Distance Learner’s Perspective on User-friendly Instructional Materials at the University of Zambia
DOI:
https://doi.org/10.56059/jl4d.v4i1.154Keywords:
Instructional materials, User-friendly module, Distance Learning, University of ZambiaAbstract
This case study focuses on print-based instructional materials available to distance education learners at the University of Zambia. Using the Visual Paradigm Software, we model distance education learners’ voices into sociograms to make a contribution to the ongoing discourse on quality distance learning in lowly resourced communities. The key finding shows that out of the four modules (PEM 2082, PEM 2061, PEM 2071, PEM 3122) engaged in, learners rated PEM 2082 as the most user-friendly module at 65.9% while PEM 3122 was rated least at 2.3%. Emerging from this study are the ten elements that instructional designers will need to re-consider some of which are: (i) presentation and layout of content; (ii) use of interactive language; and (iii) inclusion of real life situations. In view of the foregoing, it is recommended that the university adheres to ODL instructional design fundamentals in all its instructional materials as a means to improved quality distance learning.
References
Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Tamin, R., & Bethel, E. C. (2009). A meta-analysis of Three Types of Interaction Treatments in Distance Education. Review of Educational Research, 79, 1243–1289. Retrieved from https://www.zotero.org/groups/distance_education/items/itemKey/Q595PPUT
Celikoz, N. (2010). Basic Factors that Affect General Academic Motivation Levels of Candidate Preschool Teachers. Education, 131(1), 113-127. Retrieved from http://www.sciencedirect.com/science/article/pii/S1877042809002432
Chakwera, E., & Saiti, F. (2005). Training Teachers Through The Distance Mode: The Experience Of Domasi College of Education In Malawi. Domasi College of Education. Malawi. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.482.6658&rep=rep1&type=pdf
Coleman, M., & Anderson, L. (2000). Managing Resources and Finance in Education. Sage Publications Incorporated, Thousand Oaks, California.
Commonwealth of Learning (2005), Planning Open and Distance Learning Systems: A Handbook for Decision Makers. Vancouver: Commonwealth of Learning. Retrieved from
http://www.saide.org.za/sites/default/files/course_design/odlinstdesignHB.pdf
Creswell, J. (2014). Research design: Qualitative, quantitative and mixed methods approaches. SAGE Publications, Inc. Retrieved from
Denscombe, M. (2003). Ground Rules for Good Research: A 10 Points for Social researchers. Maidenhead: Open University Press.
Elen, J., & Clarebout, G. (2001, October). Instructional design, towards consolidation and validation. Interactive Educational Multimedia: 1–11.
Freeman, R. (2004). Planning Open and Distance Learning Systems: A Handbook for Decision Makers. Vancouver: Commonwealth of Learning. Retrieved from
http://dspace.col.org/bitstream/handle/11599/85/odlplanningHB.pdf?sequence=1&isAllowed=y
Frey, N,. & Fisher, D. (2010). Motivation Requires a Meaningful Task. English Journal, 100(1), 30-36.
Gaskell, A., & Mills, R. (2014). The quality and reputation of open, distance and e-learning: What are the challenges? Open Learning: The Journal of Open, Distance and e-Learning, 29(3), 190-205, DOI: 10.1080/02680513.2014.993603. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680513.2014.993603?journalCode=copl20
Halling, S., Leifer, M., & Rowe, J.O. (2006). Emergence of the dialogal approach: Forgiving another. In C. T. Fischer (Ed.), Qualitative Research Methods for Psychology: Introduction through Empirical Studies. New York: Academic Press.
Kühl, T., & Eitel, A. (2016). Metacognition Learning 11: 1. doi:10.1007/s11409-016-9154-x
Retrieved from http://link.springer.com/article/10.1007/s11409-016-9154-x
Kuruba, G. (2004). Course material development and delivery in distance education in Botswana. PanCommonwealth Forum on Open Learning. Retrieved from http://www.col.org/pcf3/Papers/PDFs/Kwa n_Angela.pdf
Moore, M.G. (1989). Editorial: Three types of interaction. The American Journal of Distance Education, 3(2), 1–6. Retrieved from http://aris.teluq.uquebec.ca/portals/598/t3_moore1989.pdf
Murphy, D. (2000). Instructional Design for Self-Learning for Distance Education. Vancouver, BC: Commonwealth of Learning. Retrieved from http://oasis.col.org/handle/11599/64
Padhi, N. (2004). Developing a Model for ISO9000:2000 Certification of Course Material Development in Open and Distance Learning: An Indian Study. PanCommonwealth Forum on Open Learning. Retrieved from http://www.col.org/pcf3/Papers/PDFs/Padhi _N.pdf.
Palmer, D. (2007). What Is the Best Way to Motivate Students in Science? Teaching Science. The Journal of the Australian Science Teachers Association, 53(1), 38-42.
Peat, J., & Helland, K. (2002). Perceptions of Distance Learning and the Effects on Selection Decisions, (Unpublished). Rahman, M.H. (2015). Learning Assessment in a Self-Learning Material. International Journal on New Trends in Education and Their Implications, 6(3) 10. Retrieved from http://www.ijonte.org/FileUpload/ks63207/File/10.rahman.pdf
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Accepted 2017-01-12
Published 2017-03-24
Contents of the 
