Leveraging the Capabilities of Online Facilitation as an Interactive Mode of Instructional Delivery in Open and Distance Learning in Nigeria

Abstract

The need to bridge the instructional gap that exists between teachers and their learners in open and distance learning (ODL) has been widely acknowledged in literature. Scholars have advocated for instructional delivery channels that will facilitate interaction and engagement in the system. Online facilitation remains a crucial component of ODL as it allows seamless interaction between lecturers and students anytime, anywhere. However, this mode of instructional delivery could be hindered by some teacher-related factors, as facilitators have strategic roles to play in content development and delivery. This study was, therefore, carried out to investigate the impact of perceived usefulness and perceived ease of use on facilitators’ acceptance of online facilitation in the ODL system of education. The study adopted mixed method research design. A total of 55 facilitators participated in the study and web-based survey was used to collect quantitative and qualitative data from the respondents. The result revealed that the level of acceptance of online facilitation among lecturers was high, with the weighted average of 4.3. The level of lecturers’ perceived ease of use and perceived usefulness were also high with weighted averages of 3.9 and 4.3 respectively. There was a significant impact of perceived ease of use on lecturers’ level of acceptance of online facilitation as a veritable channel for instructional delivery. Based on these findings, it was therefore recommended that stakeholders in open and distance learning should provide relevant instructional and infrastructural resources to promote effective integration of synchronous and asynchronous online facilitation to engender active participation of students in the teaching-learning process.

Keywords: Perceived ease of use, perceived usefulness, instructional gap, online interaction, instructional delivery, online learning

DOI: 10.7176/JEP/11-36-12

Publication date: December 31^st 2020