Exploring the Capabilities of Online Facilitation to bridge the Instructional Gaps in Open and Distance Learning Delivery in Nigeria

Abstract

Amid the increasing popularity of online learning worldwide, efforts are being made to close the gaps within the system's critical instructional elements (teachers, students, and learning resources). Online facilitation has been touted as a veritable platform that allows seamless interaction between distance learners and their tutors. However, some student-related factors could hinder effective online facilitation at this level of education. Therefore, this study investigated the impact of perceived usefulness and perceived ease of use on students’ acceptance of online facilitation, especially within the Open and Distance Learning (ODL) system of education. The study adopted a mixed-method research design to generate qualitative and quantitative data from the participants. A total of 1193 distance learners across seven faculties participated in the study. The web-based survey results showed that the level of acceptance of online facilitation among students was high, with a weighted average of 4.0. The level of perceived ease of use and perceived usefulness of students were also high with weighted averages of 3.8 and 4.1 respectively. The p-values of 0.002 and 0.02 indicated that there were significant effects of students’ perceived ease of use and perceived usefulness respectively on the level of acceptance of online facilitation as an interactive platform in ODL instructional delivery. Based on these findings, it was recommended that stakeholders need to demystify the online facilitation process and make it user-friendly through adequate training to equip distance learners with the requisite competencies to navigate the platform.

Keywords: Perceived ease of use, perceived usefulness, online interaction, learners engagement, instructional gaps.

DOI: 10.7176/JEP/12-3-20

Publication date: January 31^st 2021