01. OPEN AND DISTANCE LEARNING (ODL)

IMPACT OF DIRECT PROMOTION ON UNIVERSITY ENROLLMENT INTENTIONS: ASSESSING THE EFFECTIVENESS OF PROMOTIONAL METHODS IN SRI LANKA’S ODL SYSTEM

2025-01-01T00:00:00Z

IMPACT OF DIRECT PROMOTION ON UNIVERSITY ENROLLMENT INTENTIONS: ASSESSING THE EFFECTIVENESS OF PROMOTIONAL METHODS IN SRI LANKA’S ODL SYSTEM Sakalasooriya, M.B. This study investigates the effectiveness of direct-promotional strategies in shaping students’ intentions to enroll in public universities, focusing on rural districts in Sri Lanka. In a context of growing competition and limited awareness of Open and Distance Learning (ODL) opportunities, institutions like the Open University of Sri Lanka (OUSL) face major outreach challenges. Using the Higher Education Choice Model (Hossler & Gallagher, 1987), the study analyzes how social media, websites, advertisements, peer initiatives, and financial messaging influence university choice. A quantitative survey-based design was adopted. Data was collected from 239 respondents aged 19 to 24, selected through a random sampling method across four rural districts. A structured questionnaire captured demographic data and perceptions of seven key promotional constructs. Construct validity was confirmed through correlation analysis, while internal consistency was validated with a Cronbach’s alpha of 0.747, indicating acceptable reliability. Hierarchical multiple regression was employed to assess the incremental impact of each promotional factor on students’ enrollment intentions. The results indicate that “Awareness by University Students” was the most significant predictor of enrollment intention, followed by social media engagement, university websites, financial motivation, and institutional awareness campaigns. Together, these predictors accounted for 69.4% of the variance in students’ enrollment intention (F = 38.923, p < .001). Assumption tests confirmed the absence of multicollinearity, heteroscedasticity, and autocorrelation, validating the robustness of the regression model. In contrast, traditional methods such as parental influence, mass media exposure, and cut-outs/banners did not show statistically significant effects. These findings offer valuable implications for higher education policymakers and administrators. Public sector universities, especially those offering ODL programs, can adopt more targeted and cost-effective promotional strategies, particularly leveraging peer advocacy and digital media, to better engage prospective students in underserved rural regions. The study contributes to the evolving discourse on equitable access to higher education, emphasising the need for evidence-based outreach frameworks tailored to the rural realities of developing countries.

ENHANCING RETENTION: EXPLORING STUDENT DROPOUTS IN THE B.SC. PROGRAMME OFFERED BY THE FACULTY OF NATURAL SCIENCES AT THE OPEN UNIVERSITY OF SRI LANKA, BATTICALOA REGIONAL CENTRE

2025-01-01T00:00:00Z

ENHANCING RETENTION: EXPLORING STUDENT DROPOUTS IN THE B.SC. PROGRAMME OFFERED BY THE FACULTY OF NATURAL SCIENCES AT THE OPEN UNIVERSITY OF SRI LANKA, BATTICALOA REGIONAL CENTRE Masroofa, A.F.; Ihsana, M.I.F.; Kokilananthan, S. https://doi.org/10.65646/3rc20dmm1s0009 The Open University of Sri Lanka (OUSL), the country’s leader in open and distance learning, is experiencing a decline in Bachelor of Science students from the Faculty of Natural Sciences at the Batticaloa Regional Centre. Student records indicate that dropout rates have increased from 2016/2017 to 2023/2024 academic years. This mixed-methods study aims to identify the academic, personal, economic, and technological stressors contributing to these withdrawals and to propose appropriate interventions. The research will focus on these factors to inform strategies such as curriculum modifications and enhanced learner support services, helping B.Sc. students of the Faculty of Natural Sciences at the Batticaloa Regional Centre—who reside on the university campus—succeed and strengthen OUSL’s open and distance learning model. Studies investigated why 200+ B.Sc. students of Natural Sciences faculty dropped out over the past five years using a mixed-methods approach that included both qualitative and quantitative methods. Google Form questionnaires sent to past students were used to gather information. Focusing on the Batticaloa Regional Centre, the study gave a region-specific analysis that found similar trends, personal problems, and institutional flaws. This gives a full picture of the reasons why students drop out of university. The findings suggest that most students struggle with severe academic loads and stress, notably from Continuous Assessment tests (CAT). Online students lack peer contact and academic support, which increases isolation. Poor infrastructure and lack of dorms, study areas, and exam rooms delay growth. Lack of lab access and poor virtual tools are obstacles to practical’s related syllabus components. Delayed or confusing course materials make exam preparation difficult. The results bring to light some of the biggest problems that full-time students who work and go to university experience, namely work stress tied to their employment and issues with their courses in terms of infrastructure and logistics, together with a greater need for emotional and cognitive learner support. To fix this problem, the study suggests adding more study rooms, hostels, and exam rooms to the infrastructure, switching from one CAT to an assignment, having multilingual discussion groups, and making sure that textbooks are delivered on time and are prepared in a way that is easy to understand.

THE FINISH LINE IN SIGHT: UNDERSTANDING ON-TIME DEGREE COMPLETION AT THE OPEN UNIVERSITY OF SRI LANKA

2025-01-01T00:00:00Z

THE FINISH LINE IN SIGHT: UNDERSTANDING ON-TIME DEGREE COMPLETION AT THE OPEN UNIVERSITY OF SRI LANKA Jayakody, Mayanthi Kulatunga This study explored the critical factors influencing timely degree completion among students at the Open University of Sri Lanka (OUSL), an institution dedicated to individuals seeking flexible higher education. While OUSL provides robust institutional support and pedagogical approaches, a significant number of students exceed the specified degree completion timeframe. This study argues that beyond external factors, students' internal traits, especially determination, discipline, and work ethic, play a significant role in timely graduation within OUSL's self-directed learning environment. Employing a mixed-methods approach with a questionnaire and in-depth interviews, the study examined 70 former/current OUSL students, purposively divided into on-time completers (OTCs) and extended completers (ECs). Thematic analysis of the data revealed significant contrasts. OTCs had consistently demonstrated steadfast determination with clear goals, maintained orderly and non-negotiable study routines, engaged proactively and deeply with course material, exhibited high resilience in the face of adversity, and strategically used OUSL and external support mechanisms. In contrast, ECs often displayed unstable motivation, inconsistent study habits characterised by procrastination, reactive and superficial engagement with course material, lower resilience when facing challenges, and reluctance in seeking support. The findings highlight that delays in degree completion at OUSL are largely due to struggles with self regulation, persistence, and the ability to prioritise within the strains of self-directed learning. Conversely, timely completion is a powerful testament to unwavering commitment and rigorous self-discipline. This study concludes that while OUSL offers an invaluable and flexible platform, a student's intrinsic attributes of determination, hard work, and orderly self-management are paramount to achieving academic goals efficiently. Cultivating these intrinsic abilities, alongside institutional support, can meaningfully empower OUSL learners to complete their degrees on time, thereby contributing to national human capital development.

EXPLORING THE EFFECTIVENESS OF BLACKBOARD IN ENGLISH LANGUAGE TEACHING: A CASE STUDY OF OPEN AND DISTANCE LEARNING AT THE AMERICAN COLLEGE OF HIGHER EDUCATION, SRI LANKA

2025-01-01T00:00:00Z

EXPLORING THE EFFECTIVENESS OF BLACKBOARD IN ENGLISH LANGUAGE TEACHING: A CASE STUDY OF OPEN AND DISTANCE LEARNING AT THE AMERICAN COLLEGE OF HIGHER EDUCATION, SRI LANKA Ratnayake, Jayamini The integration of Learning Management Systems (LMS) in English Language Teaching (ELT) is becoming increasingly important in Open and Distance Learning (ODL) environments. This integration was especially vital during the pandemic and continues to be significant due to the growing demand for accessible and flexible education. This study examines how Keiser University’s Blackboard (BB) LMS supports ELT for international students, such as those in Sri Lanka, through various technological tools designed to enhance language learning beyond the traditional classroom environment. Accordingly, the current study investigates the effectiveness of using Blackboard at this institution, which serves as an off-campus instructional site for Keiser University. The study involved a mixed-method approach. Questionnaires were administered to 45 students and 04 English lecturers at the American College of Higher Education who study and teach in the Keiser Degree programme. All 45 students are required to use BB to complete their English course assignments, quizzes, and discussions. Engagement with BB is mandatory, so all students must log in to access learning resources, submit quizzes, and participate in discussion activities. IBM SPSS 27.0 was used to analyse the data, and it revealed that BB enables access to English language resources, including multimedia content, reading materials, and grammar tutorials, which support students in developing comprehensive language skills. Moreover, interactive features such as discussion forums and video conferencing tools allow students to practice both written and spoken English, enhancing meaningful communication and peer collaboration. Additionally, the BB platform supports individualized learning through self-paced modules, quizzes, and downloadable exercises, thereby promoting learner autonomy. Continuous feedback through online assessments (SD = 0.447) and instructor comments (SD = 0.694) enables students to monitor their progress and make improvements. Furthermore, instructors’ presence through announcements, feedback, and virtual office hours was highly rated by students, with a mean score of 1.33 (SD = 0.640), indicating strong agreement that these features support motivation and engagement. While technological barriers such as network connectivity and digital literacy may pose challenges for students in Sri Lanka, the support available within BB helps mitigate these issues and fosters a productive online learning environment. Overall, Keiser University’s use of BB demonstrates how well-integrated digital platforms can facilitate effective and inclusive ELT in a global ODL setting.