Abstract:
Open Distance and eLearning (ODeL) are considered one of the key educational tools responding to the need for and importance of a structured and systematic approach to education transformation in higher education. ODeL has been associated with poor planning and limited local expertise at institutional level in Malawi since the institutions were primarily established to serve the face-to-face delivery mode or are not adequately adapted to suit ODeL needs among different stakeholders. This study, therefore, sought to investigate students’ perceptions of utilisation of Open Distance and eLearning (ODeL) delivery mode in selected Malawian public Higher Education Institutions (HEIs) as a way of adding a “student voice” to the ODeL discussion. Placing the study within the context of discussion was the systems theory. Using purposive and convenience sampling techniques, data was collected from a sample of 189 respondents, which comprised of 183 Students and 6 ODeL Centre Managers in the two selected public HEIs main and satellite centres. The main data collection techniques used in the study were online survey, focus group discussions (FGDs) and semi-structured interviews. The study employed a mixed methods approach. The quantitative and qualitative data collected was analysed using descriptive statistics in SPSS and thematically using NVivo, respectively. The study findings revealed that students have varied perceptions of institutional level characteristics and context that are required to facilitate ODeL student learning in the HEIs. The results further revealed that students’ have high perceptions of the quality and relevance of student support services. Further, the findings show that ODeL has a potential for growth as it is perceived as being underutilised as evidenced by the successes, opportunities and lessons that have been learnt thus far in its implementation in spite of the individual, instructional and institutional challenges that are being faced. The study findings have implications on how to enhance the lessons learnt over time to inform interventions for improved student experiences in ODeL utilisation in the HEIs. The findings also highlight the mandate that the National Council for Higher Education (NCHE) which was established by NCHE Act (2010) has to fulfil in ensuring that higher education system in Malawi is well regulated. It is anticipated that the study will inform legislation that govern establishment and administration of ODeL delivery mode and inform best practices in ODeL in the HEIs from the students’ perspective.
