Informing the Misinformed: A Critical Analysis of Common Misconceptions of Open and Distance Learning Among Conventional University Teachers in Nigeria

Abstract

Despite the fact that distance education has been integrated into the mainstream of Nigeria’s educational system (thousands of those denied in the conventional education were adequately offered admission through the distance learning), this mode of educational delivery is still increasingly misconceived especially by university teachers who were trained through the conventional mode. This study was, therefore, carried-out to ascertain the common misconceptions associated with open and distance learning by university teachers in Nigeria. The study adopted the descriptive research design of the ex-post facto type. The population comprised all the university lecturers at Ibrahim Babangida University, Niger State and University of Ibadan, Ibadan, Nigeria. The sample size comprised one hundred and thirteen (113) lecturers selected through the purposive sampling technique while simple random sampling techniques was used to select fifteen (15) departments (seven from faculties of Education, four from Social Sciences and four from Arts). For participants to qualify for selection, they must have been teaching at least for three years in the distance learning programme, and must have had minimal understanding of the philosophy and modus operandi of open and distance learning. Common misconception of open and distance learning questionnaire (CMODLQ) r=84 was used to collect data which were analysed through simples percentages and cross tabulation. Findings showed that (87 per cent) perceived ODL as a debased form of learning with so much emphasis on individualized rather than group learning. (90 per cent) conceptualised it as less vigorous since the content of learning cannot be adequately covered within short period of face-to-face contact while (70 per cent) claimed that evaluation of learning in ODL is less vigorous due to the consideration accorded the competing demands of learners. These results revealed that much is still needed to be done in order to create enabling environment where ODL programmes would be favourably perceived by university lecturers. Based on these findings, the strategies that can be used by open and distance learning institutions to promote the acceptability of this educational delivery mode as a standard and alternative educational component especially university lectures such as improved teacher-students contact for adequate learning process; joint semester examination for both conventional and ODL students; regular and adequate training for conventional university teachers on ODL operations be taken as a matter of priority were suggested. The paper also advocated for adequate quality control measures to be taken by an independent body like National University Commission (NUC) so as to encourage patronage of ODL in Nigeria and competencies of the students in the ODL programme.

Keywords: Common Misconceptions, Critical Analysis, Informing the Misinformed, Open and Distance Learning, University Teachers.