Virtual Learning: The Lacuna for Improved Access, Openness and Flexibility in an Open and Distance Learning University

Autor/inn/en	Seeletso, Mmabaledi; Letseka, Moeketsi
Titel	Virtual Learning: The Lacuna for Improved Access, Openness and Flexibility in an Open and Distance Learning University
Quelle	In: International Journal of Multidisciplinary Perspectives in Higher Education, 5 (2020) 2, S.86-99 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-2546
Schlagwörter	Electronic Learning; Virtual Classrooms; Access to Education; Open Universities; Distance Education; Delivery Systems; Graduate Students; Student Experience; Student Satisfaction; Independent Study; Educational Technology; Synchronous Communication; Affordances; Barriers; Facilitators (Individuals); Technology Integration; Foreign Countries; Botswana + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Offene Universität; Distance study; Distance learning; Fernunterricht; Auslieferung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studienerfahrung; Selbststudium; Unterrichtsmedien; Ausland
Abstract	This paper explores ways in which virtual learning can facilitate improved access to information, promote openness, and encourage flexibility in an open and distance learning university. It reports on experiences and perceptions of students at an open and distance learning university, who study through virtual learning. The study considered two groups studying the same programme, under different conditions. One group had facilitators during face-to-face sessions while the other used a virtual classroom, using smartboard technology. The sample consisted of thirty-two (32) students from Botswana Open University (BOU). An exploratory mixed methods approach was used. Students were purposively sampled. A questionnaire was administered to establish the extent to which virtual learning delivery mode provided improved access, openness and flexibility. For data analysis, themes of students' responses were identified and tallied according to the different issues and trends that emerged. The findings suggest that students view virtual learning not as significantly different from the face-to-face session in terms of quality of content. However, students reported low levels of satisfaction regarding interactivity and poor video quality. (As Provided).
Anmerkungen	International Journal of Multidisciplinary Perspectives in Higher Education. 6 Delgreen Court, Nottingham, MD 21236. Web site: https://www.ojed.org/index.php/jimphe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01