Evaluating the quality of distance learning materials in selected universities in Ethiopia

Abstract

Open and Distance Learning (ODL) has become the most innovative concept in the history of education and relies on self-learning materials developed by institutions. Moreover, the success and effectiveness of the programmes carried out via this system are anchored on the development, and use of high-quality learning materials. Many universities using the ODL approach recognize that distance learning materials inspire and provoke students to learn. Such experiences are built into the self-instructional materials using access devices and advance organisers which are thought to represent specific characteristics of the material and are compounded to make the self-instructional materials self-contained. This research was carried out to evaluate the quality of open and distance learning materials used by selected universities in Ethiopia. It also suggested recommendations as to what governing bodies and higher learning institutions should do to assure the quality of open and distance learning materials. The study used a mixed methods approach to achieve the objectives set forth and collected quantitative and qualitative data through questionnaires and document analysis. The target population of the study consisted of 744 subjects taken from four categories, and the ultimate sample size stood at 291. The course modules of the chosen distance teaching universities were also analysed against the standard rubric which has been accepted by the International Council for Open and Distance Education. As the findings revealed, except for one private higher institution, three institutions did not properly develop course materials that could serve ODL, which should ideally be self-instructional. The main factors contributing to the incompetency of the course writers were found to be their feeble attitudes towards ODL and the insufficient professional skills they acquired while developing the course materials. The study also recommends what the governing bodies and higher education institutions should do when developing distance learning materials and proposes a model that can be used to guide that process.