Exploring the use of Information and Communication Technology (ICT) in Open and Distance Learning (ODL): The Case study of Botswana Open University (BOU)

Abstract

Open and distance education has become popular worldwide in the last century. It extends beyond normal school or university boundaries because it is flexible and instils lifelong learning. This method of learning is mostly used by students who are studying part-time. Access to education is made easier by the increased usage of technology (smartphones, computers, internet connectivity) in teaching and learning. Botswana, like many countries around the world, has not been left behind. Its first and only Open Distance institution, Botswana Open University (BOU), like other institutions of higher learning, embraced the use of information and communication technology (ICT) in teaching and learning and integrated ICT to be an integral part of the teaching and learning delivery process in 2014. Programmes were created to use technology online using a learning management system (LMS) and Moodle platform. Since many academics have written on the factors to consider when implementing ICT in teaching and learning and others have discussed the challenges faced by users of online learning platforms, the author of this study decided to investigate the application of ICT in ODL by focusing on the students enrolled in the Master of Educational Management and Leadership (MEdEL) course at BOU. The study followed a qualitative approach using semi- structured interviews, an open-ended questionnaire and a policy document review. The first phase of the research determined the current perceptions of students on the use of e-learning in an ODL programme. The next phase established the practices of e-learning in the online programmes at BOU to determine the degree of technical knowledge and skills, especially in the use of e-learning in ODL and further investigated the strategies that are used by BOU to motivate students enrolled in their online learning programmes. Purposive sampling was used to select 14 participants including a lecturer at BOU, the online managers, the tutors, as well as the students, some of whom were registered at BOU at the time of the study. Data collected through interviews and questionnaires were thematically analysed while data from the documents reviewed were descriptively analysed. The study provided significant evidence of challenges faced by users and custodians of the LMS. The challenges in the implementation of the online programmes included the absence or shortage of resources, including human resources, and the calibre of students enrolled. It further revealed that lack of skills and limited skills also impacted the use of technology in ODL. Despite these challenges, the university has implemented policies intended to support students during their studies. The findings of the XI study revealed that although there are measures in place to support and assist students during their studies, they do not work for all students. It is necessary to support students, especially those in remote areas of the country where resources are limited. Furthermore, students enrolled in online ODL programmes need assistance when it comes to computer skills. The university needs to consider implementing a bridging course that will allow students to enhance their ICT skills and learn to navigate the learning space before the commencement of their main programme. Training on the use of the learning space needs to be enhanced, not only for students but also for tutors and lecturers born before computers arrived, as this will assist in ensuring that students receive the required support. There is also a need for the university to engage in an evaluation of the use of the LMS to identify areas in need of improvement. The implementation of a fully online learning programme entails having the necessary skills, resources, and most of all the support that will ensure the effective use and satisfaction of the user.