, 2008/2009) with the mandate of delivering affordable, qualitative and accessible education to all Nigerians. To kick-start the academic function of NOUN, 10,026 foundation students were admitted into some programmes in four schools namely: the School of Arts and Social Sciences, the School of Business and Human Resources Management, the School of Education and the School of Science and Technology alongside the Centre for Continuous Education and Workplace Training for the 2003/2004 academic session. As of today, five sessions after its take off, the university has not been able to graduate any set of students. Due to this delay, some of the students decided to withdraw from the programme. As a result there are reasons to assume that there is a high attrition rate in NOUN. Some people have argued that calculating the attrition rate of the university at this point is unnecessary but it is felt that if attrition is defined as the drop out rate or non-completion rate, which in other words is the number of students who had enrolled in a course but neither fulfil all the course requirements nor complete the course, then it is proper to do so now since some students have already dropped out of the programme. Doing this at this time would help the university to know the rate of its attrition, compare the rate with that of other open and distance learning universities and put its together to reduce the rate. Apart from this, it has been asserted that the experience of the UK Open University is that 35% or more of eLearners withdraw before submitting their first assignment (Tyler-Smith, 2006). This shows that attrition rate can even be
calculated before the completion of the first semester and it is also a pointer to the fact that a learner’s initial experience with distance learning may well have a significant impact on a decision to drop out. It is hoped that by the end of this research work, some recommendations that would go a long way in helping NOUN as well as other open universities that would be starting in Africa and indeed in any other part of the world would be made. For some reasons which would be indicated later, the Masters in Business Administration of the School of Business and Human Resources Management would be used as the population for the study. Attrition in open and distance learning Since the inception of open and distance education, attrition has always been an issue. In corroboration of this, Harold Henke (2001) says: 590 “Distance education has evolved greatly in the past decade, from paper based correspondence courses, to televised (or video taped) courses, to computer based training, to web based courses, to interactive multimedia such as streaming video, each changing the way students participate in education. Whatever the format or distribution method, attrition has always been an issue.” (Italics mine). From the above, it is clear that no matter the methodology, attrition has always been an issue in open and distance learning. Therefore, attrition has nothing to do with methodology. It is a perennial problem in distance learning. Studies in attrition in distance learning is important for two major reasons: there is the need to assess the cost effectiveness of open and distance education in comparison with the traditional classroom-based education and the determination of approaches to increase the effectiveness of distance learning and to increase student engagement in that form of learning (Tyler-Keith, 2006). A lot of work in terms of research has been done on attrition. Some open and distance learning universities have determined their attrition rate and have identified causes and also proposed solutions to the problem. This paper is concerned with the determination of the attrition rate at the National Open University of Nigeria, the identification of the factors leading to the rate of attrition and also proposes solutions to curb or reduce the rate of attrition. Because of the assumed high rate of attrition in distance and open learning programmes, many studies have been carried out in an attempt not only to explain the reasons for the high attrition rate but also to show that “distance education is an effective and viable method of structuring and delivering education” (Garrison, 1987, 95): Most of these studies based their measurement of attrition on programmes. This is also responsible for the decision in this paper to focus on the MBA programme of the NOUN as a basis of drawing inference for the institution’s attrition rate. Rates of Attrition in Previous Programmes Studied As had been stated earlier, it has been assumed that distance education carries with it a high attrition rate. Parker (1999) argues that “with the growth of distance education has come the problem of exceedingly high attrition rates”. For example, in a research carried out by Wickersham and Dooley (2001) on a Swine Continuing Education conducted by the National Pork Producer’s Council, it was discovered that out of the 84 participants enrolled in the Spring 1999 programme only 23 completed the entire course. This would give an attrition rate of 72.6%. In the second running of the programme in Fall 2000, 77 out of 133 completed all the courses. This would give an attrition rate of 42%. In another research carried out by Henke and Russum on two courses, namely Infoprint Manager Overview and Printing Fundamentals that was conducted over a nine-month period shows that the attrition rate for Infoprint Manager Overview was 19% and Printing Fundamentals was 23%. Tyler-Smith (2006), citing Carter (1996) suggests that in some institutions, attrition rate exceeds 40%, Diaz (2002) put the rate at between 20-50% and Carr (2000) estimates it to be 10-20% higher than the traditional on-campus education.
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2 nd Lagos, Nigeria A C D E C o n f
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Prof. Babatunde Ipaye (Chair, Plann
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Page Foreword i Contents ii - xi CO
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Increasing Teacher Quantity and Qua
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Role of Open / Distance Learning in
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Facilitating the Learning of Wildli
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Ibadan Open Digital Village (IODIV)
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THINKING OPEN AND DISTANCE LEARNING
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inaugurating at the time from exter
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country would be changed for good a
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Introduction 7 ELEARNING ON THE FAR
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There is a major omission in that d
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There are now close to a hundred of
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2008. We have already done face to
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affordable by students, parents, go
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their communities with no vocationa
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operating grants. A similarly sized
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• Innovation: In North America un
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mercantile investment tools exploit
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THE CHALLENGE OF THE MILLENNIUM DEV
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Quite clearly ODL practices have a
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Distance learning methods can be us
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We should not forget the strength o
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Introduction It is indeed a great p
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estructuring efforts will be geared
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37 Table 4: Internet Penetration in
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Given that ODL is a relatively new
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globalised and competitive world, h
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43 • The sharing of experiences t
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References Arbo, P., & Benneworth,
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Well functioning teacher education
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49 • The possibility of achieving
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51 • Education or professional st
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getting teacher-students to engage
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Thus, if the intention is to prepar
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over 3 three years Trained 1,200 Te
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Purpose-driven programme design inf
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We would argue the need for site-ba
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63 • How will we know whether we
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Robinson, B. & Latchem, C. Eds. (20
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pattern emerging, they need to anal
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Language and National Development N
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These programmes exist in many univ
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Survey Research; Introspection and
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The point made here is that univers
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77 access to French, the language o
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vehicular cross border languages or
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References Bamgbose, A. (1991). Lan
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83 SUSTAINABLE DEVELOPMENT FROM INT
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85 • Romania - National Centre fo
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87 Consumption and Production Patte
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the structure to coordinate nationa
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conservation in protected areas and
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mind the colonial and historical le
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involved in the evaluation of cours
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staff and students to information a
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otherwise open and distance learnin
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We agree with Okolie (2003) that th
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means of education to become member
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REFERENCES Adekanmbi, G. (2000). A
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Gravett, S. (2004). Teaching and le
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109 SUB THEME I OPEN & DISTANCE LEA
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Definition of Social Emotional Lear
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1988). The learners in developmenta
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Table 1 Proportional Sampling of Pr
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Confidence 752 4.11 0.91 Independen
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References Association for Childhoo
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QUALITY ASSURANCE IN OPEN AND DISTA
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Concept of Quality Assurance Qualit
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The vision of the National Open Uni
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(e) To provide forum where individu
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AN APPRAISAL OF THE IMPLEMENTATION
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e mo v e d in s p a c e a n d /o r
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T h e o r e t ica l Framework T h e
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h a v e th e larg e s t n u mb e r
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T a b l e 2 : C o mparison o f A d
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I t e m S /N f r o m r e s u l ts i
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141 p o p u l a t io n a d e q u a
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I t e m S /N S p e c if ic a lly, r
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D iscussio n F i v e r e s e a r c
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R e f e r e n c e s A ya d i, Fe l
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traders, unqualified medical worker
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Table 1: Mean, Standard Deviation a
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From table 2 above, it is observed
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ape, drug abuse and in unhealthy se
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Introduction Education has become o
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The Early Childhood Education progr
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In a bid to deliver quality educati
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(a) Self-assessment: These are assi
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OPEN AND DISTANCE LEARNING (ODL) AN
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Most of the ODL programmes at the U
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Director but the basic admission le
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THE USE OF AN ONLINE LEARNING SYSTE
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online education, also called dista
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Program Knowledge Performance Learn
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DEED618: College Teaching (CRN# 301
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Dreamweaver, etc. Providing additio
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Table 2 - Ten Largest Distance-lear
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USA Today, April 33, 2008: 6D. Wrig
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systems such as water, and land and
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Teachers face a widening range of d
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189 ii. gender: It is difficult to
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191 Robinson, B. and Colin, L. (200
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University of United Kingdom (OUUK)
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to lack of potential for sustainabi
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elements are: leadership, governmen
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Education for Sustainability Sustai
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The National Teachers’ Institute,
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- The Federal Government directive
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References: Adeagbo, Sen (2004). Co
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Introduction Distance learning is a
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This undeniable huge number of illi
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210 At the level of M.A Urdu in th
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Siddique, H.M. (2004). Distance Lea
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Annexure-3:Table 3 Gender Wise, Lev
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Annexure -8:Table 8 Gender Wise, Le
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9 Education Teacher Pakistan educat
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INCREASING TEACHER QUANTITY AND QUA
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teacher ratios very high (for insta
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Teacher Education in Kenya and Expe
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Postgraduate Diploma in Education (
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228 AN APPRAISAL OF ODL MODEL FOR P
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I n d i s c u s s in g th e po t e
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P u r p o s e of th e s t u d y T h
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D a t a a n a l y s i s B o th q u
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I t e m S / N T a b l e 3 C o m p a
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T a b l e 5 R a t i n g o f a d e q
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l e c t u r e s r e gu l a r l y an
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Figure 1 Summary of panel’s repor
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244 a d e q u a t e f e e d b a c k
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G a b r ie l , A . ( 20 0 0 ) . E -
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Introduction In the recent past, th
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compromise the time and attention t
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The students reported that they had
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TRAINING OF DEVELOPERS OF DISTANCE
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putting in place the SOLACE. Indeed
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Although according to data in the r
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clear policy which addresses a vari
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Republic of Kenya. (1998). Master P
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system, namely making learning flex
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Type 1 Literacy development interve
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268 the Adult Literacy Classroom. A
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AGRICULTURE AND THE MILLENNIUM DEVE
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Developing a global partnership for
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farmer in the Hambantota region saw
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276 RECONSTRUCTING MASCULINITY AND
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power. Power then becomes a weapon
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annunciated by the superpowers. P.
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24. I refer to potentially inhibito
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means that the propositions employe
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Dignity: Human dignity, pursuit of
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sound philosophical foundation to i
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290 INNOVATIVE METHOD OF HIV/AIDS E
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To be certain, the treatment situat
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The course: Management and Care of
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Aderinoye, R. and Ojokheta, K. (200
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This paper explores how the curricu
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300 indirectly by serving as guides
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302 iv. Rehabilitation and empowerm
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FROM EMPOWERMENT TO TRANSFORMATION:
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conception of power according to Pa
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in education. Plagiarising the work
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In Osiki (2007b), it was opined tha
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and caprices of any “military gen
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Osiki, J.O. (2007 b). Empowering Di
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INCORPORATING RELATIONSHIP MARKETIN
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strategic planning, work process, t
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Position Held Frequency Percent Cle
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Most of the customer care given to
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Bbuye, J. (2005) “Distance Educat
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INCREASING NUMBER OF OLDER PERSONS
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of ageing (Omotayo, 2006: 105-107).
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Second Semester 017Theory of Ageing
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OPEN AND DISTANCE LEARNING: SUCCESS
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opportunities. This is in keeping w
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External problems Energy related pr
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References Adebayo, A. M. (2007a).
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Conceptual issues Open and Ffexible
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Table 1. Applications and admission
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from the epidemic to share their ex
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Jegede, O.J. (2003). Taking the dis
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The foreign learning and teaching s
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The song accompaniment for GST 101
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McLuhan, M. (1964). Understanding t
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Introduction Open and Distance Lear
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It includes all the activities aime
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358 contact, less formal methods ar
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360 Training Objective Even though
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1. Technical competency 362 Technic
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2. Training logistics 364 The curri
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Rao, M.K. (1999). A Critical Analys
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vulgarisation agricole et d’ensei
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Open Learning system has emerged as
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For the physically challenged child
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Introduction/historical background
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Academic Manpower in NOUN The Natio
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THE ROLE OF NATIONAL OPEN UNIVERSIT
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New venture creation and developmen
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Education is the most important ins
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Mode of Course Delivery Full time a
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Significantly, standards and benchm
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Osei, B., Baah-Nuakoh, A., Tutu, K.
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Introduction The success of every n
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S/N 1 Significance Generally, the m
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and infant mortality. 17 ODL method
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needed information. Assessment acco
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Abstract 398 ROLE OF OPEN AND DISTA
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Studies show that, it is as effecti
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The programme was introduced to tak
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This method allows learners to plan
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demand for providing quality teache
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Convenience with Family and other S
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(49.0%) agreed and 153 (51.0%) disa
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Hypothesis 2 Occupational status of
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Recommendations Open and distance l
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National Teachers’ Institute. (20
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418 Can human beings live long? Can
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17 - 19). Hence, the number of wome
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Ohaegbulem, M. O. (2007). Awareness
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Introduction The population growth
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However, the ubiquity of ICTs today
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428 • Religion Various religious
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Conclusion 430 o Promoting synergis
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Abstract 432 WOMEN EMPOWERMENT AND
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Data collection We conducted in-dep
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ecause she spent most of the time a
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financially well off and he preferr
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References Chaudry, P. (1995) Women
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University of Nigeria en vue de met
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36 Zamfara 1,630,344 1,629,502 3,25
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446 Total Population of Female in N
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Table1.3 Total number of admitted s
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ODL if the government can put in pl
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452 SUB THEME III CAPACITY BUILDING
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Course Structure of DPE Programme T
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Regarding counselling sessions not
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BLOGGING AT UNIVERSITY AS A CASE ST
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in the past 12 months (i.e., up to
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The purpose of the blog should be m
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Tables 3 and 4 show samples of blog
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Staff are presumably well grounded
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Appendix I - Modelling for a pedago
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that bear on its ability to satisfy
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quality control and accrediting age
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Further, the characteristics of sof
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Duncan, W. J. (1978). Organizationa
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The Policy of the National Open Uni
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those measures is arguable 6 . But
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Much of the official attitude (legi
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fit to live a law abiding life upon
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educational or vocational training
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OPEN DISTANCE LEARNING (ODL) AS STR
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imprisoned along with convicted cri
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References Heather Menzies Venettee
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Mots clés: développement de resou
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Results and Findings The National O
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The respondents thus identified tha
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systematic programme of continuous
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Introduction Training as related to
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There is therefore the need to prep
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• the time lag between learning s
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508 SUB THEME IV Quality Assurance
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Project Goal The goal of the projec
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512 students who cannot afford coll
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514 Table 2 Notional Budget Item Am
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Introduction Course materials are v
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content and construct validity; and
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Table 4 Percentage of learners’ r
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Discussion Research Question 1 Are
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Findings The following were the fin
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CHALLENGES OF QUALITY ASSURANCE IN
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materials (printed texts, video, au
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Introduction In order to create an
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COUNSELLING AS A COMMUNICATION STRA
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In Open and Distance Education, the
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As earlier mentioned, effort is bei
Page 553 and 554: Conclusion In this paper, the write
Page 555 and 556: Introduction Open and distance educ
Page 557 and 558: 542 5. There is openness with regar
Page 559 and 560: etrieval and dissemination of infor
Page 561 and 562: 546 teaching. It is a well designed
Page 563 and 564: References Akpan. C.P. & Esirah, E.
Page 565 and 566: FACILITATING THE LEARNING OF WILDLI
Page 567 and 568: ‘graduate attributes’. However
Page 569 and 570: The subject is broken into three mo
Page 571 and 572: Assessment of Forum Participation T
Page 573 and 574: An additional tool is that of chat
Page 575 and 576: Gilmer, P. (1999). Developing a dis
Page 577 and 578: Introduction 562 PERSONNEL MANAGEME
Page 579 and 580: 564 • The Managers co-ordinate th
Page 581 and 582: 566 • They produce comprehensive,
Page 583 and 584: 568 (i) Administrators: Administrat
Page 585 and 586: 570 (v) Universities in Canada and
Page 587 and 588: References 572 (iv) Finally, it is
Page 589 and 590: professional development, the need
Page 591 and 592: 576 o Portfolios: collection of lea
Page 593 and 594: we need is to train our people on t
Page 595 and 596: Introduction Distance Education is
Page 597 and 598: Methodology The research design was
Page 599 and 600: disagreed. Those who disagreed said
Page 601 and 602: There is no system of tracking and
Page 603: Venkaiah, V. (1995). Quality Assura
Page 607 and 608: commitment to completion; previous
Page 609 and 610: 5. Did you withdraw because of prob
Page 611 and 612: 596 • All staff of the university
Page 613 and 614: Introduction 598 STRENGTHENING AFRI
Page 615 and 616: Human resources development A key e
Page 617 and 618: Project co-ordination meetings Proj
Page 619 and 620: Open and Distance education as prac
Page 621 and 622: 606 2 The unique position of the st
Page 623 and 624: OPEN AND DISTANCE EDUCATION: A STRA
Page 625 and 626: Using Nigeria as an example to show
Page 627 and 628: Definition of Terms Open Learning:
Page 629 and 630: (Juma, 2003). Examples of these are
Page 631 and 632: Financing Education worldwide is fu
Page 633 and 634: THE ROLE OF THE NATIONAL OPEN UNIVE
Page 635 and 636: NOUN’s Vision and Mission Specifi
Page 637 and 638: Academic support services 622 Acade
Page 639 and 640: With enhanced quality education, th
Page 641 and 642: 626 SUB THEME V COLLABORATION AND P
Page 643 and 644: Technologies de l’Information et
Page 645 and 646: Collaboration The importance attach
Page 647 and 648: - Self Assessment Exercises (SAEs)
Page 649 and 650: BEYOND BRICKS, MORTAR AND UNIVERSIT
Page 651 and 652: inability for many students to comp
Page 653 and 654: The small post-secondary sector is
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Gaining entry to a university often
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642 • Intranet or Local area netw
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Aigbokhan, B; Imahe, O.J. & Ailemen
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Abstract 646 ENHANCE COHESIVE STREN
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school running is fully displayed i
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week to receive individual tutorial
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International research is a process
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The technical assistance activity w
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different research fields, help pro
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seulement à l’aide de CD ROMs, m
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Abstract OPPORTUNITIES FOR KNOWLEDG
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offered only in public universities
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20. Teofilo Kisanji University (TEK
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References Chabaan, M.A. (1996). En
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training, certificate education and
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Conclusion In the course of providi
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672 EDUCATION, ICT AND THE USE OF M
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In 1998 researchers at the Massachu
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• Confidence could be built among
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Introduction Elearning has the pote
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Internet Usage Statistics: 450,000
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The implementation of the e-learnin
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Communication technologies used in
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Acknowledgement I am grateful to my
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The pillars are; education, governa
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The project started up in Ghana and
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INSTRUCTIONAL SCAFFOLDING: AN EXPER
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Reminder messages were sent 3 days
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elsewhere, designing text messages
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INTERNET VIRTUAL CLASSROOMS IN DEVE
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The challenges of IVC deployment in
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702 M-LEARNING: AN EMERGING TREND I
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Short Message service (S.M.S) - ava
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With the system problems as: - Qual
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THE CONCEPT OF “LEARNING- FIELDS
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Above all, such learning has to imp
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As mentioned earlier above, the tea
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Considering the contents of learnin
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Figure 3 An exemplary learning fiel
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when the situation calls for them.
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Abstract 720 TECHNOLOGICAL AND PEDA
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een produced that can effectively r
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Determining levels of granularity W
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Once each core element of the class
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Figure 8 - Design Challenge: Ensuri
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TEACHING TECHNICAL COURSES THROUGH
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Academic Sessions (A) It is worthy
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This percentage of the left-over is
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E-education, in the personalised we
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According to (Michael 2002, 1993-20
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740 teaching. (Eric Document Reprod
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Introduction The concept of videoco
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evaluation program at higher instit
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est of an organisation. Precisely,
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748 Design & Develop Content Articu
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Students’ Projects Supervision (S
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knowledge of both tacit and explici
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Introduction Education Policy in an
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Therefore, in consonance with the N
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758 • Policy Ideas and Thoughts (
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eveal that a wide gap exist in this
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BARRIERS TO THE USE OF INFORMATION
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Literature Review John Daniel (2006
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Methodology The subjects for the re
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In table 6, respondents identify th
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73.1% (63.3% and 9.8%) for cost of
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772 Anniversary Conference, 23 Augu
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774
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Open and Distance Learning for Sustainable Development

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