Integrating open distance learning in higher education institutions as a transformative shift in teaching and learning
Abstract
Background and Purpose: The threat brought about by COVID-19 has made a huge impact not only on the economic, tourism, and health sectors but also on the world's education system. Specifically, this pandemic crisis has caused higher education institutions (HEIs) to abruptly shift to open distance learning (ODL) to respond to the call for continued education despite the global health threat.
Methodology: Using a quantitative approach and purposive sampling that led to soliciting good responses from 320 respondents from private and public HEIs in Melaka, Malaysia, this study explains the reality, readiness and willingness of learners and lecturers experienced in ODL.
Findings: Findings indicate that technology use in ODL teaching and learning offers many opportunities for both learners and lecturers. The instructors and learners perceived that ODL is effective with technology merging the old and the new. Three aspects were indicated from this study, namely 1) interaction between learners or among themselves as peers, 2) technical support, and 3) pedagogical demands. Nonetheless, there were some challenges faced by both lecturers and learners, such as unreliable internet access, high costs associated with bandwidth, technophobia and inadequate pedagogical skills.
Contributions: This study examines the experiences of instructors and learners in Open Distance Learning (ODL) within Malaysian higher education institutions, revealing both opportunities and challenges in digital learning. Key contributions include identifying three critical factors affecting ODL effectiveness: learner interaction, technical support, and pedagogical demands. The findings advocate for a shift towards blended learning to bridge technological and instructional gaps, ensuring a more effective and sustainable learning environment.
Keywords: Blended learning, continuity, digital, open distance learning, fundamental shifts.
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