International Journal on Open and Distance e-Learning

Evaluating the Implementation of Oral Examination (OREX) as an Alternative Assessment Method in Higher Learning Institutions

2025-04-03T08:07:07+00:00

The COVID-19 pandemic necessitated rapid shifts in higher education assessment practice, leading institutions like The Open University of Tanzania (OUT) to adopt Online Remote Oral Examinations (OREX) as an alternative evaluation method (Iglesias-Pradas et al., 2021). This study examines the implementation of OREX during the 2019/2020 academic year, where examiners and students engaged in real-time, interactive oral assessments via digital platforms. This modality showed potential for upholding academic integrity while adapting to remote learning constraints (Smith & Lee, 2020). Focusing on OUT’s experience, the paper evaluates OREX’s effectiveness in maintaining academic standards, credibility, and reliability, particularly in mitigating risks of academic dishonesty a key concern in online assessments (Nguyen et al., 2022). The study details the preparatory measures undertaken, including examiner and student training, technical setup, and procedural adjustments to ensure seamless execution. Findings indicate that despite initial challenges such as internet instability and digital literacy gaps (UNESCO, 2020), OREX provided a viable, flexible, and competency-based assessment approach, aligning with global trends in diversified evaluation methods (MoEST, 2021). The research suggests that OREX, initially a pandemic contingency, holds potential for long-term integration into higher education assessment frameworks. By combining interactive rigor with logistical adaptability, OREX could expand the toolkit for evaluating student learning outcomes beyond traditional written exams. This study contributes to the growing discourse on sustainable remote assessment models in African distance learning contexts, offering empirical insights for policymakers and educators.

Level of Social Presence, Social Interaction, Collaborative Learning, and Satisfaction in a BAMS Course Discord Server

2025-03-24T00:54:19+00:00

The integration of Discord as a communication and collaboration platform in online learning has gained attention due to its interactive features that support real-time engagement. This study examines students’ perceptions of social presence, social interaction, collaborative learning, and overall satisfaction in a Bachelor of Arts in Multimedia Studies (BAMS) course Discord server. Using survey data, activity logs, open-ended responses, and the Student Evaluation of Teaching (SET) data for the BAMS course, the study evaluates how Discord fosters a sense of community, facilitates peer interaction, and enhances the learning experience.Findings indicate a high level of social presence, with 84% of students agreeing that Discord helped them feel connected with peers and faculty-in-charge (FIC). Real-time chat, voice discussions, and multimedia sharing contributed to a stronger sense of community compared to traditional Learning Management Systems (LMSs). In terms of social interaction, 71% of students reported frequent engagement with classmates, with text chat (95%), voice discussions (60%), and direct messaging (50%) being the most utilized features. Additionally, collaborative learning was supported, with 65% of students acknowledging that Discord facilitated knowledge sharing, teamwork, and problem-solving. Students appreciated its structured organization, which helped them locate discussions and announcements efficiently.

Overall, 64% of students expressed satisfaction with Discord as a learning platform, citing benefits, such as enhanced faculty communication (86%), improved peer interaction (69%), and a relaxed yet productive learning environment (62%). However, challenges included unfamiliarity with the platform, underutilization of certain channels, and reliance on peer engagement for meaningful discussions.The study concludes that Discord serves as an effective supplementary learning tool, enhancing online learning experiences through real-time interaction and collaboration. Recommendations include onboarding tutorials, structured engagement activities, and periodic check-ins to improve student participation further and maximize the platform’s potential.

Instructional Supervision Needs of Private Higher Education Institutions: Towards a Distinct Distance Learning Management Framework

2025-05-07T08:51:15+00:00

This study examined the instructional supervision needs of private higher education institutions engaged in online distance learning to develop a unique framework for managing online distance learning effectively. Employing a sequential explanatory mixed-methods design, quantitative data were collected from 301 teachers via surveys, followed by qualitative insights from five purposively selected school leaders through focus group discussion. Thematic analysis of qualitative data involved coding, theme development, and cross-referencing with existing literature to identify key supervisory practices. Results indicated that teachers demonstrated strong competencies in management, institutional, social, and communication skills, while pedagogical, design, and content skills were adequate. Technological skills, however, were the weakest and required focused improvement. In response, school leaders implemented tailored instructional supervision strategies addressing these needs. Based on these findings, the study proposes a distinct distance learning management framework comprising initiatives across six categories: pedagogical, technological, management and institutional, social and communication, design, and content. This framework provides a valuable tool for school leaders to effectively support and manage online teaching, particularly during crises or unexpected disruptions.

Instructors’ Coping Strategies for Effective Online Teaching at the Open University of Tanzania (OUT)

2025-01-16T10:02:36+00:00

Online teaching, now widely regarded as an appealing method of instruction in higher learning institutions, is constrained by various factors, including technological, pedagogical, and financial challenges that hinder instructors' efficiency in teaching. This study explored the coping strategies employed by instructors to facilitate effective online teaching at the Open University of Tanzania. Employing a qualitative approach and a phenomenological design, the study involved ten (10) participants, comprising two instructors selected from each of the five faculties at OUT. These faculties include the Faculty of Arts and Social Sciences, the Faculty of Education, the Faculty of Business Management, the Faculty of Law, and the Faculty of Science, Technology, and Environmental Studies. Data were collected through semi-structured interviews and document reviews, and were analyzed using thematic analysis. The findings revealed that instructors adopted various coping strategies to enhance the effectiveness of online teaching. These strategies included teaching in university premises, using alternative tools other than Zoom and Moodle, delivery pre-recording online lectures, distributing digital and printed copies of learning resources and using personal devices and internet bundles to support course delivery. The study recommends that instructors be trained in diverse coping strategies for effective online teaching. Additionally, they should be provided with essential tools such as personal laptops and provided with institutional bandwidth support. Furthermore, the university should establish mechanisms to motivate instructors engaged in online teaching.

Flexible Learning for Dance Instruction in Higher Education Institutions at the National Capital Region, Philippines

2025-04-21T06:34:47+00:00

This study addressed the lack of research on the use of flexible learning in dance in the Philippines. It investigated the experiences of dance teachers in Higher Education Institutions (HEIs) in the National Capital Region (NCR) during the shift to flexible learning amid the pandemic, specifically from academic years 2020 to 2022. The study examined the different flexible learning approaches, methods and techniques used, and assessed their effectiveness in ensuring sustained effective delivery of dance instruction. It also examined the challenges encountered in using flexible learning. Questionnaires and in-depth interviews were used to collect data which were analyzed using descriptive analysis. Findings revealed that flexible learning, consisting of synchronous and asynchronous delivery modes, was the only suitable method during the Covid-19 pandemic. However, its adoption caused a lot of pressures and challenges among teachers, particularly in preparing lessons and teaching materials, including the lack of familiarity with using the appropriate technologies. Recommended steps to improve the use of flexible learning were gathered to provide readiness to dance teachers and students during times of restricted activities like the pandemic.

Students' Usage of Google Classroom as LMS during Covid-19

2025-05-28T06:02:39+00:00

Both developed and developing nations have adopted online education in response to the difficulties posed by the Covid-19 pandemic. Learning Management Systems (LMS) have gained rapid popularity as a widely utilized method for teaching and learning in the blended learning environment of universities. In the context of Open and Distance Learning (ODL), Google Classroom has often been used as a substitute for LMS, either due to the constraints of traditional LMSs or the absence of any existing LMSs. This study investigates the students' reactions to the utilization of Google Classroom as a LMS during the Covid-19 pandemic, when traditional in- person instruction was suspended in universities in Bangladesh. The study employed various techniques to gather responses from the students. A mixed-methods approach was employed, incorporating both survey questionnaires and in-depth interviews to gather quantitative and qualitative data. A total of 152 pupils completed the survey, and five learners participated in interviews. The findings of the study revealed that majority of the students responded positively on the usage of Google Classroom as LMS. However, several problems were observed such as the need for formalization and concerns over privacy and safety. The study recommends that the respective university authority should provide constant monitoring, timely feedback, and regular updates. Moreover, having clear policy guidelines, online surveillance measures, and active facilitation role of teachers are essential for the effective use of Google Classroom in ODL settings.