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A Case Study on Building Teacher Capacity for Effective ODeL Implementation in Malawi
Abstract
The Malawian education system faces persistent challenges in delivering equitable access to quality secondary education. Open, Distance, and e-Learning (ODeL) offers a promising solution, but its effectiveness is undermined by teachers limited digital competencies. This case study explores a professional development programme aimed at enhancing secondary school teachers’ capacity to use e-learning platforms such as Moodle. The training, grounded in the TPACK and ASSURE frameworks, employed a blended learning model combining face-to-face and online sessions. Fifty teachers from across Malawi were purposively targeted and invited to participate in the study. Data were gathered through surveys, Moodle course evaluations, participant feedback, facilitator observations, and document analysis. Quantitative data were analysed using descriptive statistics, while qualitative inputs underwent content analysis. Triangulation of these sources strengthened the study’s validity. Findings show improvements in digital literacy, instructional design skills, and engagement with Moodle. However, persistent challenges such as poor internet connectivity and limited administrative support hinder sustained implementation. The study underscores the value of structured, continuous professional development and recommends long-term strategies such as mentorship, communities of practice, supportive policies, and mobile-friendly tools to strengthen ODeL delivery and promote educational equity in Malawi.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 2302
Country
Malawi
Region
Africa
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Adobe PDF, 276.71 KB
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Date
2025-09
Author
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)