Exploring Open and Distance Learning Reform at the National University of Lesotho: A Managerial Perspective

Autor/inn/en	Nketekete, Malefetsane; Mojalefa, Mamoeletsi Limakatso
Titel	Exploring Open and Distance Learning Reform at the National University of Lesotho: A Managerial Perspective
Quelle	In: International Review of Research in Open and Distributed Learning, 22 (2021) 4, S.41-52 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Open Education; Distance Education; Educational Change; Universities; College Administration; Administrator Attitudes; Department Heads; Coordinators; Program Implementation; Cooperation; Decision Making; Stakeholders; Foreign Countries; Lesotho + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Bildungsreform; University; Universität; College administrators; Hochschulverwaltung; Koordinator; Co-operation; Kooperation; Decision-making; Entscheidungsfindung; Ausland
Abstract	This study investigated how open and distance learning (ODL) reform was managed within the Institute of Extramural Studies (IEMS), at the National University of Lesotho (NUL). The reform was introduced during the 2017/18 academic year with first-year programmes in three departments: (a) Adult Education; (b) Business and Management Development; and (c) Research, Evaluation, and Media. The study employed interviews and analysis of institutional documents as data collection techniques. Interviews were held with eight programme coordinators, four department heads, and the director of IEMS. Purposive sampling was used to select the participants to the study given their strategic position in the management and implementation of the reform. Qualitative content analysis was used to interpret the data. The findings suggested that the ODL programmes were introduced without a policy and comprehensive plan. The implementation faced several challenges such as finance, as well as infrastructural and human resources. Evidence from the literature has suggested that compared to face-to-face strategy, ODL as an educational strategy requires special resources, support, and funding. Thus, curricular materials should be adapted for the ODL context, taking into account students' characteristics. The study found that these pertinent requirements were not considered, and implementation continued as if the reform still constituted face-to-face or campus-based instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01