Quality Assurance and Learners’ Learning Effectiveness: University of Ibadan Distance Learning Centre Experience
DOI:
https://doi.org/10.26458/jedep.v14i4.908Keywords:
Quality Assurance Mechanisms, Learning Effectiveness, Open-Distance Learning, Distance Learning Centre, Distance LearnersAbstract
Quality assurance and concern for distance learning programmes (DLPs) are necessary due to the significance of quality control for student satisfaction and enrolment. In light of this, this study investigated how learners' learning effectiveness (LE) within the institution was impacted by quality assurance mechanisms (QAM) such as course design (CD), effective teaching and learning (ETL), assessment and evaluation procedures (AEP), learner support services (LSS), and environmental infrastructure (EI). The study design that was used was a descriptive survey. 200 students were selected at random from the faculties of arts, education, and social sciences (FAESS), totalling up the population of 100–500 level students. Part of the research included a 30-item survey on the Perceived QAM Implementation on LE in Distance Education Scale (r=.81). The data were analysed with descriptive statistics and the Pearson Product-Moment Correlation (PPMC) at the 0.05 threshold of statistical significance. The findings demonstrated that CD (r=0.76), teaching and learning approaches (TLA) (r=0.62), AEP (r=0.57), LSS (r=0.45), and EI (r=0.49) had positive and significant correlations with students' LE. Also, CD, ETL, AEP, LSS, and EI contributed to students' LE in the institution. In light of the results, the research suggested that the leadership of the University of Ibadan's (UI) Distance Learning Centre (DLC) should set up efficient guidelines and a management framework to handle different facets of quality assurance (QA) and ensure the effective implementation of these policies in order to support and improve students' LE. This proactive approach would ensure compliance with the rigorous demands of 21st-ccentury education. This unique research on QAM and students' LE was carried out at DLC, UI.References
References
Bates, T. (2014). Why learner support is an essential component in the design of teaching and learning, viewed 09 November 2021, https://www.tonybates.ca/2014/08/26/why-learnersupport-is-an-importantcomponent-in-the-design-of-teaching-and-learning/
Bozkurt, A. (2019). From distance education to open and distance learning: A holistic evaluation of history, definitions, and theories. In: Handbook of Research on Learning in the Age of Transhumanism (pp. 252-273). IGI Global Scientific Publishing.
Carney, E. A., Zhang, X., Charsha, A., Taylor, J. N., & Hoshaw, J. P. (2022). Formative assessment helps students learn over time: Why aren’t we paying more attention to it?. Intersection; A journal at the intersection of assessment and learning, 4(1).
Computers & Electrical Engineering,93,107263. https://doi.org/10.1016/j.compeleceng.2021.107263
Concord Consortium (2002). E-learning model for online courses. The Concord Consortium. http://www.concord.org/courses/cc_e-learning_model.pdf.
D’Angelo, C. (2018). The impact of technology: Student engagement and success, viewed 11 November 2021, https://techandcurriculum.pressbooks.com/chapter/engagement-and-success/
Dailey, K. M. (2020). High Stakes Testing and School Characteristics: A Comparative Study. Unpublished masters Dissertations, School of Education, Andrews University. 1740. https://digitalcommons.andrews.edu/dissertations/1740
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
Ergulec, F. (2019). Instructional strategies for forming online collaborative teams. International Journal on ELearning, 18(4), 349–372.
Freeman, S., Wright, A., & Lindqvist, S. (2010). Facilitator training for educators involved in interprofessional learning. Journal of Inter-Professional Care, 24(4), 375–385.
Gnonlonfoun, J. M. (2021). The Contributions of Didactic-Pedagogic Training to the Teaching of Beginning Teachers in Beninese Secondary Schools: Insights from Novice EFL Teachers.
Haw S. K., Haw, S. C., Wong, C. O., & Lim, Y. P. (2015). Learn cube: a conceptual framework for eLearning implementation in secondary school. Indian Journal of Science and Technology, 8(32), 1–7. https://doi.org/10.17485/ijst/2015/v8i32/92103
Holmberg, B. (1995). Theory and Practice of Distance Education. Routledge.
Igoni, C. G. & Oluwuo, S. O. (2023). Management of Learner-Learner and Learner-Content Interaction in Virtual Synchronous Learning for Academic Improvement in Private Secondary Schools in Rivers State. International Journal of Innovative Education Research, 11(3):193-200.
Johnson, A. P. (2006). Humanistic Learning Theory. Minnesota: www.OPDT-Johnson.com.
Khan, B. H. (2001). A framework for web-based learning. In: Khan, B. H. (Ed.), Web-Based Training, Educational Technology Publications, Englewood Cliffs, pp. 75–98.
Manning, K. D., Spicer, J. O., Golub, L., Akbashev, M., & Klein, R. (2021). The micro revolution: Effect of Bite-Sized Teaching (BST) on learner engagement and learning in postgraduate medical education. BMC Medical Education, 21(1), 69. https://doi.org/10.1186/s12909-02102496-z
Mansour, N. (2024). Students’ and facilitators’ experiences with synchronous and asynchronous online dialogic discussions and e-facilitation in understanding the Nature of Science. Education and Information Technologies, 29, 15965–15997. https://doi.org/10.1007/s10639-024-12473-w
McGhie, V. (2017). Entering university studies: identifying enabling factors for a successful transition from school to university. Higher Education Journal, 73(3), 407-422.
Mhlongo, S., Mbatha, K., Ramatsetse, B. & Dlamini, R. (2023). Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review. Heliyon, 9(6), e16348. https://doi.org/10.1016/j.heliyon.2023.e16348
Mohd Basar, Z., Mansor, A. N., Jamaludin, K. A., & Alias, B. S. (2021). The effectiveness and challenges of online learning for secondary school students: A case study. Asian Journal of University Education (AJUE), 17(3), 119-129.
Mtshweni, B. V. (2024). First-generation distance learning students: can the perceptions of social support and sense of belonging influence academic persistence?. Asian Association of Open Universities Journal, 19(2), 153–169. doi: https://doi.org/10.1108/AAOUJ-10-2023-0119
Muibi, T. G. (2019). Enhancing Literacy Education and Skill Development in Nigeria: Information and Communication Technology Intervention. International Journal of Literacy Education, Vol. 9. No. 2: 69 – 87.
Muibi, T. G. (2019). Impacts of Institutional Policy Factors on Learners' Academic Achievement in Single and Dual Mode Distance Learning Institutions in Nigeria. Nigerian Journal of Social Work Education, 18(1), 166-176.
Muibi, T. G. (2020). The Use of Online Learning Tools in Open Distance Learning Delivery in Nigeria. International Journal of Adult Learning and Continuing Education. 4(1),192 – 206.
Muibi, T. G. (2021). Influence of Digital Learning Tools and Social Networking Services on Learners’ Academic Achievement in National Open University of Nigeria. African Journal of Adult Education and Development Studies. 3: 61–70.
Muibi, T. G. (2022). Integrating Information and Communication Technology in Open and Distance Learning Delivery at the Distance Learning Centre, University of Ibadan, Nigeria. Journal of Positive Psychology and Counselling, 10, 348–358.
Muibi, T. G. (2023). Potentials of Blended Learning in Changing the Delivery of Literacy Education and Skills Acquisition in Nigeria in the Digital Age. Shodh Sari-An International Multidisciplinary Journal, 2(3), 274-293.
Muibi, T. G. (2024). Web-based learning and students’ scholastics accomplishment at National Open University of Nigeria. Information Technologies and Learning Tools, 99(1). DOI: 10.33407/itlt.v99i1.5425
Ogedengbe, O. E. & Quadri, G. O. (2020). The Use of Social Media by Undergraduates in South-West Nigeria: A Comparative Study. Library Philosophy and Practice (ejournal). 3860. https://digitalcommons.unl.edu/libphilprac/3860
Ojokheta, K.O. (2000). Analysis of selected predictors for motivating distance learners towards effective learning in some distance teaching institutions in Nigeria. Unpublished PhD thesis. Department of Adult Education. University of Ibadan.
Quadri, M. O., Quadri, G. O. & Oluwasina, O. O. (2015). Information and communication technology (ICT) application in library services: a comparative study of two Nigerian universities. Journal of Applied Information Science and Technology, 8(2), 35-41.
Quadri, G. O. & Muibi, T. G. (2024). Online learning environment and learners’ learning effectiveness at the Distance Learning Centre, University of Ibadan. Regional Journal of Information and Knowledge Management, 9(1), 61-76.
Quadri, G. O. & Muibi, T. G. (2025). Exploring the Impact of Social Interactions on Academic Achievement among Learners at the National Open University of Nigeria. The Journal of
Ragupathi, K., & Lee, A. (2020). Beyond fairness & consistency in grading: The role of rubrics in higher education. In: Sanger, C. & Gleason, N. (Eds.) Diversity and inclusion in global higher education, Palgrave Macmillan, Singapore, pp. 73–95.
Smith, C., Onofre-Martínez, K., Contrino, M. F., Membrillo-Hernández, J. (2021). Course design process in a technology-enhanced learning environment. Computers & Electrical Engineering, 93, 107263. https://doi.org/10.1016/j.compeleceng.2021.107263
Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives successful e-learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50 (4), 1183–1202. https://doi.org/10.1016/j.compedu.2006.11.007
Tufue, R. (2024). The Impact of Inclusive Education on Teachers’ Mental Health: Insights from Samoa. International Journal of Psychiatry Research, 7(5), 1-9.
Wani, S. A., Asgar, A. & Srivastava, M. (2023) Learner support services at distance higher education institutions in the union territory of Jammu and Kashmir. Asian Association of Open Universities Journal, 18(3): 246–261. https://doi.org/10.1108/AAOUJ-02-2023-0026
Yan, Z., & Carless, D. (2021). Self-assessment is about more than self: the enabling role of feedback literacy. Assessment & Evaluation in Higher Education, 47(7), 1116–1128. https://doi.org/10.1080/02602938.2021.2001431
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Wilfred Isioma Ukpere, Dr Ganiyu Oluwaseyi Quadri, Dr Taofeek Gbolahan Muibi
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Journal of Economic Development, Environment and People by Authors is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Based on a work at http://ojs.spiruharet.ro/index.php/jedep/issue/archive.
