Integrating e-Learning in Open and Distance Learning: The Case of Botswana Open University

Abstract

The Botswana College of Distance and Open Learning (BOCODOL), presently Botswana Open University (BOU), was founded to provide nation-wide learning opportunities for out-of-school young adults using the Open Distance Learning (ODL) mode. The BOU used a number of strategies to enable it to deliver on its mandate; one such strategy being the implementation of e-Learning, following contemporary delivery trends internationally within the ODL field. This paper reports on the findings of a study that sought to investigate the extent to which organisational efforts (means) were able to produce organisational results (ends) and associated societal impact in e-Learning implementation at BOCODOL. The diffusion of an innovation theoretical framework and Organisational Elements Model (OEM) conceptual framework was used to underpin the study. Qualitative data collection methods of inquiry (ethnography, document analysis and written interviews) were used. After providing a relevant literature review, the paper firstly reports on the Botswana e-Learning landscape, as well as the nature of inputs and processes serving as means to e-Learning implementation at BOU. Secondly, it reports on the products, successes and challenges as well as outputs and outcomes during e-Learning implementation at BOU. The methodology and findings of the study directing this paper are discussed, and lastly, the paper acknowledges the impact of organisational results (outputs and outcomes) encountered during e-Learning implementation and their implications to the ODL field.

Contextual Content Analysis of Mission Statements of Open and Distance Education Institutions in Sub-Saharan Africa

“…In fact, it took 18 years of negotiations and pressure from Nigerians before the government conceded to its establishment in 2001 (Ambe-Uva, 2007). The Open University of Mauritius (OUM) also started out as the Mauritius College of the Air (MCA) which was established in 1971 to offer education through mass media (Patten & Chadhee, 2018) to young people who could not attend full-time study (Tladi & Nleya, 2021). It also provided courses for people who wish to improve their job-related qualifications at a pre-university level.…”