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Beyond Access: Redefining Success in ODFEL Through Engagement and Impact
Abstract
The expansion of Online and Distance Flexible Education and Learning (ODFeL) has significantly improved access to education across diverse contexts. However, traditional success metrics, such as enrolment and completion rates, often fail to capture the quality and depth of learning outcomes. This study presents a mixed-methods investigation into how learner engagement, adaptive learning, and peer collaboration shape meaningful outcomes in ODFeL environments. Drawing on data from 244 students across three Nigerian institutions, this research explores the impact of personalized learning pathways, active learning strategies, and structured peer feedback on student motivation, knowledge retention, and the application of real-world skills. Findings reveal that adaptive systems and active engagement are strongly correlated with student satisfaction and mastery, while peer interaction reduces isolation and fosters deeper understanding. The study proposes a comprehensive, learner-centered framework for ODFeL evaluation and design, grounded in constructivist theory and aligned with SDG 4, that redefines success beyond access, toward transformational learning. Recommendations call for the adoption of adaptive technologies, authentic assessment, inclusive infrastructure, and faculty development to support a more equitable and impactful ODFeL ecosystem.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 6576
Subject
Country
Nigeria
Region
Africa
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PDF
Adobe PDF, 582.89 KB
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Date
2025-09
Author
ORCID
Corporate Author
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Publisher
Commonwealth of Learning (COL)