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Stakeholders' Perspectives Towards Open and Distance Learning: The Case of Higher Education in Cameroon
Abstract
Rapidly growing youth populations and improved high school completion rates have presented challenges to Cameroon Higher Education Institutions (HEIs) in recent years. A growing number of learners are seeking higher education, but the infrastructure is limited, often resulting in overcrowded lecture halls. In-depth research on how to resolve the issue points to Open and Distance Learning (ODL) as an alternative viable, cost-effective and flexible learning mode capable of widening access to education. This study entitled "Stakeholders’ Perspectives Towards Open and Distance Learning: The Case of Higher Education in Cameroon" was designed to explore their views towards the adoption of ODL in the higher education sector. Owing to the novelty of ODL in Cameroon, the Diffusion of Innovation Theory was used as the framework to guide the research. Ten stakeholders purposefully selected from public and private HEIs comprised of faculty, learners, institutional leaders, ministry officials, and IT personnel took part in the study. Using a qualitative phenomenological research design approach, data were collected from them based on five key dimensions of innovation diffusion, notably relative advantage, compatibility, complexity, trialability, and observability, using open-ended questions. Thematic analysis of the data revealed that pilot programmes conducted during the COVID-19 pandemic demonstrated the potential of trialability to foster ODL adoption. Success stories from local and international institutions enhanced observability and stakeholder confidence. Based on these, learners and institutional leaders acknowledge the benefits of ODL in promoting access and flexibility. However, inadequate digital infrastructure, limited digital skills, and resistance to change undermine its compatibility with campus-based educational practices and ease of use of learning management systems. The study concludes that a successful implementation of ODL in Cameroon’s HEIs requires investment in digital infrastructure, structured capacity building, pilot testing of ODL programmes, and the development of a clear institutional policy aligned with national education goals. Such an initiative should be phased out and adopt an all-inclusive stakeholder approach for an enhanced transformation of higher education.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 1516
Country
Cameroon
Region
Africa
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Adobe PDF, 319.26 KB
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)