Students’ Perception on Quality Dimensions and Challenges Faced inn Open and Distance Learning in Higher Education in Ethiopia

Abstract

Over a decade now, Open Distance Learning (ODL) has become everywhere in the Ethiopian educational system. More than seven public universities and three private universities in Ethiopia are currently running ODL programmes. Effective ODL programme demands that strategic planning is made at all times. Such planning could be done well if perceptions and challenges confronting learners on the programme are identified and addressed. This study sets out to explore and provide an up-to-date picture of the perceptions and challenges faced by ODL students in their quest to study at the university level. Specifically, the study focused on distance students in the Ethiopian public and private institutions (Harmaya University, Jimma University, St.Mary University College and Alpha University College). An exploratory research design using mixed methods of questionnaire and interviews as the data collection techniques was adopted for the study. Both stratified and purposive sampling techniques were used in sampling 48 ODL (11 from each of the four study centers) and four student leaders, 1 from each of the four centers).The result shows that the majority of respondents feel that interactivity happens at various stages of the teaching-learning process and that contributes further to the positive dialogue between the tutors and students. The majority of students are satisfied about how tutors communicate with them and their level of language. The majority of students were happy with the time table and how modules are structured in sections. The students were also happy with the activities of work they received from the tutors. An interesting result was that some students still prefer the previous method of face-to-face teaching by a facilitator but it is understandable as the use of student centered is a new initiative and will take time for students to get use to that and to see the benefits of the method, such as to get first hand lectures from the tutor that develops the course and set up the examination papers. Among the challenges identified were institutional, instructional, social, psychological and financial. The finding revealed that, the number of students in a class during tutorial programs is not to the standard, the tutors’ are responsible for one to two courses at a time and the remainder for more than two courses, assignments were too difficult for the ability of the students on the courses some students do not receive modules before tutorial sessions and, consequently, some were forced to share modules, modules were not given long enough in advance of the actual tutorial sessions less commitment of stakeholders to realize the ODL programme. The findings of the study, it is expected, will be utilized instrumentally and conceptually in informing policy directives by private and public universities presently involved in ODL programmes. It is recommended that, intensification open distance learning units at the institution and ensuring that students have a suitable educational background when they join to the specific programme would make ODL efficient. In addition to this, it is good to try to make the system more flexible and use different information and communication technologies to support ODL. Further, private, public and potential providers of ODL programme in the country stand to gain a lot from the findings and recommendations of the study.