Abstract:
This interpretive qualitative study investigated why open and distance learning (ODL)
within some dual mode universities seemingly failed to achieve high participation
rates, compared to the face-to-face mode of delivery in the same institution. Its
scope was the Botswana higher education sector. The University of Botswana (UB),
the only public dual mode university in Botswana, was closely studied. The main
question explored why some dual mode universities in southern Africa enrolled
lower figures through ODL than the face-to-face mode of delivery, though ODL had
more potential to increase access substantially than the face-to-face mode. Data
were collected through semi-structured interviews and document analysis. Purposive
selection drew participants from UB, the Tertiary Education Council (TEC) and the
Ministry of Education and Skills Development (MOESD), based on their experience
in education planning, policy formulation and ODL delivery. Data were analysed
through qualitative content analysis.
The study confirmed internal and external attitudes that create equivalency
challenges and impede ODL growth in dual mode universities, resulting in its limited
contribution to participation. It established that dual mode institutions need relevant
policies, structures and enhanced resources for ODL, in order to significantly increase
participation. The study consequently advocates thorough planning for a dual mode setup, commitment of resources, monitored implementation and appropriately
trained staff.
