Exploring the Challenges Encountered During the Process of Shifting from ODL to ODeL in Higher Education: The Case of Zimbabwe Open University

Abstract

The challenges that higher education institutions face when switching from Open and Distance Learning (ODL) to Open, Distance and e-Learning (ODeL) are examined in this research. The incorporation of online learning offers educational institutions both benefits and challenges as digital technologies transform the landscape of education. Non-probability sampling (purposive) was used to determine research participants for qualitative data, while probability sampling (simple random) was used to determine respondents for quantitative data. The population of the study was 300 respondents comprising academics, administrators and students in three Matabeleland Regional Campuses of ZOU, subsequently the sample size was 100 respondents. To analyse data exploratory sequential design was used as justified by Cresswell and Clark (2018). To collect accurate data on the transition process, this study used a mixed method approach that included surveys and interviews with administrators, students and academics. Observations and focus group discussions also proved to be useful tools for data collection. Limitations in the study included technology infrastructure, faculty unpreparedness, technophobia, inappropriate pedagogical methodologies and low levels of student involvement are the main challenges which were revealed by this study. Analyses of research findings indicated that the stakeholders were fully aware of the benefits to be accrued in the successful transition from ODL to ODeL but they also faced the hitches that are inherent in the implementation strategies. The shift was found to have implications for prospective students, current students, lecturers, support staff and senior management. Based on the findings of this research the following recommendations were proffered. More work must go into the planning process, before launching changes of such magnitude, the qualifications of educators should have a strong bias towards digital literacy and institutions should possess the appropriate infrastructure and gadgets to facilitate a smooth shift from ODL to ODeL.