OPTIMIZING OPEN EDUCATIONAL RESOURCES THROUGH INTERNETBASED ADAPTIVE PEDAGOGIES TO FOSTER COLLABORATION AMONG DISTANCE LEARNERS AT THE NATIONAL OPEN UNIVERSITY OF NIGERIA
OPTIMIZING OPEN EDUCATIONAL RESOURCES THROUGH INTERNETBASED ADAPTIVE PEDAGOGIES TO FOSTER COLLABORATION AMONG DISTANCE LEARNERS AT THE NATIONAL OPEN UNIVERSITY OF NIGERIA
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Date
2025
Authors
Lucy Ndidiamaka Okonkwo,
ngela Ebele Okpala
Mercy Enefu Okwoli
Mr. Babarotimi Opeyemi Oluwaseun
Journal Title
Journal ISSN
Volume Title
Publisher
Library and Information Management Forum
Abstract
This study explored internet-based adaptive pedagogies to optimise the utilisation of
Open Educational Resources (OERs) in promoting collaboration and the development of
learning communities among distance learners at the National Open University of
Nigeria (NOUN). Employing a quantitative research approach, data were gathered
through a structured questionnaire distributed via Google Forms. A multistage sampling
method selected 925 undergraduate students from the Awka, Enugu, and Umudike study
centres, with 862 valid responses analysed (93.2% response rate). The questionnaire,
validated through expert review and pilot testing (α = 0.85 for IBAP access; α = 0.90 for
OER use), assessed students’ experiences with digital learning tools, including
challenges, engagement, and collaboration. Results indicated high awareness of OERs
(81.9%) and adaptive learning tools (77.4%). Although platforms like the NOUN student
portal and Moodle were widely utilised, daily engagement was limited, with only 17.9%
and 26.5% reporting daily use of OERs and adaptive tools, respectively. Challenges such
as poor internet connectivity, high data costs, and lack of training significantly impeded
effective utilisation. Nonetheless, most respondents viewed these tools as beneficial for
enhancing learning and fostering collaboration. The study concludes that despite
growing adoption, infrastructural and support barriers remain. It recommends
improving internet access, strengthening digital literacy, and expanding training and
institutional support to fully harness the transformative potential of IBAPs and OERs in
distance education, ensuring equitable and student-centred learning experiences.