Probing the Validity of Misconceptions about Open and Distance Learning in  Nigeria: A Three- Phase Empirical Approach

dc.creator	Ojokheta, K.O. PhD
dc.date	2011-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:15:57Z
dc.date.available	2015-07-20T22:15:57Z
dc.identifier	2223-4934
dc.identifier	https://doaj.org/article/c8f370e6b2174f758d045338c3a90d34
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18057
dc.description	This study identifies a set of misconceptions about distance education among university lecturers at University of Ibadan, Nigeria. It employed a Three-Phased Empirical Approach. In Phase I, a list of misconceptions arising from a detailed interview with nine lecturers was developed. In Phase II, these misconceptions were reviewed, elaborated and categorized into semi-structured interviews. From which a list of 11 misconceptions was developed. In Phase III, these misconceptions were verified quantitatively with 60 purposively selected lecturers participating in the distance learning programme of the University. Data were collected through ‘ODL facilitators’ common misconceptions scale’ with a reliability coefficient of 0.87. Data collected were analysed using simple percentages and content analysis. The findings showed that the misconceptions which had higher ranking values among the respondents were: ODL is an opportunistic form of learning for average or less intelligent students (60 or 100%); ODL as a mode of learning with low quality assurance (58 or 96.7%); ODL as inferior form of learning since it is technology-mediated (56 or 93.3%) and less vigorous in comparison with the conventional mode of learning (56 or 93.3%). The study recommended, among others, that training programmes should be organised for distance learning tutors and research grants as well as fellowships should be instituted for university teachers who are interested in conducting researches on open and distance learning.
dc.language	English
dc.publisher	Federal College of Education
dc.relation	http://ijsse.com/sites/default/files/paper%204.pdf
dc.relation	https://doaj.org/toc/2223-4934
dc.source	International Journal of Social Sciences and Education, Vol 01, Iss 04, Pp 340-352 (2011)
dc.subject	Validity
dc.subject	Misconceptions
dc.subject	Distance education
dc.subject	University Lecturers
dc.subject	and Three-Phased Empirical Approach
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.title	Probing the Validity of Misconceptions about Open and Distance Learning in Nigeria: A Three- Phase Empirical Approach
dc.type	article