Comparing factors influencing enrollment and learning preferences among prospective and current open and distance learners (ODL)

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書誌詳細
出版年:	Asian Association of Open Universities Journal vol. 20, no. 3 (2025), p. 245
第一著者:	Anandan, Asnina
その他の著者:	Ong, Christina Sook Beng, Funk, Alexander Yun Leong
出版事項:	Emerald Group Publishing Limited
主題:	Enrollments Teaching Adult students School environment Adult learning Feedback Distance learning Work life balance Pandemics Preferences Online instruction Self-efficacy Education Authentic Learning Course Descriptions Learning Activities Geographic Location Full Time Students Educational Resources Influence of Technology Distance Education Active Learning Enrollment Academic Achievement Learning Experience Educational Technology Interviews Adult Basic Education Electronic Learning Educational Environment Course Content Delivery Systems Learner Engagement Computer Use Educational Background Educational Strategies
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その他の書誌記述
抄録:	Purpose This study explores the factors influencing enrollment and learning preferences of current and prospective open and distance learning (ODL) students in Malaysia. Understanding these factors is essential for addressing challenges related to enrollment and retention in ODL. Design/methodology/approach A convergent parallel mixed-methods design was employed, integrating qualitative and quantitative data. Semi-structured interviews identified factors influencing ODL enrollment, while a survey using a student preference profile assessed learner preferences. Integrating these methods provided a comprehensive understanding of both perspectives. Findings Qualitative findings revealed that time constraints and limited access to human support services are significant factors influencing ODL enrollment. Quantitative results showed that both current and prospective students share similar learning preferences, including a desire for peer and instructor collaboration, flexible learning schedules and an emphasis on deep learning. Research limitations/implications The study focuses on ODL students in Malaysia, which may limit generalizability to other educational contexts. Further research is needed to explore these factors across diverse ODL settings. Practical implications Based on these findings, the study recommends that ODL providers enhance student engagement by strengthening instructor interaction, fostering peer collaboration and promoting learner autonomy and independence. Originality/value This study offers a novel contribution by examining both prospective and current ODL students, addressing a gap in previous research, which has primarily focused on current students. The findings provide actionable strategies for ODL institutions to improve retention and success rates.
ISSN:	2414-6994 1858-3431
DOI:	10.1108/AAOUJ-10-2024-0134
ソース:	Education Database