A comparative study of distance education programmes of Natoinal Open University of Nigeria and Obafemi Awolowo University, Ile-Ife

The study related the psychosocial experiences of distance learners in National Open University of Nigeria (NOUN) to those of Obafemi Awolowo University (OAU), Ile-Ife. It compared the competencies of the facilitators of distance learning in NOUN with those of OAU. It also examined the similarities and differences in the operational structures of distance education in NOUN and OAU. Furthermore, the study investigated the relative adequacy of students support systems in both institutions. These were with a view to comparing experiences and practices in distance education programmes of NOUN and OAU. The study adopted case study and phenomenology research designs. The study population consisted of distance learning students and facilitators (administrators and instructors) in NOUN and OAU. The sample for the study consisted of 230 respondents (200 students and thirty 30 facilitators) selected using multilevel mixed methods sampling techniques. From each institution, 100 students were selected using disproportionate stratified random sampling technique and 15 facilitators were selected using simple random sampling technique. Also, 16 interviewees, including four students and four facilitators from each of NOUN and OAU, were selected from the total sample using purposive sampling technique. Four researcher-designed instruments (two questionnaire sets and two semi-structured interview guides) were deployed for data collection. Data collected were analysed using frequency counts, percentage analysis and t-test as well as phenomenological analysis. The results showed that similar psychosocial experiences of the distance learners include the flexibility and cost effectiveness of distance learning while their peculiar experiences include insufficiency of facilitator-led tutorials (in NOUN) and difficulty due to work and family responsibilities (in OAU). Only 14% and 12.3% of NOUN and OAU distance learners respectively have considered dropping out of their programmes. The results also showed that the students (61.3% in NOUN and 83.6% in OAU) affirmed that their facilitators are competent in mastery of subject matters of the courses they teach but while only 46.2% in NOUN agreed that their facilitators are punctual, 64.1% in OAU agreed to same. National Open University of Nigeria and OAU facilitators were found to have competencies in the aspects of preparation of effective study materials and use of appropriate teaching methods respectively. Furthermore, the results showed that similarities in the operational structures in NOUN and OAU include the use of blended learning approaches and the use of print and audio/audio-visual instructional materials. Differences in operations include compulsory tutorial attendance in OAU and the deployment of part-time and quasi-part-time facilitators in NOUN and OAU respectively. The results further revealed that from both the students’ (t=-0.816, p>0.05) and the facilitators’ (t=0.620, p>0.05) perspectives, there is no significant difference in the adequacy of support systems for distance learners in NOUN and OAU. The students (61.3% in NOUN and 56.2% in OAU) judged the support systems to be generally adequate. The study concluded that distance education programmes in NOUN and OAU have similarities and differences in the aspects of the distance learners’ psychosocial experiences, facilitators’ competencies, operational structures and adequate students support systems.