International Journal on Open and Distance e-Learning

Identifying Learner Support Services Gaps In Distance Education: Case Study of A Federal Owned University In Nigeria

Osaretin Aigbovo — 2025-02-13

A distance education institution must have strategies for success in place, one of which should be the provision of effective learner support services. Compared to that of the traditional/face-to-face mode of teaching and learning, the learner support services needed for distance learning are more critical. The aim of the study was to identify the availability of the components of learner support services and gaps existing in any available system. The study also investigated the level of availability of different support services at the institution for distance learners. It further examined the challenges faced by the institution in the provision of support services. The case institution for this study is the Centre for Distance Learning, University of Benin, Benin City, Nigeria. The study applied qualitative and investigative methods to obtain knowledge by means of observation, interviews and study of official documents. A total of 43 stakeholders participated in the study. The population comprised of management staff, program coordinator, course adviser, E-tutors, technical and administrative staff and learners. The study identified the need for increased funding to upgrade the facilities and sustain the day-to-day operations of the institution. More training and engagements with the learners on how Open and Distance Learning (ODL) works and how to carry out the important tasks required of them on the learning application were also recommended. In order to reduce isolation created by the physical separation between learners and the Centre, there is a need for periodic face to face interaction between learners and the Centre.

Student Evaluation of Blended Learning Implementation and Faculty Performance with Online Components: A Comparative Analysis Across Senior High School Grade Levels and Academic Strands

Stephen Jay Co — 2025-02-13

Blended learning, which combines face-to-face instruction with online learning components, has become increasingly prevalent in Philippine senior high schools. This study examines student evaluations of blended learning implementation, with a specific focus on the effectiveness of its online components. Additionally, it explores faculty performance in delivering these online aspects across various grade levels and academic strands in a Philippine senior high school. Using a mixed-methods approach, this study surveyed 1,450 students from various academic strands (STEM, ABM, HUMSS, and GAS) in Grades 11 and 12. Quantitative data were analyzed using t-tests, Mann-Whitney U tests, and Kruskal-Wallis tests, while qualitative data underwent constant comparative analysis. Results showed no significant differences between grade levels but revealed variations across academic strands. STEM students reported more positive evaluations of online learning implementation, while GAS students viewed faculty performance most favorably. Common challenges identified by the students included excessive workload, unstable internet connections, and mental health concerns. Opportunities focused on better time management, diverse learning tools, and independent learning. These findings underscore the need for strand-specific customization in blended learning implementation and targeted faculty development. The study contributes to research on blended learning in secondary education and offers insights for enhancing technology-enhanced learning in diverse academic contexts.

Learning Under the New Normal: Remote Learning Readiness among Students of a Philippine State University

Beverly Pabro — 2025-02-13

With the outbreak of COVID-19, education shifted to a new norm with remote learning becoming the primary mode of instruction. This transition highlighted the need to understand students’ readiness for this new educational set-up. This study was conducted to assess students’ readiness for remote learning at a Philippine State University. It aimed to determine the expectations of the students on remote learning set-up, the challenges faced, and the assistance needed to propose recommendations and interventions to address the challenges and ensure an effective delivery of education through remote learning. The study was conducted through an online survey administered to 238 undergraduate and graduate students. The remote learning readiness survey was adapted from the Online Readiness Assessment by Vicki Williams (2014), which covers areas such as expectations, self-direction, learning preferences, study habits, learning strategies, language skills, technology skills, technology-mediated communication skills, and hardware/software requirements. Results showed that most of the respondents strongly agreed that remote courses are not easier than face-to-face courses. Moreover, a majority reported being self-directed to finish what they started and dedicated specific time to do their coursework. The majority also expressed confidence in navigating the internet and communicating via email and other synchronous platforms. Challenges encountered are poor or unstable internet connections, financial cost of study, heavy academic workload, time management difficulties, unavailability of gadgets and internet data, difficulty in managing distractions, and mental health issues concerns such as anxiety, In response to these challenges, the study proposes several interventions, including academic support, financial assistance, and mental health services.

Disruption and the Quality of Instruction during the COVID-19 Pandemic: The Case of a Catholic School in Hermosa, Bataan, Philippines

Patrick De Leon — 2025-02-13

This study determined whether there was a significant difference in the academic performance of students in a case Catholic school in Hermosa, Bataan, Philippines in the year immediately before the COVID-19 pandemic (SY 2019-2020) and during the first two years of the pandemic (SY 2020- 2021 and SY 2021-2022). It also identified the strategies or measures implemented by the school which influenced the students’ performance. Data were gathered through an online survey and interviews of the school’s teachers, officials, and staff. The results of the paired samples t-test of weighted average grades revealed no significant difference in the academic performance of students between the first year of the pandemic and the year immediately before the pandemic. However, their academic performances in the year prior to the pandemic and during the second year of the pandemic were found to be significantly different. The school implemented several strategies or measures to mitigate the effects of the pandemic, including shifting to blended learning delivery mode, providing printed modules to students with poor or without internet connection, and close monitoring and following-up of students’ learning. These strategies or measures were primarily guided by government memoranda during the said period. The instructions from the Catholic Educational Association of the Philippines and the Diocese of Balanga served only as secondary guides. The findings of the study highlight that in the case of a Catholic school under a pandemic context, the formal educational management model takes precedence over the cultural model of educational management.

An Investigation into Learners' Satisfaction in an Online Learning Environment

Oluniyi Oyeleke — 2025-02-13

The study aimed to ascertain if learners are satisfied with the school online program at the Obafemi Awolowo University, Nigeria. The university is a dual-mode institution, combining distance education with the conventional face-to-face delivery model. The Centre for Distance Learning (CDL) is a unit in the university with a mandate to provide open and flexible education available “anywhere anytime beyond borders”. This study examined the level of satisfaction of 200 and 300 levels of online nursing students, on the indices of online presence, factors considered critical to success, learning materials, and learning activities. A survey-based data collection procedure was employed, using an adapted questionnaire to gather relevant information. The indicators for level of satisfaction are categorized as highly satisfied, moderately satisfied, and not satisfied. The data obtained were coded and analyzed with the SPSS software with frequency distribution, percentage distribution and mean statistics applied for analysis. In this study, the lowest mean value indicated the most preferred and highly satisfying e-learning program. The frequency and percentage distribution of each of the e-learning programs were also examined across different student levels. A proportional data analysis using frequency and percentage distribution technique was employed to compare the level of satisfaction of each component of e-learning programs across different program levels among learners. The results showed learners were satisfied with the open and distance learning program (x̅ = 2.046). The breakdown of all the variables investigated online presence and online community (x̅ = 2.174); factors for online success (x̅ = 1.89); learning materials (x̅ = 1.798); frequency of learning activities (x̅ = 1.963) shows the degree of satisfaction across the variables. However, the aspect of prompt feedback shows disapproval ratings among the respondents. In conclusion, the study shows the aspects of the program where the learners are highly satisfied, moderately satisfied and not satisfied at all. This provides information for further programme development especially in the aspect of prompt feedback where learners were dissatisfied.

Student Perception of Learning, Engagement, and Confidence in Research Skills Using Mobile Devices as an Active Learning Strategy in a Science Course

Reina Irinco — 2025-02-13

This study aimed to determine how tertiary students use their mobile devices for academic in-class activities and learning tasks. Specifically, it examined the students’ perceptions of their learning, engagement, and confidence in research skills in relation to their use of mobile devices. This study used an online survey which consisted of a four-point Likert scale and verbal interpretation. Data analysis was performed using frequency distribution, mean, and standard deviation to assess respondents’ views on the influence of mobile devices in their learning and confidence in conducting research. The findings showed that students agreed with the positive impact of mobile devices in their education. In addition, students reported greater confidence in their research skills when using mobile devices. Overall, the students felt that mobile technology improved their knowledge and engagement. Moreover, the study showed that gadgets and applications should only be used as learning tools because the outcomes should still depend on the pedagogical strategy and learning objectives. As the research used convenience sampling, the results may only partially represent undergraduate students' perceptions of engagement, learning, and confidence in their research skills using their mobile devices. However, the research’s findings still provide insights on the potential benefits of integrating mobile devices in the classroom. These results can guide the development and formulation of more effective instructional methods and materials to enhance the students' learning experience.