Distance Learning Education in Nigeria: Methods and Strategies

By Roseline E. Tawo, Arikpo B. Arikpo and Marcellinus U. Ojuah.

Published by The International Journal of Learning

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Article: Print	$US10.00
Article: Electronic	$US5.00

Distance learning offered in higher education in Nigeria assumed a cut-throat competition in mid 20th and early 21st centuries as a result of felt-needs of the students for continuing education vis a vis internal revenue generation by orthodox Universities who mounted most of the distance learning courses all over Nigeria. The Federal Government and the general public’s outcry against the abuses suffered by students involved in these programmes caused a policy shift of the Federal Government of Nigeria in favour of re-introducing a government organised distance and Open University education system which was designed to provide an approach to distance learning that encourages a more effective teaching and learning activity for all. This paper presents a general overview of distance education in Nigeria with emphasis on the National Open University of Nigeria (NOUN) distance learning programme. The paper identified existing instructional methods or strategies of the NOUN distance learning programme and recommend preferred teaching styles if any for purpose of effective teaching and learning. The research also examined the relationship between sex, educational and occupational status of the learners with the instructional methods or strategies adopted in the study centres; such as the use of multimedia, lecture/ tutorial, discussion, correspondence, individualised instruction, use of ICT and support services. The findings showed a significant sex influence on tutorial (3.036), small group problem solving (1.950) and use of ICTs (3.356). There was a significant influence of educational status on correspondence courses (3.049), individualised instruction (4.772), use of ICTs (2.973) and support services (2.589). Finally, there was a significant influence of occupational status on multimedia approach (4.943), small group problem solving (2.521), correspondence courses (5.012), individualised instruction (6.891) and support services (4.613). Based on the result it was recommended among others that, methods like the tutorial, small group problem solving, use of ICTs, individualised instruction, correspondence courses, and support services that meet the needs of the learners should be used in lesson delivery.

Keywords:	Distance Learning, Education, Methods, Instructional Strategies

The International Journal of Learning, Volume 15, Issue 9, pp.63-74. Article: Print (Spiral Bound). Article: Electronic (PDF File; 630.865KB).

Dr. Roseline E. Tawo

Lecturer, Department of Adult and Continuing Education, University of Calabar, Calabar, Cross River State, Nigeria

Holder of a Bachelor of Education (B.Ed) Degree in Elementary Education, Masters of Education (M.Ed) and Doctor of Philosophy (Ph D) Degrees in Guidance and Counselling from University of Calabar, Calabar where I am now teaching Guidance and Counselling, Adult Psychology, Women Education courses and other related courses. She is a trained Home Economist. I taught for 12 years in a number of Secondary Schools in Cross River and Akwa Ibom States of Nigeria. Worked for 5 years as a Research Officer and served as the Head of the Department of Research and Statistics in the Local Government Education Authority, Calabar. Functioned as the Coordinator of the B.Ed Adult Education Consultancy Programme. A Course Adviser, teach and supervise student’s projects work. Served as an Examination Officer and the Industrial Attachment Coordinator. I am a member of several Professional Associations, which among them include: The Counselling Association of Nigeria, The Nigerian Society of Educational Psychologist, World Council of Curriculum and Instruction, Nigerian National Council for Adult Education, National Association for Women Academics among others. Has attended several conferences and published papers in many Professional Journals both internationally and locally. Have articles in books and also a co-author of a book on psychology. I have skills in sewing, knitting, crocheting, bead making and other crafts. I am married. I am an honest, hardworking, dedicated lady who maintain standard in all I do.

Dr. Arikpo B. Arikpo

Senior Lecturer, Department of Adult and Continuing Education, University of Calabar, Calabar, Cross River State, Nigeria

Arikpo B. Arikpo holds a Ph.D in Education, was Head of Department, Director of State Agency for Non-Formal Education and Coordinator of Distance Learning. Has published extensively.

Dr. Marcellinus U. Ojuah

Senior Lecturer, Department of Adult and Continuing Education, University of Calabar, Calabar, Cross River State, Nigeria

Holds a Ph.D in Adult Education from University of Nigeria, Nsukka, Nigeria. Currently a senior lecturer at University of Calabar. Belongs to three learned societies (NNCAE, CAETA, MNAEP) Involved in CBO/NGO activities.

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