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OPEN AND DISTANCE LEARNING: BENEFITS AND CHALLENGES OF TECHNOLOGY USAGE FOR ONLINE TEACHING AND LEARNING IN AFRICA

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Abstract

Open and Distance Learning (ODL) is gaining prominence in African Universities. Universities in Africa use distance learning mode where materials are sent to learners, supplemented with a fewer contact sessions through study centers. With the advent of new technologies for teaching and learning, African Universities are also moving towards online teaching and learning. This paper presents the benefits and challenges associated with the use of technology in ODL mode in Botswana Higher Education context. Web based surveys were used to collect the data for this study. The study was carried out among the online lecturers and learners in two institutions of Higher Learning in Botswana. 9 experienced lecturers and 25 learners who had used technology for their ODL teaching and learning participated in this study. Findings indicate that, major benefits of using technology for online teaching and learning include interaction and student engagement; access to latest information; content sharing and communication. The major challenges faced are access of technology, affordability and technophobia. Emerging technologies recommended include Virtual learning platforms (Blackboard, Moodle, Edmodo, Schoology), Social networking platforms (Facebook, WhatsApp) and Content sharing software (Camtasia). The survey results will provide insightful guidelines to ODL lecturers, ODL learners and the institutions who are offering online learning modes of learning, especially in Africa.
OPEN AND DISTANCE LEARNING: BENEFITS AND CHALLENGES OF
TECHNOLOGY USAGE FOR ONLINE TEACHING AND LEARNING IN
AFRICA
Ivy Rose Mathew & Jane Ebele Iloanya
Botho University, Botswana
Abstract: Open and Distance Learning (ODL) is gaining prominence in African
Universities. Universities in Africa use distance learning mode where materials are sent
to learners, supplemented with a fewer contact sessions through study centers. With the
advent of new technologies for teaching and learning, African Universities are also
moving towards online teaching and learning. This paper presents the benefits and
challenges associated with the use of technology in ODL mode in Botswana Higher
Education context. Web based surveys were used to collect the data for this study. The
study was carried out among the online lecturers and learners in two institutions of
Higher Learning in Botswana. 9 experienced lecturers and 25 learners who had used
technology for their ODL teaching and learning participated in this study. Findings
indicate that, major benefits of using technology for online teaching and learning include
interaction and student engagement; access to latest information; content sharing and
communication. The major challenges faced are access of technology, affordability and
technophobia. Emerging technologies recommended include Virtual learning platforms
(Blackboard, Moodle, Edmodo, Schoology), Social networking platforms (Facebook,
WhatsApp) and Content sharing software (Camtasia). The survey results will provide
insightful guidelines to ODL lecturers, ODL learners and the institutions who are offering
online learning modes of learning, especially in Africa.
Keywords: Open and Distance Learning (ODL); Higher Education; Benefits;
Challenges; Technology usage
1.0 Introduction
Online teaching and learning is emerging as a growing trend in Open and Distance Learning (ODL) and gaining
wider popularity among Higher Education institutions in Africa. Online teaching and learning in the context of this
study, refers to a method of instruction and acquisition of knowledge that is carried out in ODL with the help of
computer and technologies via internet. Usage of technology offers wide range of opportunities in ODL including
promoting the quality of interaction among learners, interaction between learner and lecturer. It also provides access
to plethora of resources. Many African Universities are on the verge of adopting increased usage of technology to
increase access and effectiveness of their ODL offerings.
Botswana is now increasingly moving towards the usage of technology for online teaching and learning. Botswana’s
Vision 2016 advocates for an educated and informed nation (Botswana, 1997). It is hoped that this vision would be
realized through the provision of more institutions of higher learning that can provide more opportunities of
education. In that light, institutions of higher learning such as Botswana College of Distance and Open Learning,
University of Botswana and other private universities like Botho University have adopted the usage of technology to
enhance their ODL offerings. These institutions have now introduced online learning courses along with their
traditional classroom learning courses. This study aimed at understanding the benefits and challenges in the usage of
technology for online teaching and learning in Botswana. It is believed that the results of this will provide some
insightful guidelines to ODL lecturers, ODL learners and the institutions who are offering online learning modes of
learning in Africa, especially in Botswana.
2.0 Literature Review
As the demand for higher education grows in Botswana on a quicker pace and with issues such as increased cost
associated with infrastructure for education; reduced budget at the side of government who is primarily the sponsor
for higher education; online education is now seen as an immediate solution. While online teaching and learning can
offer convenience, flexibility, and affordability what needs to be noted is that, technology usage is also associated
with numerous challenges especially in Africa.
2.1 Benefits of using technology for online teaching and learning
Across the globe, the higher education system is now transformed to a world where extreme usage of tablets and
social media is very common for both teaching as well as learning. According to Kim & Bonk (2006), technology
has played and continues to play an important role in the development and expansion of online education. The way
we use technology for teaching and learning has enhanced our education and also proved to have a positive impact
on the education process. This adoption of technology has enriched the popularity for ODL among learners as it
offers flexibility and accessibility. Similarly ODL lecturers also found the usage the technology can improve the
interaction as well as collaboration among learners. Technologies assist in handling large number of students from
different parts of the world and hence at an institutional level, learning using technologies may be considered as a
cost effective teaching method (Botham & Mason, 2007). Technologies can transform higher education in many
ways: Digital technology enables fundamental shifts in instructional methods, content and assessment (West, 2012).
The benefits of using technology for online teaching and learning are well documented in literature. Some of them
are:
Learn at own pace: ODL offers the learners the opportunity to study at own pace, learners have the opportunity to
learn at any time, from anywhere at their own pace. According to Hegarty (2006), students report benefits of using
learning technologies such as the ability to learn at their own pace, to learn independently and to have fun. With the
help of technology for online teaching and learning the materials can now be accessed from a computer or from
mobile devices. This has created more opportunities for the learners.
Promotes interaction: Technology offers the opportunities to promote interaction between learners, learners and
lecturers as well as with experts in ODL. One of the research shows that interaction can increase learning and lessen
the psychological distance involved in ODL (Mayes, Luebeck, Ku, Akarasriworn, & Korkmaz, 2011). Similarly
interactions can help in achieving the learning outcomes and thus ensure successful learning; interactions can be
facilitated in ODL through effective usage of technology. The use of interactive technology with the affordances of
two-way communication and multiple representations may provide more interactions for online learners, and thus
lead to enhanced learning outcomes (Hyo-Jeong, 2010). Interaction in turn can promote students motivation and can
enhance the whole learning process. According to Espasa & Menses (2010) as cited by Croxto (2014) online courses
with high levels of interactivity lead to higher levels of student motivation, improved learning outcomes, and
satisfaction over less interactive learning environments. An increasing body of literature shows that learners learn
best when they are actively engaged with the curriculum and content (McGraw Hill, 2011). The results are learners
with higher levels of motivation and engagement.
Promotes higher-order think skills: According to various researchers, technology can promote critical thinking and
problem-solving skills among learners which are required in the 21st century. Online lecturers can make use of
various technologies such as Google Docs, Discussion Forums in Blackboard and create various activities that can
help to develop the critical skills of learners (Mansbach, 2015).
Opportunities for real-time student assessment: Technology allows the lecturers to monitor their learners
continuously, the progress of the learners in terms of reading, participation in discussion forums and even the
amount of time spent on the virtual learning platforms. Digital technology makes it possible to monitor how long
students devote to readings and videos, where they get electronic resources, and how quickly they master key
concepts (West, 2012).
Hence both ODL lectures and learners have equally embraced the usage of technology to enhance the potential for
teaching and learning.
2.2 Challenges faced in online teaching and learning in Africa
Access to technology: Access to technology is also a challenge, especially in many parts of Africa. The
underdeveloped areas, as in other countries on the African continent, face challenges in accessing information
technology as a result of poor infrastructure (Molawa, 2009).
Digital Divide: When compared with other countries of the world, digital divide in Africa is a main constraint. This
is major barrier for the usage of technology for online teaching and learning. According to researchers, blocking the
distance learners’ realization of their information needs is the digital divide, which further marginalizes the
underclass of “info-poor” (Oladokun & Aina, 2011). It was also noted that cultural barriers also poses problems to
technology innovation in Africa.
Pedagogical skills of online lecturers are also a challenge in online teaching. Online lecturers need to acquire
relevant skills to teach online, they are also challenged to develop curricula of an exploratory nature that engages
learners with hands-on, inquiry-based learning.
2.3 Emerging technologies that can be used for online teaching and learning
Usage of technology in ODL teaching and learning has become very crucial nowadays. In the initial days of ODL
the common technologies used for communication were emails and bulletin boards; these are now replaced with
synchronous technologies such as mobile technologies and social media. 21st century has also witnessed the
replacement of physical textbooks with e-books, tablets and ipads. Usage of social media for teaching and learning
is also gaining popularity in ODL. Similarly, remote classrooms enhanced by video images (video conferencing),
shared writing and display spaces (smartboards), and feedback mechanisms including polling and text chat (web
conferencing) are very common in ODL (Anderson & Dron, 2012).
3.0 Research Rationale
This study assessed the following factors:
Benefits of using technology for online teaching and learning
Challenges faced while implementing online teaching and learning in Africa
Emerging technologies that can be used for online teaching and learning in Africa
3.0 Methodology
3.1 Research Design:
The study used qualitative approach and purposive sampling that led to soliciting good responses from the actual
participants of the study. Qualitative approach was used in this study for various reasons. First and foremost,
qualitative researchers are interested in people’s experiences. This study focused on the experiences of lecturers and
learners who used technology for ODL. This study attempts to explain the reality, not through universal laws of
knowledge but through understanding the benefits and challenges that lecturers and learners have experienced in
ODL. A number of studies exploring the experience of learners within a specific academic field have chosen
qualitative method. For example, researchers have explored the learning experiences of students of psychology
using qualitative method (Mitchell, 2007). In this study also, the experiences of ODL learners are being studied and
hence qualitative approach is chosen.
Purposive sampling method was used in this study. Purposive sampling allows selecting the people who give the
information. Creswell (2009) recommends selecting participants who can provide information about the
phenomenon being studied. The main goal of purposive sampling is to focus on particular characteristics of a
population that are of interest, which will best enable you to answer your research questions. Purposive sampling
methods are often used in qualitative research studies so that the participants have experience in the phenomenon
being studied. For this study, the participants were lecturers and learners who use technology for ODL and this
sampling strategy serves the purpose of the study.
3.2 Participants and Description of the Study
The study was based on web based survey conducted among the online lecturers and learners in two institutions of
Higher Learning in Botswana. Typically qualitative research involves multiple opportunities for researchers to
interact with participants (Creswell, 2013; Ravitch & Carl, 2016). However, since the participants were online
teachers and learners who are scattered in different parts of the country, we utilized a survey approach that can help
us to reach maximum participants within a short time period. A survey approach is an efficient means to gather data
from participants in a range of locations and from a large number of people in a short amount of time (Ravitch &
Carl, 2016). An email invitation including a link to the survey created using Google survey was sent out to the
participants who were known to use technologies for online teaching and learning. Participants responded to the
survey anonymously, 9 experienced lecturers and 25 learners who had used technology for their ODL teaching and
learning participated in this survey. The survey was used to understand the perceptions of online learners and
teachers on the benefits and challenges associated with using technology for teaching and learning in an online
environment. The survey created for lecturers had 4 demographic questions and 6 open-ended questions. Some of
the key questions are as follows:
How have various technologies such as Virtual Learning Platforms (Blackboard, Moodle) and social
networking assisted your online teaching?
What technologies have you been exposed to doing your online teaching?
What are the challenges that you might have faced while using technologies for your online learning?
Please describe some of the best practices in teaching with technologies based on your direct or indirect
experiences.
What opportunities do you see in using online technologies for effective online teaching?
Can you suggest some of the emerging technologies that can improve the effectiveness of online teaching
in African Higher Education?
The survey created for learners had 5 demographic questions and 5 open-ended questions. Some of the key
questions are as follows:
How have various technologies such as Virtual Learning Platforms (Blackboard, Moodle) and social
networking assisted your online learning education?
What technologies have you been exposed to doing your online learning?
What are the challenges that you might have faced while using technologies for your online learning?
What opportunities do you see in using online technologies for effective learning?
Can you suggest some of the emerging technologies that can improve the effectiveness of learning in
African Higher Education?
Data collected using the survey were analyzed using constant comparative method (Glaser & Strauss, 1967; Strauss
& Corbin, 1990). All responses were carefully read and categorized. A number of categories or themes were
identified and were organized under three overarching categories that this study focused on:
(1) Benefits of using technology for online teaching and learning
(2) Challenges faced while implementing online teaching and learning in Africa
(3) Emerging technologies that can be used for online teaching and learning in Africa
4.0 Results and Discussion
The survey results provided insightful information on the benefits and challenges of using technologies for online
teaching and learning. The survey was left open for 2 weeks, of the 9 lecturers who responded 56% was male and
44% was female; 89% live in urban areas and 11% live in rural areas of Botswana. Similarly, of the 25 learners who
responded 62% was male and 38% was female; 76% of them live in urban areas and 24% live in rural areas of
Botswana. In addition, 0% was below age 25, 44% belongs to age group 25 to 34, 32% of age 35 to 44, 24% of age
45 to 54 and there were no respondents from the age group 55 and above.
Findings from both lecturers and learners used in the study revealed that usage of technology for online teaching and
learning comes with the following benefits: improved access, interaction with lecturer as well as other learners
(through participation in discussion forums, wikis and blogs), access to a wide variety of resources that are available
online, not outdated as well as shared by lecturers through the learning platforms as well as content sharing. Usage
of social platforms is another major benefit of using technology for online teaching and learning and this also
improved interaction during the teaching and learning process. Technology made possible the access to content
(24/7). It also improved the collaboration among learners as well as with experts around the world, provided access
to latest/updated information and ensured that there is no more usage of outdated physical books. According to the
survey results, technology can bring many opportunities for online teaching and learning. Technology can provide
improved access to higher education in Africa; it opens up access to higher education to the marginalized population
of Africa. Hence creates more opportunities for needy people staying in rural areas and for women of Africa with
much of domestic chores can access education. Technology offers global learning opportunity to Africans. It can
provide flexibility for learning; learners have the opportunity to learn at their own pace and convenience. Following
are some of the most typical comments made by the learners:
I just completed my MBA through online learning, I had the comfort of learning
from my own home at my own pace; staying far from resources or universities is
no longer a learning barrier. I see an opportunity opening up for needy people
staying in rural areas now getting education through online learning.
Online learning with the help of technology provides global learning
opportunity.
Usages of technology for my online learning have eased my interaction with
other learners and program facilitators.
The greatest benefit I see in using technology for online learning is the
opportunity to communicate with other learners on discussions and assignments.
When lecturers were asked about the benefits of technology for online teaching, many responded that they see the
benefit of using technology to improve interaction opportunities between lecturers and learners and among learners
themselves. One lecturer commented:
The Learning Platform was of great use to me when teaching, without which online
teaching was NOT possible. WhatsApp was used by me for small groups and it was such
great handy tool for announcements and simple enquiries and encouragement.
While technology use for online teaching and learning comes with a number of benefits, it poses some challenges in
Africa. The major challenge according to the study results is the unreliable internet access. Africa is still facing huge
bandwidth issues. In many parts of Africa internet access is not reliable, always facing challenges such as slow
internet or limited availability of internet. The high cost of internet is another major challenge and many of the
learners found the affordability of internet as a major concern for online learning. Technophobia is also a common
concern among many learners as well as lecturers. This is due to the fear of change in some cases, while in others
due to the fact that they are not equipped with the necessary 21st century technology skills. During the process of
learning, learners found that there is slow or no response from lecturers, similarly lecturers also found slow or no
response from learners, the fact that in the process of online teaching and learning lecturers and learners may not
have any physical contact has thus posed a challenge for doing regular follow up in the process of teaching and
learning. Pedagogical skills of online lecturers was also found to be a challenge; lecturers also found it difficult to
create formative tests on the learning platforms used. One lecturer singled out the need for continuous professional
development opportunities and commented:
Learning to use those technologies was a challenge because change itself is a
challenge. Technologies are changing on a daily basis and hence there is need to
create continuous professional development opportunities for online lectures.
Findings from the study revealed that lecturers and learners in Botswana are currently using various technologies for
their online teaching and learning. Most popular technologies used include Moodle, Blackboard, wikis and social
networking platforms (WhatsApp, Skype). Participants also felt some of the emerging technologies such as
videoconferencing, social media (WhatsApp, Facebook), virtual classrooms, Camtasia, Edmodo, Edu Blogs,
Wikispaces, Schoology and Skype can further improve the effectiveness of their ODL teaching and learning.
5.0 Conclusion
This study examined the benefits and challenges of the use of technology in ODL teaching and learning in the
context of African institutions of higher learning. Two institutions of higher learning in Botswana were used as case
studies. Findings indicate that technology usage in ODL teaching and learning avail a lot of opportunities for both
learners and lecturers. The benefits accruing from technology usage include; improved access, interaction with
lecturer as well as other learners, access to a wide variety of latest and updated resources that are available online as
well as content sharing. While it is acknowledged that usage of technology has a lot of benefits, there are some
challenges faced by both lecturers and learners such as; unreliable internet access, high costs associated with
bandwidth, technophobia and inadequate pedagogical skills of online lecturers. The use of emerging technologies
such as videoconferencing, social media, and virtual classrooms, Wikispaces, Schoology and Skype were also
recommended by the participants for the enhancement of ODL offerings.
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Appendix 1: Hierarchical Analysis of Data
Overview of Themes
Central Themes
Underlying Themes
Benefits of using technology
Interaction with other learners and program facilitators.
Online lectures and study materials.
Online assessments discussion forums and
assignments.
Access to wide range of resources.
Improved access to education.
Increased motivation on the part of learners.
Flexibility - learn from home at own pace.
Efficiency.
Increase access - opportunities for those staying in rural
areas.
Easy and increased exchange of ideas.
Global learning opportunity.
Challenges faced while using technology
Internet challenges low bandwidth, high costs of
bandwidth, access issues.
Learning challenges technophobia, reluctance to
change from traditional mode of learning.
Limited interaction with lecturers and other learners.
Delay in getting response from lecturers.
Different time zones affecting synchronous sessions.
Emerging technologies for online teaching and learning
LMS - Blackboard Learn, Moodle, Edmodo.
Camtesia.
Social Media Whatsapp, Facebook and Skype.
Video conferencing.
Virtual classrooms.
Edu Blogs, Wikispaces.
Schoology
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Undergraduate programs in psychology in Canada rarely, if ever, teach qualitative methods as an integral part of the undergraduate curriculum. When programs do offer qualitative methods courses, they are often single stand-alone courses without adequate institutional support. Given the scientific traditions of training within psychology, it is important to consider the epistemological and infrastructural challenges faced by undergraduate students in psychology when they are first introduced to qualitative methods. Three psychology students reflect, with their professor, on their experiences of learning qualitative methods in their senior years as undergraduates. The students reflect on the many challenges, both intellectual and practical, of learning against the grain within a discipline that is firmly rooted in positivism. The authors reflect on these challenges and insights gained from exercises, which position them as both the knower and known when conducting life history studies in which they participate as both interviewer and interviewee. The authors conclude with practical suggestions for incorporating qualitative research methods into the undergraduate curriculum and advocate for increased methodological pluralism within psychology programs.
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For the past decade, distance learning research has shifted the focus from defining the notion of distance as a physical proximity or separateness to a psychological construct such as social presence. We have also witnessed the increasing number of research studies that have examined the role of interaction as a way to minimize psychological distance. However, the overall quality of online interaction research has been questioned due to the lack of rigorous methods, and the overly-positive assumption about the relationship between quantity and quality of interaction. This theoretical paper argues that future online interaction research in the area of distance learning should move beyond merely comparing the types or amounts of interaction, and that more rigorous criteria should be employed to design, implement and evaluate online interaction research studies. This paper presents a design-evaluation framework particularly focusing on the three dimensions of learning research on interaction: a) the conceptualization of interaction, b) the tight coupling of the pedagogical-technological design, and c) the valid and reliable evaluation. It is hoped that this paper will highlight critical theoretical and methodological issues for future research to consider for the advancement of our knowledge on the role of interaction in distance learning environments.
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Purpose The purpose of this paper is to evaluate the approach to embedding entrepreneurship within third level education in Northern Ireland by assessing the perceptions of lecturers and learners and monitoring the effectiveness of teaching methods. Design/methodology/approach Surveys and focus groups were conducted with lecturers and learners from different disciplines as part of a pilot investigation under the Northern Ireland Centre for Entrepreneurship (NICENT) with a view to establishing a longitudinal study. Findings Evidence suggests that NICENT has increased interest and positive attitudes towards entrepreneurship in Northern Ireland. E‐learning can meet high demand, intensive programmes are equally effective in improving the skills set. Entrepreneurship education needs sub‐sequential support. Research limitations/implications The study provided preliminary findings for entrepreneurship teachings in different disciplines. Further dissecting of lecturer/learner analyses by course/year etc. is possible. Effectiveness could be assessed through graduate behaviours in the future in order to build longitudinal data. Practical implications The results prove that lecturers/learners are willing to embrace new subjects (entrepreneurship for scientists) and new teaching methods when blended with traditional approaches. Whilst WebCT environment can facilitate a comfortable action‐learning zone, entrepreneurship education needs personalisation and industry engagement. Originality/value The study reports from the developing face within Northern Ireland and provides insightful observations of new subject adoption, the learner's curve and changing cultural attitudes within tertiary education.
Good Practice in Enterprise Development in UK Higher Education
  • R Botham
  • C Mason
Botham, R., & Mason, C. (2007). Good Practice in Enterprise Development in UK Higher Education. Birmingham: National Council for Graduate Entrepreneurship.
The Role of Interactivity in Student Satisfaction and Persistence in Online Learning
  • R A Croxto
Croxto, R. A. (2014, June). The Role of Interactivity in Student Satisfaction and Persistence in Online Learning. MERLOT Journal of Online Learning and Teaching, 10(2).