Rethinking openness for learning in open distance learning institutions

Abstract

The trends in open distance learning over the years and its evolution to higher education are interesting phenomena that continue to gain acceptance. While open distance learning serves as an intervening solution, initiated by most African higher institutions for students that missed out on the opportunity of studying in mainstream institutions, there is a need for her tertiary institutions to confront the challenge of making the Institutions open to meet the needs of upwardly enrolling higher education of adult students. However, this study argues that not only is this practice pedagogically unsound, but also clearly contradictory to the policy for open distance learning, for which the institutions were established in the specific context of the University of South Africa. It further highlights the rethink of the pedagogical approach by all stakeholders focusing more closely on the quality of openness in teaching and learning. It seeks guidelines for designing teaching and learning, particularly for Open Distance Learning (ODL) institutions, which only have a policy for distance and online learning and in contrast to the institutions’ agenda by creating opportunities through open distance e-learning nationally and on the African continent. The Transactional Distance Theory was adopted to underpin the study. Also, it highlights the openness in ODL and recommends different innovative ways to take the agenda of Open Distance Learning forward for optimal impact.