QUALITY ASSURANCE OF WEB SECURITY INFRASTRUCTURE AND ICT ENHANCED LEARNER SUPPORT IN OPEN AND DISTANCE INSTITUTIONS

OMOREGBEE O. HELENPG/CSC/180004

A PROJECT WRITTEN IN THE DEPARTMENT OF PHYSICALSCIENCES,

FACULTY OF SCIENCE, SUBMITED TO THE SCHOOL OF POSTGRADUATE

STUDIES, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE

AWARD OF THE MASTER OF SCIENCE DEGREE (M.Sc) IN COMPUTER

SCIENCE, BENSON IDAHOSA UNIVERSITY, BENIN CITY, EDO STATE,

NIGERIA.

JULY, 2019

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DECLARATION

I, OMOREGBEE O. HELEN hereby declare that the work submitted for evaluation

for the award of Master’s Degree of Science (M.Sc.) in Computer Science was

carried out by me, That the work has not been put in this form, and that all sources

and materials used in this project work has been cited and properly referenced

according to Benson Idahosa University (BIU) standard.

_________________________ ____________________OMOREGBEE O. HELEN DATE

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CERTIFICATION

This is to certify that this Thesis work was carried out by OMOREGBEE O.

HELEN with matriculation number PG/CSC/180004, Department of Physical

Sciences, Benson Idahosa University, Benin City.

_____________________________ __________________DR. K. UKAOHA DATE(Project Supervisor)

_____________________________________ ____________________DR. OSATOHANMWEN ENAGBONMA DATE(A.g Head of Department)

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DEDICATION

This project work is dedicated to God Almighty, the giver of life, to him be the glory and

adoration.

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ACKNOWLEDGEMENTS

I am grateful to God Almighty for the Grace and Strength He gave me to complete this work.

I am particularly grateful to Him for His mercies that are new every morning in my life and

family.

I am sincerely grateful to my project supervisor Dr. K. UKAOHA for his adequate

corrections and supervision, thank you sir.

Iam grateful to the Head of Department of Physical Sciences Dr. OsatohanmwenEnagbonma

Enagbonmaand to all lecturers in the Department of Physical Sciences Prof. (Mrs.) F.

Egbokhare, Dr. K. O. Obahiagbon, Mr. Eguasa, Mr. A. Odion, and Mrs. A. Inyang.

Finally my passionate and unreserved thanks goto my husband, Mr. Nosakhare Osasumwen

for his prayers and drive and without whom it would have been impossible to achieve this

feat.

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TABLE OF CONTENTS

COVER PAGE I

TITLE PAGE II

DECLARATION III

CERTIFICATION IV

ACKNOWLEDGEMENTS V

DEDICATION VI

TABLE OF CONTENTS VII

LIST OF TABLES X

LIST OF FIGURES XI

ABSTRACTXIII

CHAPTER ONE:INTRODUCTION

1.1 Background of Study 1

1.2 Statement of the Problem 4

1.3 Aim and Objectives of Study 5

1.4 Significance of Study 6

1.5 Scope of Study 6

1.6 Limitation of Study 6

1.7 Definition of Terms 7

CHAPTER TWO: LITERATURE REVIEW

2.1 Distance Learning Education 9

2.2 Distance Learning 10

2.3 Defining Distance Education 10

2.4 Quality

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2.5 Quality Assurance in Education 13

2.6 Open Learning 136

2.7 Open and Distance Learning (ODL) 13

2.8 Characteristics of Open and Distance Learning 14

2.9 Online Learning 15

2.10 Learner Support 15

2.11 Quality Assurance in Learner Support Areas 17

2.12 Quality Assurance in Learner Support Areas: Commonwealth

Of Learning Model 17

2.13 Quality Assurance in Security of ODL 19

2.14 Information and Communication Technology in ODL 21

2.15 The Importance of ICT in ODL 22

2.16 Information Communication Technologies for information

provision in Distance Learning Education 22

2.17 The Use of Information Communication Technologies in

facilitating distance learning 24

2.18 ICT Infrastructure In ODL 27

2.19 The network Infrastructure 28

2.20 The Computing Infrastructure 28

2.21 The Internet Service Provider (ISP) and Internet Bandwidth 28

2.22 The Security Infrastructure 29

2.23 The policy document 29

2.24 Factors that Promote Quality Based ICT-based Education Concepts 29

2.25 National Open University of Nigeria 32

2.26 Faculties 32

2.27 Administrative Frame Work 34

2.28 Examination Process and TMA 34

2.29 Security of Examination Questions and Venues 35

2.30 Quality Assurance at NOUN 36

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction 38

3.2 Population and Sampling 40

3.3 Research Design 40

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3.4 Data Collection 41

3.5 Primary Data 41

3.6 Secondary Data 41

3.7 Research Instruments and Techniques 42

3.8 Focus Group Discussion 42

3.9 Procedure of the Research 42

3.10 Methods of Data Collection 43

3.11 Fieldwork 43

3.12 Quantitative Methods 44

3.13 Survey Method 44

3.14 Data Analysis 44

3.15 Interviews 45

3.16 Participant Selection 46

3.17 Data Analysis 47

3.18 Ethical Considerations 48

3.19 Open and Distance Institutes in Nigeria 48

CHAPTER FOUR: RESULTS AND DISCUSSION

4.1 Introduction 51

4.2 Survey Analysis Result 51

4.3 Presentation and Analysis of Data 52

4.4 Comparative Report between Student and Staff 97

4.5 Discussion of Results on Quality Assurance 98

4.6 Discussion of Result on Security 98

CHAPTER FIVE: SUMMARY, CONCLUSION, RECOMMENDATIONS

5.1 Summary 99

5.2 Conclusion 100

5.3 Recommendations 101

REFERENCES 103

APPENDICES

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ABSTRACT

Open and distance learning is becoming more and more prevalent in most developing countries and is enrolling increasing numbers of learners, particularly at first degree and diploma levels, but quality assurance is still very limited. Open and distance learning institutions have their own standard of quality and some ways of quality assuring their activities including the quality of security infrastructure and ICT based learner support services. Learners Support Services are an important part of Distance Educational system. Since the learners in ODL system are not directly involved in the regular classroom teaching-learning process having direct interaction with the teachers regularly, they are provided with adequate Learners Support Services. The main objective of this study is to identify the quality assurance practices in place in the case ODL institution and how stakeholders perceive the implementation of these quality policies and practices in comparison with standards. The study focused on quality assurance in the use of information and communication technology, ICT being the bedrock of distance learning institution as delivery of most programmes these days are ICT based. The study used applied survey methodology to elicit information from stakeholders on the quality assurance system on ICT utilization in the area of security and ICT based learner support in the case institution. The National Open University of Nigeria was used as a case study with staff and student as respondents. The following hypothesis were deduce, Ho – There is no significant relationship between security/Quality Assurance and open and distance learning (ODL). And Ha – There is significant relationship between security/Quality assurance and open and distance learning (ODL) institutions. Data was analysed using Statistical Package for Social Scientist (SPSS). The outcome of the study is expected to benefit authorities of open and distance institutions by making their quality assurance practices as explicit and as systematised as possible. The outcome will provide sound quality assurance system that can lead to quality ODL provisioning in ICT-based learner support and security of ICT infrastructure.

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CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

All over the world, the demand for university education is on the increase. On a yearly basis,

new sets of students who complete secondary school education become applicants for

university education. The increase in the number of prospective students posed a challenge

for Universities across the world as they struggle to meet this demand. This demand for

university admission is growing faster than the spaces the universities are able to create

(Arikpo, 2008). One common mode of education that has helped to reduce the pressure is the

Open and Distance Learning (ODL). ODL has become one of the most indispensable parts of

the mainstream educational platforms in both developed and developing countries

(UNESCO, 2002). It aims at increasing access to education to those who have difficulty in

accessing it within the mainstream platform, such as the poor, the illiterate, women and those

living in remote areas (Olubor and Ogonor, 2008). According to Dhanarajan (2001), distance

education is the means by which the teacher is taken to the student. It is a teaching and

learning process in which students are separated from the teachers by a physical distance

which is often bridged by communications technologies (Dhanarajan, 2001). Open and

distance learning, however, refers to policies and practices that permit entry to learning with

no or minimum barriers with respect to age, gender or time constraints and with recognition

of prior learning (Glen, 2005). Olubor and Ogonor (2008) further note that ODL education

courses are made up of number of course elements or learning materials, including: teaching

texts, study guides, course guides, readers or anthologies, assignments (with or without an

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accompanying tutor guide), television broadcasts or videotapes, radio broadcasts or

audiotapes, software or online information and data, CD-ROMS, textbooks and laboratory

materials. Tuition materials students work with in their spare time. In addition, some students

support may be provided, either through personal communication at local universities or

through online student tutors. Both the media used for ODL and the student support

arrangements affect the possible level of interaction in ODL courses. ODL has thus emerged

as an inevitable and phenomenal evolution in the history of educational development

internationally (Adegoke, 2008). Its growth, unlike the formal system of education that has its

inherent limitations with regard to expansion, provision of access, equity and cost-

effectiveness, has now made education flexible, learner-friendly and with a multi-perspective

in approaches to teaching and learning. In the last century, ODL programmes have been

considered as one of the most important educational innovations. It has been considered as a

useful form of providing educational opportunities to the marginalised and those unable to

attend the conventional forms because of time and space. From the beginning of

correspondence courses during the first half of the 19th century to the modern conception of

ODL in higher education, providing students with useful knowledge, skills, attitudes and

abilities is the purpose of a successful programme. However, the integration of information

and communication technologies (ICTs) into ODL in the last decade makes acquisition of

lifelong learning skills also imperative (Adegoke et al., 2008). The advent of technology and,

in particular, information and communication technology (ICT), has helped turn the world

into a global village (Agalo, 2008). Political, economic and cultural changes now influence

people worldwide almost instantly, with the developments in technology of the industrial

revolution in the mid-19th century having given birth to distance education. Agalo further

notes that the teacher and the learner have been separated using technology to establish

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communication between them. What is being observed worldwide is that the reach of

electronic media, both in terms of area and population served, has expanded significantly, and

the type of student, the reliability of the technology and the availability of adequate technical

support, are examples of critical components for the continued development of distance

education globally. Besides providing flexible access to education, ODL can be used as a

means of reaching children who cannot attend school for one reason or another. One reason

currently afflicting an increasing number of school-age children is war and conflict.

Educating refugees and children in conflict zones is now one of the biggest challenges facing

the international community, with schools having been destroyed. With technology, lectures

and well-stocked libraries are on the Internet and these can be delivered through ODL. The

expansion of higher education in Africa has seen a remarkable growth in ODL as one of the

most preferred modes to widen access to education. Gesinde and Akinwale (2014) noted that

ODL has become a policy option for most of the countries in Africa because of the rapid

growth in their population which is overlaboring available resources. According to Murphy et

al. (2002), Sub-Saharan Africa (SSA) has had a long history in embracing distance education.

For instance, before the advent of ODL in Africa, many African students obtained their

education through distance learning providers in Europe and North America (Nyerere, 2009).

Later, in 1946, the University of South Africa (UNISA) became one of the first universities in

Africa to offer its degree programmes by correspondence. With the success of UNISA, other

universities in Nigeria, Tanzania and Zimbabwe among others diversified their modes of

delivering their educational programmes to include ODL (Juma, 2003). In Nigeria, the

National Open University of Nigeria (NOUN) has been regarded as one of the foremost

universities in provision of quality distance education anchored in social justice, equity,

equality and national cohesion through a comprehensive reach that transcends all barriers

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(Aleazi, 2006). The breakthrough brought about by improved technology in teaching and

learning is the introduction of Mass Open Online Communities (MOOC). MOOCs, a

platform for developing course materials for many participants with open access through the

Web, provide an interactive user forum to support interactions between students and their

teachers. This latest evolution came into existence in 2008 and has experienced rapid growth,

especially from 2012, with the possibility of reaching students in marginalised areas and

those who want flexibility in their learning (UNESCO, 2010). With university enrolment

rates in Sub-Saharan Africa being among the lowest in the world (averaging at 5%), and with

only 6% of the tertiary education age cohort being enrolled every year compared with the

global average of 26% (UNESCO, 2010), the continent would benefit greatly from

implementation of MOOCs.

1.2 Statement of the Problem

Increasing demand for university education has led to the set up of Open Distance Learning

(ODL). ODL is an effective way of reaching out to large student numbers. One of the major

module in ODL is learner support. Learner support has been known as mainly important for

learner success in ODL. According to Qakisa-Makoe (2005) learners, like everybody else,

need support as they go through the big challenge of attending a university. The purpose of

the student support is to guide and support the students to succeed in their studies. Unless

they know how to navigate their way through these technologies, success will elude them

even if they have the intention to finish school. Based on this, the researcher wants to

investigate the quality of security ICT infrastructure and the ICT based learner support

services provided for learners in the case institution, The importance of learner support in

ODL is crucial and many reports argue that it has a role to play in reducing drop-out rate as

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well as increasing the success rate of students. However, as laudable as ODL is to bringing

solution to the increasing demand for university education, quality assurance is lacking and

the ICT learner support infrastructure is not always effective leading to frustrating moments

in trying to access education through ODL. This study explores the perceptions, views,

opinions, and attitude of the NOUN students and staff members on the use of ICT learner

support structures. The learner support structures at NOUN depend on Information

Communication Technology (ICT), tutorial classes and group discussion classes. The study

also investigate the quality assurance of the security of ICT infrastructure.

1.3 Aim and Objectives of Study

The aim of this study is to investigate the application of quality assurance practices to open

and distance learning with special focus on the security infrastructure and ICT based learner

support services. The study investigated the availability and implementation of existing

quality assurance policies on online technologies and the perception of students and staff on

the implementations of these policies to enhance learning. It also investigated the barriers

which impede the use of online technologies for learner support and learning.

The study therefore identified factors and practices which contribute to improving the quality

of open and distance learning opportunities that ensures the quality of ODL in these areas and

compare them with what is on ground at the case organization chosen for this study.

The objective of this study are as follows:

i. To determine the level of quality assurance in ODL.

ii. To determine the extent of ICT learner support on registration process.

iii. To examine the ICT learner support on programme process.

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iv. To find out the improvement of security of technologies of ODL at the case

institution.

v. To examine staff improvement that enhances ICT learner support in ODL at the

case institution.

1.4 Significance of the Study

The literature reviewed indicates that ODL focuses on removing barriers to access to higher

education, particularly with regard to ICT support. Poor learner support is one of the biggest

challenges that distance learners face and has been attributed to the cause of high attrition

rate in distance learning institutions. Simpson (2002) argued that student support is a vital

element in any open and distance learning ODL program. In a highly competitive market,

learners should become the major concern of all higher education institutions including

distance learning institutions (Thompson and Shillington, 2008). The study is focusing on

quality assurance of ICT based learner support. The outcome of this study is expected to be

useful to open and distance learning institutions in Nigeria and indeed Africa that share the

same peculiarities with Nigeria in the use of ICT based learner support infrastructure to

improve on their content delivery and communication with learners. This is expected, if put

into use improve the success rate of both students and the quality of the output from the

institutions.

1.5 Scope of the Study

The study used the National Open University of Nigeria (NOUN) as case study for this study

with emphasis on three study centres and they are:

i. Benin City Study Centre, Edo state.

ii. Emevor Community Study Centre, Delta State.

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iii. Asaba Study Centre, Delta State.

1.6 Limitation of Study

The following constraints were encountered in the course of this study:

1). Lukewarm attitude of respondents to accept questionnaire

2). Extra time spent in educating the students/ graduates/staff on the need to respond

positively to questions

1.7 Definition of Terms

I. SECURITY: Protection against something bad that might happen in the future.

II. QUALITY: Havvey and Green (1993) suggested five interrelated ways of defining

quality. Excellence, consistency, fitness for purpose, value for money and

transformation. Quality also means a high standard.

III. Quality Assurance (QA) : A planned and systematic set of procedures which are

designed to build quality into a product or service, that is, to carry it out correctly the

first time (Boyd, 2001). It is about ensuring that there are mechanisms, procedures

and processes in place to ensure that the desired quality, however defined and

measured, is delivered (Harvey and Green, 1993).

IV. Information Communication Technologies (ICTs): ICT is an acronym that stands

for “Information Communication Technologies”. Information Communication

Technologies are umbrella terms which include all technologies for the manipulation

and communication of information.

V. Open and distance learning (ODL): According to Tinio (2002), Open and distance

learning is defined by the Commonwealth of Learning as a way of providing learning

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opportunities that is characterized by the separation of teacher and learner in time or

place, or both time and place.

VI. E-Learning: The design, development and delivery of technology enhanced learning

experiences, using a variety of media, for example web-based (online), computer-

based (multimedia CD-ROMs), interactive television broadcasting, audio- and video-

tape, video conferencing. It is an instructional content or learning experiences

delivered or enabled by electronic technology. It includes a variety of learning

strategies and technologies. E-Learning is content, tasks, problems and most

importantly feedback and collaboration, mediated through a networked computer”

(Reeves, 2001).

VII. Online / Web based Learning: Use of the Internet and the World Wide Web

(WWW) to deliver interactive learning experiences to students, independent of

distance, time and place. This includes both synchronous and asynchronous modes of

interaction. Any learning that uses the Internet to deliver some form of instruction to a

learner or learners separated by time, distance or both. Online learning may occur

among people scattered across the globe or among co-workers at a single facility via

corporate intranets and local area networks (LANs). What defines online learning is

the use of network communications systems as the delivery medium (Reiser and

Dempsey, 2002).

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CHAPTER TWO

LITERATURE REVIEW

2.1 Distance Learning Education

Throughout the world, many institutions are beginning to use distance education as it has

vast advantages. One does not necessarily have to leave one’s work place to pursue

education and many people are enrolling at such institutions. One can obtain a certificate,

diploma, a degree or any qualification for that matter through distance learning method for

many reasons and the major one is that it is a flexible means of learning and acquiring

needed qualification to advance ones career. People who have got jobs can study in their

own time, in the own homes, without being removed from their work for long periods. ODL

fees are cheaper when compared with those of contact institutions.

The emergence of distance learning education is an inevitable development in the expansion

of higher education. According to Guri-Rosenblit (2005), distance education have either

become part of, or mushroomed outside conventional universities and grown into diverse

models reflecting the clienteles they aim to serve, how they were initiated, how they are

funded, and the kinds of programs they offer. According to Weber (2007), following the

model of the United Kingdom Open University (UKOU) established in 1969, a number of

single mode distance learning universities have been developed and embraced in many

countries representing approaches that focus on widening access to higher education

provisions. As governments try to meet the rising expectations and public demand to upgrade

the skills for the next generation and economic growth, Distance learning institutions have

become an important element to provide access and equity to higher education. In spite of the

strategic role of distance learning institutions in providing access to higher education, there

are several challenges that these new universities face; for example, the lack of support and

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services such as providing tutors, academic advisors, schedulers, and technical assistance

(Rena, 2007), difficulty in oversight of delivery of instruction (Rashid and Rashid, 2012), and

delivery of student support services including academic and logistical elements or

establishing infrastructure (Hoosen and Butcher, 2012).

These challenges have attracted an examination of the quality of distance learning institutions

particularly regarding the need for establishing acceptable best practices and developing

standards of quality by which distance education can be judged (Davies et al, 2010). At this

point, it seems important to study quality assurance at distance learning institutions at the

university level. In contrast to the practices of quality assurance in conventional learning

mode that may vary between subjects, programs, and faculty, and in which lecturers teach

face to face, in distance learning, the roles of university planning and management as a whole

are more important than the roles of individual lecturers (Zuhairi, 2014). In achieving a

standard quality for printed learning materials, for example, institutions must develop criteria

and standard operating procedures or quality guidelines for course development that will be

applied to all academic programs.

2.2 Distance Learning

There are many names that have been used to describe the variety of teaching and learning

processes where there is a physical separation between the learners and the teachers such as

correspondence education in the United Kingdom; home or independent study in the United

States; external studies in Australia; and distance teaching at United Kingdom.

2.3 Defining Distance Education

The varied nature of defining distance education can be presented by exploring the different

definitions from a number of pioneering theorists in the field over the decades, such as

Holmberg (1995) who contended that distance education covers various forms of study at all

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levels which are not under the continuous, immediate supervision of tutors present with their

students in lecture rooms or on the same premises, but which, nevertheless, benefit from the

planning, guidance, and teaching of a supporting organisation. Moore (2014) asserted that the

fundamental concept of distance education is simply that it is the separation of students and

teachers by distance and sometimes by time. Meanwhile, Wedemeyer (2011) emphasized two

important components in the concept of distance education: ‘distance’ in terms of the

separation of teachers and learners, and ‘the use of media’ as the primary communication

mode. Education at a distance, for Wedemeyer (2011), is the teaching and learning of

knowledge via various methods used when learners and teachers are at physical distance from

each other.

Addressing the interest in defining the term, Keegan (2006), following his extensive survey

into the literature, concluded that the following five characteristics are to be regarded as

essential for a comprehensive definition of distance education:

i. The quasi-permanent separation of teacher and learner throughout the length

of the learning process;

ii. The influence of an educational organisation both in the planning and preparation of

learning materials and in the provision of student support services;

iii. The use of technical media: print, audio, video or computer, or the World Wide Web,

to unite teacher and learner and carry the content of the course;

iv. The provision of two-way communication so that the student may benefit from or

even initiate dialogue;

v. The quasi-permanent absence of the learning group throughout the length of the

learning process so that people are usually taught as individuals rather than in groups,

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with the possibility of meetings, either face-to-face or by electronic means, for both

didactic and socialisation purposes.

Keegan’s (2006) five characteristics of distance education have sparked further debate,

particularly Keegan’s last characteristics (the lack of study group in distance education).

Some commentators have argued that such a definition has been too restrictive in its view and

too descriptive in its orientation to the past practices of distance education. Garrison and

Baynton (2007) criticized Keegan’s definition in that it reflects the traditional view of

distance education and does not adequately consider the advancement and future possibilities

of distance learning technologies. Others, such as Baath (2009), asserted that in the future

new media will make possible various kinds of non-contiguous communication between tutor

and students and among students themselves. Baath further clarified that with the spread of

computers we are getting a new very powerful medium for almost unlimited contiguous

multi-way communication between tutor and students by electronic mail and

videoconferencing. The fifth element of Keegan’s definition, the possibility of occasional

face-to-face meetings, is also critiqued by Baath (20011) who argued that “although only as a

possibility, [the face-to-face element] is conceptually, diametrically opposite to distance

education”. Baath (2011) went on to state that it is then important to discuss and clarify the

meaning of distance education.

2.4 Quality

Quality is a concept long associated with the manufacturing sector. In his seminal work,

Garvin (2014) noted five product quality definition approaches, which have been adopted

across multiple contexts: the transcendent quality approach, the product-based approach, the

user-based approach, the manufacturer-based approach, and the value based approach. Later,

Garvin (2007) adapted his five approaches into eight critical dimensions or categories of

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quality including: performance, features, reliability, conformance, durability, serviceability,

aesthetics, and perceived quality. These notions of quality are relevant to education in that

they help provide a heuristic for the ongoing discussions about student preparation, program

quality, university rankings, and graduation rates.

2.5 Quality Assurance in Education

Dale (2000) argued that the introduction of quality and QA policies in education, particularly

in higher education, were partly derived from the marketization and privatisation in higher

education. Dale (2000) added that the marketization and privatization of higher education

have been encouraged within the discourses of neoliberalism in Western (Industrialized)

countries in which economic policies with a focus on competition have supported the policy

making framework in the public sector.

2.6 Open Learning

Open Learning is an approach that provides learning in a flexible manner, organised around

the geographical, social and time constraints of the learner rather than an institution (Bates

2015; Siddiqui 2004). Open Learning has primarily been described as a goal, or educational

policy. Perraton (2000) and Mhlanga (2008) argue that the heart of Open Learning is

enhancement of educational access and achievement through the removal of all unnecessary

barriers to learning. It also entails an approach to learning that is learner-centred, rather than

teacher or content-centred, and geared to meet the idiosyncratic needs and preference of

individual learners.

2.7 Open and Distance Learning (ODL)

The concept of Open and Distance Learning (ODL) can be defined in various ways. Hence

there is no single all-embracing definition. Freeman (2004) defines ODL as an amalgamation

of two approaches which focus on expanding access to learning. Moon et al (2005) define

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ODL as the open learning approaches, which, when combined with distance education

methodologies, are often referred to collectively as open and distance learning. According to

Commonwealth of Learning (2000), ODL is: “correspondence, home study, independent

learning … flexible learning or distributed learning.” In the ODL philosophy and practice,

ODL represents approaches that focus on opening access to education and training provision,

freeing learners from constraints of time and place, and offering flexible learning

opportunities to individuals and groups of learners (UNESCO, 2002). Common elements on

which many authors agree in their definition are the combination of Distance Education

(DE) and Open Learning, access and separation between the lecturer and the learner. In

generally, the goal of ODL is to widen participation and to overcome geographical, social

and economic barriers (Kelly and Mills, 2007).

2.8 Characteristics of Open and Distance Learning

Perraton (2000) and UNESCO (2002) identify the following as some of the characteristics of

ODL. ODL is aimed at developing the educational capacity of the individual for responsible

citizenship and hastening development in developing countries. With the world population

approaching six billion, it is impossible to provide education from only one location. DE is a

vehicle for human and other resource development and is fast becoming the traditional form

of education. The concept of ODL includes open access, flexible delivery of instruction,

learner-centred approaches to course design and delivery, mediated two-way

communication, multi-channel learning, multimedia, open learning, lifelong learning and

experiential learning. The goal of ODL is to reach all those who would not have any other

opportunity for education. Badat (2005) states that the reasons for using Distance education

are varied. Firstly, it has been used to reach students in geographically challenging areas. In

some high population countries, such as China and Pakistan, distance programmes have

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played an essential role in providing education on a huge scale. Education by distance is

being used to redress inequalities in qualifications in post-colonial countries, such as

Namibia, Zimbabwe, South Africa and Uganda. In other countries it is being used to reach

marginalised communities. Distance education has been used both as an emergency solution

to a temporary problem, responding to demands for a sudden expansion of the teaching force

and as part of a continuing programme of teacher education upgrading. Its attraction to the

planner as a technique of mass education lies partly in its capacity to reach large numbers,

without taking them away from the classroom, and partly as a means of raising school

quality (Perraton 2000). In distance education, learners are separated from the instructional

base or teacher, either by space or time, for a significant portion of their learning (Unesco

2000) Perraton (2000) says ODL has grown because of its perceived advantages.

2.9 Online Learning

People use the term online learning in many different ways. Most broadly, it refers to a

method of delivering educational information using the internet. This may range from:

i. downloadable content (such as university content, digital textbooks, and video or

audio materials)

ii. informal teaching (such as Massive Open Online Courses (MOOCs )

iii. Online courses that include assessments and the awarding of a qualification.

Online learning in this last category is our main focus in this guide.

2.10 Learner Support

According to AAOU (2010), learner support refers to all variables relating to tutorial and

learning services to ensure that students’ learning processes are facilitated and their needs are

met. Learners are supported by the provision of a range of opportunities for real two-way

communication through the use of various forms of technology for tutoring at a distance;

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contact tutoring, assignment tutoring, mentoring, counselling, and the encouragement of peer

support structures. In its current QA framework, AAOU (2010) has revised the QA criteria

for learner support areas into two sub-components:

i. Tutorial support and

ii. Counselling support

According to Simpson (2002), Tait (2000) and Thorpe (2002), learner support is a broad term

referring to the services provided to distance learners so that they can overcome barriers to

learning and complete their studies successfully. Learner support is defined in different ways

in the distance and online learning literature (Brindley, Walti and Zawacki-Richter, 2004). It

might cover learning materials, teaching and tutoring and non-academic elements,

administrative aspects, guidance and counselling. In this study the aspect of learner support

that this study focuses on is that which entail providing support using ICT infrastructure and

security of learner materials and data. The NOUN uses various technologies to reach out to

its students and provide them with opportunities to learn through the various technologies.

Anderson (2008) and Aluko et al. (2011) stated that ICT can enhance traditional learner

support systems. According to Chen and Chen (2008), it is well recognised that distance

education through technology has the potential to provide access at reasonable cost through

sharing of quality education resources. The study investigates quality assurance of the ICT

and security assurance provision of learner support in the NOUN. Extensive literature has

been reviewed on the development of ODL as a mode of higher education provision, the

characteristics of ODL, the rationale for ODL provision, the use of Information

Communication Technology (ICT) in ODL, learner support in ODL and the NOUN. The

ODL model entails a student-centred approach that is based on integrated systems and

engaged learning. The technologies, such as cell phone, computers, telephone, multimedia

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CDs and DVDs, video and audio conferencing, SMSs, cell phones, e-mail and discussion

forums have been proposed to offer new possibilities for supporting learning. NOUN has

regional centres throughout the country. However many NOUN students still have to travel

from their various locations to cities and towns in order to access learner support services.

These and other views presented in this work influenced the researcher to conduct the study.

2.11 Quality Assurance in Learner Support Areas

The need for learner support in ODL comes from the recognition that learning processes take

place with teaching providers (tutors, instructors, and learning material developers) and

students being geographically separate from each other. This learning mode requires distance

students to work alone for most parts of the learning process. Therefore, distance learners

have unique needs, and many practitioners in the field believe providing distance learners

with appropriate support services will increase the quality of their learning (Lee, 2000;

Simpson, 2002). These unique needs include:

1) Information to help learners relate to the institution and understand its systems,

2) contact with tutors to help maintain motivation and overcome learning problems,

3) Institutional identity to feel that they are part of the body of learners rather than studying in

isolation, and

4) Advice on how to study in distance education delivery mode (COL, 2009).

2.12 Quality Assurance in Learner Support Areas: Commonwealth of Learning Model

The COL theory for assuring quality for distance higher education can be regarded as one of

the leading models that has been adopted by some distance learning institutions, especially

those operating in Commonwealth countries. The development of what they call the “Quality

Assurance Toolkit: distance higher education institutions and programs” (COL, 2009) has

been attributed to the COL, Open University of Sri Lanka (OUSL) and United Nations

26

Educational, Scientific and Cultural Organization (UNESCO). The quality assurance toolkit

consists of several aspects covering ten key areas for institutions and six areas of essential

elements for program levels.

The COL’s quality assurance model is equipped with a number of important elements needed

for the application of the model including criteria standards for each respective area including

learner support areas and performance indicators. According to this model, the performance

indicators are developed to enable distance learning institutions to:

i. Conduct a summative self-evaluation for quality improvement, and

ii. Monitor the processes of continuous learning and ongoing improvement.

According to the COL (2009), learner support deals with various provisions of a range of

opportunities for tutoring at a distance through the use of various forms of technology.

Learner support areas include contact tutoring, assignment tutoring, mentoring, counseling,

and the stimulation of peer support structures are employed to facilitate their holistic

progression (COL, 2009). The COL (2009) further stipulated that regardless of the form and

management of these services, learner support must meet two functions—tuition and

counselling. Tuition services refer to a number of activities that promote intellectual support

such as explaining a concept or instruction to the learners, exploring issues with the learners,

and giving feedback to the learners. Meanwhile, counselling services deal with personal and

emotional support such as providing the learners with information and advice, taking action

to help learners, and advocating on behalf of learners. These are part of quality learner

support:

i. learner support is provided using a range of media, with emphasis on the use of

appropriate ICTs;

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ii. Tutors are selected and trained to shift their roles from being teachers to facilitators of

learning;

iii. Tutors provide timely feedback to learners on their assignments;

iv. Academic, administrative and technical staff facilitate learner success;

v. There are mechanisms to follow up and support learners throughout the duration of

their study;

vi. Opportunities are provided for academic and social peer interaction, vertically with

tutors and horizontally with peers;

vii. Measures for feedback and monitoring of learner support services are in place; and

viii. Institutional mechanisms developed to facilitate student progression from one level of

education to the next higher level successfully and towards gainful employment.

(COL, 2009)

These criteria standards reflect the essential elements in offering quality of learner support in

distance institutions. Therefore, these criteria statements represent a distillation of good

practice in the specific domain of learner support services.

These performance indicators for learner support indicate the kinds of data to be collected

while implementing each activity of learner support areas.

2.13 Quality Assurance in Security of ODL

In open distance learning, various electronic learning and support facilities are offer to its

learners and other public. As norm of facilities is increasing time by time, at same time

attackers/invader are playing a major part to deny the service and damage system facilities.

Security is very important in protecting the facilities from hackers and in form of protecting

the sensitive information and data. attacker take benefit of divers security fault in a network

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service, hosting infrastructure and exploit the vulnerability to compromise the system. The

following are various security fault by which a attacker play a major part:

i. Lack of proper hardening of Servers

ii. Insufficient network boundary security controls

iii. Flaws or bugs in application/service software

iv. Insecure design and coding of hosted software (OS, application, etc)

v. Weak passwords

vi. Social engineering

Lack of operational control Security of a system/service/data shall be ensured by protecting

the sensitive resources at network, system and the application/service domains. Marali

(2009) ,Some of the security parameters are authentication, access control, availability,

confidentiality, integrity and non-repudiation. Violation in any of the parameter leads a

breach in security. All these security parameters to be enforced along with security policy on

the ICT infrastructure being used in open distance learning. The following are some of the

policies to be framed and implemented for smooth functioning of ICT infrastructure in open

distance learning system:

i. Network security policy

ii. Host/ Server security policy

iii. Application software security

iv. Database security

v. Content management policy

a. Web server logging policy

b. Backup a policy

c. Password management policy

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d. Encryption policy

e. Audit, Incident handling and Recovery policy

f. Physical security policy

2.14 Information and Communication Technology in ODL

ICTs are an integral part of ODL, being applied to providing career and study guidance,

enrolment processes, teaching and learning, and assessment and certification. The range of

technologies used in ODL is ever-growing, ranging from the Internet, computers, tablets and

mobile devices to virtual and augmented reality and 3D printing. The pedagogical

applications of these ICTs may differ significantly from the traditional modes of teaching and

learning. Ehlers (2012) maintained that when knowledge and understanding are actually

being created online by students, and they are using e-portfolios to assemble their ideas and

reflect upon their own learning capacities and strategies, these represent such fundamental

changes in the nature of teaching and learning that different questions need to be asked,

different objects and processes need to be evaluated, and different quality criteria need to be

applied. Nichols (2002) argued that in QA it is now necessary to assess the quality of the

presentation, assessment, communication and management tools of learning management

systems (LMSs), information repositories(the sites containing electronic documents such as

course outlines, handouts and PowerPoint slides), one-way online communications systems

(e.g., posting notices to students using email or WebPages), two-way online communications

(e.g., students communicating and sharing files with teachers, tutors and one another

individually or in groups through social media),and online tests, assignments and

assessments. Uvalic-Trumbic and Daniel (2014) have seen the need to assess the potential of

what they call “post-traditional higher education,” with its various dimensions of openness,

and the creation, adoption, adaptation and analytics of OER and MOOCs.

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To identify its goals in eLearning and its progress towards these, the University

Of the Southern Caribbean reported that it has based its QA framework on interrelated

building blocks in the Sloan-C (now renamed the Online Learning

Consortium).

2.15 The Importance of ICT in ODL

There have been rapid changes in education sector because of ICTs. Different ICTs are now

set to become instrumental to help expand access to education, strengthen the relevance of

education to the increasingly digital workplace and raise educational quality by among

others, helping make teaching and learning into an engaging activity (Shahand Shafiul,

2010). These further indicate that the application and exposure to and deployment of ICT

fundamentally change the way education is conceived and delivered to students. Due to its

easy accessibility, this means of education has become very popular all over the world. Thus,

distance education has got a thrust after the evolution of ICT-based education system.

There is no doubt that Information and Communication Technology (ICT) holds the promise

of transforming the ways we live into new and more powerful ways. ICT has become a

strategic resource, a commodity and foundation of every activity from technology,

communication, health to entertainment. ICT now plays a major role in distance learning and

research in general (Ajayi, 2003).

2.16 Information Communication Technologies for information provision in Distance

Learning Education

There have been many innovations in distance learning technologies carried out in the

developing countries. Localized resources such as overhead projectors and chalkboards may

no longer be necessary if all learners have access to the same network resources on which the

teacher is presenting information especially, if the students are not physically at the same

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place (UNESCO, 2010). Most of these innovations focus on getting the maximum benefit

from the existing resources. Distance Learning has progressed in rapid strides. As noted by

Prem and Madhulika (2006) India is now a home to some of the world’s largest open

universities, deploying a variety of educational media which include interactive radio and

television, teleconferencing, multimedia and the Worldwide Web. This has been due to the IT

revolution and the extensive use of electronic media which have become viable options with

most of today’s open and distance education programs going this way.

Distance or e-leaners are usually geographically isolated from their tutors. They need

answers, ideas, advice and encouragement. Once they start completing assignments, they

need personalised assessment of their works; probably a library through ICTs to support these

students in their learning process. Under e-library, distance learners are provided with

different electronic resources that complement their print sources. Students are trained on

information literacy skills. These enable them to interact with resources databases which

contain electronic materials as well as the learning management systems which are used by

the university as part of e-learning mode. These skills enable students to download and

upload their progressive results and other learning resources.

In using computer technology, students can also send and receive e-mails from their tutors.

They can also chat and send queries to both tutors and librarians which need immediate

solutions. Therefore, there is a link between e-learning and library services in the learning

process (Maro, 2008). Mushi (2006) argues that use of ICT tools such as e mails, chat rooms

and bulletin boards help the instructor to keep in touch with learners as the instructor

monitors participation, evaluate learning, pedagogy and effectiveness of teaching-learning. If

appropriately engaged ICTs eliminate the problem of instructor learner isolation which has

been a long time distance education concern.

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2.17 The Use of Information Communication Technologies in facilitating distance

learning

Presently, a new era has evolved in the education sector by means of ICTs. Different ICTs are

now set to become instrumental to help expand access to education, strengthen the relevance

of education to the increasingly digital workplace and raise educational quality by among

others, helping make teaching and learning into an engaging and active process connected to

real life (Shah and Shafiul, 2010).

Mushi (2006) also has noted that learning like other social activities involves two or more

participants who result from meaningful interactions between and among people involved.

These interactions are more crucial where technology was the primary means of instruction.

In such cases, there were no physical human cues to encourage interaction, rather instruction

has to be designed and delivered in such a way that it performed what the instructor could

have performed when teaching in a traditional classroom.

The use of ICT has provided many options and choices. Many institutions are now creating

competitive edges for themselves through the choices they are offering students. These

choices extend from when students can choose to learn to where they learn (Oliver, 2002).

Another way in which emerging ICT are contributing significantly on the content of

education curricula stems from the ways in which ICT are dominating so much of

contemporary life and work. Already, there has emerged a need for educational institutions to

ensure that graduates are able to display appropriate levels of information literacy. The

capacity to identify and issue and then to identify, locate and evaluate relevant information in

order to engage with it or to solve a problem arising from it(McCauslandet al., 2009).

According to Tinio (2002) ICT is potentially a powerful tool for extending educational

opportunities both formal and non-formal. ICTs are potential tools previously.

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The use of distance education and ICT has the potential to distribute opportunities for

learning more widely and equitably across the teaching force. They can also improve the

quality and variety of the resources and support available to teachers, opening up new

avenues to professional development, changes in knowledge, skills, attitudes and the mindset

of teachers and head-teachers (Robinson, 2008) The students are aware of the impact

technology has as a tool for achieving instructional goals (Ringstaff and Kelley, 2002).

While there is an increased interest in the integration of technology in learning and teaching,

very little remains known about how the use of ICTs is changing students’ approaches to

learning (Rumble, 2000). Perraton (2000) says technology has spurred the development of

ODL. Students can learn from computers, where technology is used essentially as a tutor and

this serves to increase students’ basic skills and knowledge. They can also learn by means of

computers, where technology is used as a tool that can be applied to a variety of goals in the

learning process and can serve as a resource to help develop higher-order thinking, creativity

and research skills (Ringstaff and Kelley, 2002).

ICT used in distance education systems includes mail, telephone, face to face sessions, radio,

television, audio and videocassettes, compact discs, emails and other computer conventions

and tele-conferencing systems. Gulati (2008) believes learning using technologies has

become a global phenomenon. The technology is seen as a tool that potentially allows

individuals to overcome the constraints of traditional elitist spaces and gain unlimited access

to learning. It is widely suggested that online technologies can help address uses of

educational equity and social exclusion and open up democratic and accessible educational

opportunities. 20 According to Robinson and Latchem (2003) modern developments of

innovative technologies have provided new possibilities to teaching professions, but at the

same time have placed more demands on teachers to learn how to use those new

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technologies in their teaching. Jung (2005) maintains that a variety of ICTs can facilitate not

only delivery of instruction, but also the learning process itself. Moreover ICT can promote

international collaboration and networking in education and professional development. There

is a range of ICT options, from videoconferencing through multimedia delivery to web sites,

which can be used to meet the challenges teachers face. In fact there has been increasing

evidence that ICT may be able to provide more flexible and effective ways for lifelong

professional development of teachers. According to Gulati (2008), the University of South

Africa became the first to offer single mode, distance education in 1946. Arguably, the aims

of distance education in developing countries are different from those of developed

countries. In developed countries moves to widen participation and lifelong learning for non-

traditional learners are closely linked to the development of a string knowledge economy. In

contrast developing countries’ motives for distance learning are to provide basic and literacy

education to large numbers of poor people (Zhang, 2005). Gulati (2008) argues that a review

of 150 distance education programmes in Sub-Saharan Africa has concluded that traditional

paper-based means of distance learning continues to be more reliable, sustainable and widely

used than online and web-based methods of learning. Advances in e-learning in developing

countries have been reported and several determinants may influence e-learning success in

these countries. Robinson (2008) contends that the opportunity to learn to use ICT has been

seen by rural teachers as a big step-up in achieving equity with teachers in more advanced

areas of China. Many saw it as an indication that they were joining the modern world. The

teachers used ICT to develop new curriculums, to get guidance and support in putting it into

practice, for communication, cooperation and conscious inquiry in to their lessons, to

develop new skills in using technology, to develop new teaching approaches, to create a

35

humanistic learning environment, to share resources, to exchange experience and to develop

together.

As noted by Gulati (2008), new communication technologies, particularly the internet,

appear to offer exciting possibilities for overcoming geographical access and cost barriers to

learning, such as poverty, lack of social and educational infrastructure and cultural issues

that restrict educational progress in developing countries. Research indicates that ICT can

change the way teachers teach and that it is especially useful in supporting more student-

centred approaches to instruction and in developing the higher order skills and promoting

collaborative activities (Haddad, 2003). Recognising the importance of ICT in teaching and

learning, most countries in the world have provided ICT teacher training in a variety of

forms and degrees. Even though many teachers report that they have had inadequate training

to prepare themselves to use technology effectively in teaching and learning, there have been

several efforts around the world in which countries are effectively using technology to train

teachers to use technology as tools for enhancing teaching and learning (Jung, 2005) Another

possibility with the use of ICT in teacher training is that it connects teachers to a larger

international teaching community.

2.18 ICT Infrastructure in ODL

Open distance learning system requires ICT infrastructure to provide various services

effectively at different phases of a student life cycle. The ICT infrastructure include the

network infrastructure, the computing infrastructure, the system and application software, the

Internet Service Provider(ISP), the bandwidth, the policy framework and the security

infrastructure.

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2.19 The network Infrastructure

The institution that provides education in open distance learning mode requires a structured

network at all its operational nodes (headquarters, the regional and study centres in case of

NOUN) and interconnected each other through a dedicated network so that all student

services can be accessed easily by all operational nodes, students and other public (Sangay

2005). The network shall include adequate and standard network components that are used at

gateway and other parts of the structured network. The standard network components are the

router, the network switches, the standard network cable (fiber and UTP). Wireless

connectivity (Wifi/Wi-max) shall also be used, where ever needed.

2.20 The Computing Infrastructure

The standard computing infrastructure include standard computer hardware such as

Servers (database servers, web servers, backup/recovery servers and application servers) to

host various student learning and support services and personal computers (desktop

computers, laptops and tabs) to access and use services ( Mali, 2010).

2.21 The Internet Service Provider (ISP) and Internet Bandwidth

Internet bandwidth is needed to access web-based student learning and support services. The

amount of internet bandwidth required is directly proportional to the number of users, who

access the service(s) and is one of the parameters to access a service easily with no time. The

accessibility of a service depends on the availability of internet bandwidth reserved in

particular institution, where service is hosted. The internet service provider is an organization

who provides internet bandwidth.

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2.22 The Security Infrastructure

Security infrastructure is essentially required to protect the systems (servers and personal

computers), software, applications and the data that are being used in an institution, where

student learning and support services are made available in open distance learning system.

Security infrastructure enhances the security of a System/Application/data and are intended to

counter security attacks. The gateway (the starting and ending point for inbound and

outbound traffic) of systems shall be protected with security devices. The standard security

devices are the firewall, intrusion detection system (IDS), intrusion prevention system (IPS),

the antivirus software and other monitoring systems. Security for a service shall be ensured

by protecting its network domain where service is running, its system domain on which the

service is hosted and the service/application itself. Each security device shall be configured

with proper access controls.

2.23 The Policy Document

Policy document covers various policies that are to be enforced in an institution where

student learning and support services are made available in a open distance learning

system(NUC 2009). The policies shall broadly categorized to operational policies, behavioral

policies, resource access (system, service and network) control policies, security policies and

organizational policies. The policy document is dynamically changed based on need and

deed. The policy document helps to setup the ICT infrastructure properly and to have access

control.

2.24 Factors that Promote Quality Based ICT-based Education Concepts

The factors that promote quality web-supported learning are synthesized in Table 2.3

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Table 2.3 Taxonomy of factors to promote quality web-supported learning

S/N CATEGORY FACTOR1 Institutional Factors

Technology plan

Infrastructure / Adequate resources for online learning availabilityStudent advice and consultation

Institutional evaluation of programme effectiveness

Promotes coherent organisational change

2 Technology Factor

Appropriate use of technology

Reliability / robustness

Accessibility / 24/7Technological support available for lecturers and students

System training available for lecturers and students

Accurate management of student records / data

3 Lecturer Factor Interaction with students / facilitation of online learningFrequent and constructive feedback to students

Professional training in education - professional development

Regular evaluation of lecturer competence

Academic background / qualifications

4 Student Factors Communication with fellow students

Time management / time on task

Learner control over time, place, pace of learning

Expect efficiency and effectiveness

Employ critical thinking strategies

Motivation / commitment / self esteem

Improve students' problem solving abilities

Return on investment - customer satisfaction - cost/benefit

5 Instructional Design Factors

Co-operative / group learning / team work / reciprocity / collaboration

39

Student engagement in higher cognitive levels / knowledge construction /challenges / complex thinking skillsRich learning resources / Sound learning materialsInteractivity / Active learning / learning activitiesDesign standards / guidelines / minimum requirements

Routine review and evaluation of courses / products

Enhanced student motivation / responsibility for own learning

Manageable segments / modular / chunking

Inclusivity: social, cultural, gender, disabilities

Purposeful use of learning media

Appropriate use of images, graphics

Offer a complete learning package

S/N CATEGORY

6 Pedagogical Factors

FACTOR

Learning outcomes / objectives are clearly statedCommunicate high expectations

Respect diverse talents and learning styles / equity for all

Optimal assessment strategies / authentic tasks

Clearly stated expectations re: level of participation, assignments etc.Provide time for students’ self-reflection

Provide a non-threatening, comfortable environment

Students instructed in proper research methodology

Relevance and accuracy of content

Research and continuous improvement

Educationally significant goals

Programme is adaptable, sustainable and scaleable

Source: Robinson, (2008).

Table 2.3 is a holistic synthesis of important factors and practices which together promote the

quality of web-supported learning experiences. The factors that relate to the objectives of

this research are separated and are they form the content of the survey for this study. They

are:

40

i. Technology plan

ii. Infrastructure / Adequate resources for online learning

iii. Online student advice and consultation

iv. Appropriate use of technology

v. Website accessibility / 24/7 availability

vi. Technological support available for lecturers and students

vii. System training available for lecturers and students

viii. Interaction with students / facilitation of online learning

ix. Frequent and constructive feedback to students

x. Communication with fellow students

xi. Interactivity / Active learning / learning activities

xii. Purposeful use of learning media

2.25 National Open University of Nigeria

The National Open University of Nigeria (NOUN) is an open and distance learning (ODL)

institution established in July 1983 by President Shehu Usman Aliyu Shagari, the first

president of Nigeria and the university’s founding president. President Shagari envisioned a

university with the capacity to admit and satisfy the education and skill needs of Nigerians no

matter their status or circumstances.

Driving the vision was the realization that a sustainable democracy, functional economy,

happy and prosperous people all depend on knowledgeable citizens. President Chief

Olusegun Obasanjo resuscitated NOUN in 2002 following a 19-year suspension of

operations.

2.26 Faculties

NOUN has the following faculties

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i. Centre for Entrepreneurship and General Studies (CE & GS).

ii. Faculty of Agricultural Science.

iii. Faculty of Arts.

iv. Faculty of Education.

v. Faculty of Health Science.

vi. Faculty of Law.

vii. Faculty of Management Science.

viii. Faculty of Science.

ix. Faculty of Social Science.

The National Open University of Nigeria is an ODL institution renowned for providing

functional, flexible, accessible and cost-effective education adequate for flourishing in the

21st century and beyond. Right from its first inception in July 1983, its mandate has remained

to deliver university education at the doorstep of every interested in Nigeria. The founding

president Alhaji Shehu Shagari, the first executive president of Nigeria envisioned a

university with the capacity to admit and meet the education and skills needs of citizens no

matter their status or circumstances. The vision was predicated on the realization that a

sustainable democracy, functional economy, happy and prosperous people all depend on

knowledgeable citizens. Meeting the educational needs of such citizens in a highly populous

country like Nigeria was beyond the capacity of Nigeria’s conventional higher institutions.

Despite its suspension in 1984 by the federal military government that succeeded Alhaji

Shehu Shagari, the resuscitation of NOUN in 2002 by the civilian regime of Chief Olusegun

Obasanjo went side by side with the awakening of the vision that informed the initial

establishment of the university. As a faithful trustee to the Nigerian people, NOUN leverages

on information and computer technology to deliver an education tailored towards the

42

globalized economy. The university offers exceptional academic programmes that meet the

specific needs of all sectors of the global economy in the arts, health, law, physical, social,

agricultural and management sciences.

As an ODL institution, it is an equal opportunity university determined to meet the following

objectives that necessitate to the establishment of open and distance education in Nigeria:

i. Provision for education for all and promoting lifelong learning.

ii. Filling the gap created by the closure of outreach/satellite campuses.

iii. Cost effectiveness.

iv. Improved economics of scale.

v. Flexibility of delivery system.

vi. Maximum utilization of academic personnel.

vii. On the job teacher training

viii. Poverty eradication, vocational and lifelong education.

ix. Provision of non-formal education.

x. Reaching the unreached.

xi. Propagation of national orientation.

2.27 Administrative Frame Work

The University Act of 1983 is the operating basis for the actualization of the reborn NOUN.

The Act provides amongst others, that the president of the Federal Republic of Nigeria is the

visitor of the university. This is similar to the custom in the conventional university in the

country. In addition, there is a council headed by the pro-chancellor, whose members are

constituted by the visitor through the Honourable Minister of Education. Currently, the

council of NOUN is made up of 15 appointed members apart from the internal members of

43

the university and representatives of designated agencies of the government. The academic

activities of the university are run through the senate which has the vice-chancellor as its

chairman and all professors and programme leaders as members.

2.28 Examination Process and TMA

At NOUN, two modes of assessment are used for its students. These are continuous

assessment and end of semester examination. The continuous assessment can be further

classified into two, namely; self-assessment exercise within each unit of study and Tutor

Marked Assignments (TMAs) at the end of each unit of study. The tutor marked

assignment is an e- examination so it can be tagged E-TMA and it forms 30% of the

overall score. Each TMA is weighted 10% and only the best three out of the four TMAs

are used to grade the students. The end of semester examinations can either be theory and

practical or both. Examinations are usually pen on paper for all programmes in the

university (NOUN, 2009). However, due to the logistics problems, 200 level courses and

below are conducted online except for law courses.

2.29 Security of Examination Questions and Venues

For the quality assurance of examination questions, it is a practice in most Nigerian

universities to moderate examination questions through appropriate lecturers of sister

universities. At NOUN, examination questions are moderated by 400 level programmers and

post graduate programmers. The questions submitted by individual examiners are also vetted

by the head of programmes. In addition, the marking schemes for questions are also

moderated. The essence of these processes is for credibility and objectivity.

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In addition to moderation of examination is the appointment of external examiners. The

power of the university to appoint external examiners is indicated in their statutes. The

external examiner system is part of the tradition of NOUN. External examiners are

independent academic experts drawn from other institutions and from areas of relevant

academic disciplines and/or professional practice. They provide impartial advice on

performance in relation to particular programmes. Uvah (2005) identified some of the areas

to report on by external examiners such as;

i. Whether the standard set are appropriate for the award or award elements by referring

to Subject Minimum Academic Standard (MAS), the framework for higher education

qualifications, institutional programmes specification and other regular benchmarks.

ii. The standard of student performance and how it compares with those of students

following similar programmes in other higher institutions.

iii. The extent to which the process for assessment examination and determination of

awards are adequate and fair.

Results from the various schools and other academic units are collated and forwarded to the

Directorate of Examination and Assessment. It is this Directorate that has the responsibility

of organizing examination, processing and release of student’s results.

The venue for the examination are the ICT examination hall for all e-examinations and the

examination hall for all pen on paper examination. Students are expected to have

identification cards and print out slips for registered courses (stamped and signed) by the

school authority. This slip carries the photograph of each student.

On the day each course is to be written, it will be signed by an invigilator before the student

will enter for the examination. During the examination periods, there are invigilators in and

around the examination halls and attendants taken for each student as the examination is

45

ongoing. At the end of the examination, before submission of examination scripts, each

student is being confirmed from the institution base.

2.30 Quality Assurance at NOUN

The NOUN Quality Assurance Unit is a unit within the Office of the Vice-Chancellor was

established in August 2014. The primary focus of the Unit is to promote a culture of quality

through continuous improvement of institutional practices and service delivery. The NOUN

Quality Assurance Unit provides training and assistance on quality assurance to staff in all

sections of the university, creates awareness about quality, and prepares Units for quality

review activities with a view to developing and maintaining a culture of quality enhancement

in teaching-learning, research, and community engagement. The Unit’s overall objective is to

embed a robust quality management system that promotes a culture of quality through

continuous improvement of institutional practices. By developing an institutional quality

assurance system, the National Open University of Nigeria, through its quality assurance unit,

seeks to ensure high quality standards of its provisions and graduates by monitoring,

maintaining, and improving institutional practices to meet with the standards and guidelines it

has set for itself in line with national and international benchmarks for Open and Distance

Learning systems (NOUN, 2009).

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CHAPTER THREE

SYSTEM ANALYSIS AND DESIGN

3.1 Introduction

This section discusses methods that were used to collect data including the description of

study area, population, sample size and sampling techniques. It provides an illustration of the

way the research was conducted. In this case, this chapter presents the research design,

sampling method, research instruments and techniques, the way data were analysed, and the

research procedures.

In this study, conceptually, we employed the case study research method proposed by Stake,

(2006) and Merriam and associates (2002) as it attempts to understand phenomena in the

social world. The case study proposed by Stake (2006) and Merriam (2002) also resonates

47

with the constructivists’ world-view. According to Yin (1993, 2012), the application of case

study research can be in the forms of a single or multiple case studies. (Yin, 1993).

According to Stake (2005), in qualitative case study the researcher wants to appreciate the

uniqueness of the case and its interaction with its context. Case study research allows a

researcher to gain greater understanding and appreciation of subjective interpretations of the

case leading to ‘interpretation in context’ (Merriam,1998). Stake (1995, 2005) argued that

case study can be classified into three types:

i. intrinsic,

ii. instrumental, and

iii. Collective case studies.

He used the terms intrinsic case study if the study is undertaken to develop better

understanding of a particular case because of its particularity and ordinariness. Mean while,

instrumental case study refers to the study of a particular case “to provide insight into an

issue or to redraw a generalisation” (Stake, 2005). The case itself is of secondary interest and

plays a supportive role to facilitate an understanding of something else. Evaluative case

studies involve description, explanation, and judgment. It provides thick description and

weighs “information to produce judgment”. These case study approaches may explore a

detailed examination of a single event or multi-subject studies involving different educational

institutions.

Recognizing the different perspectives of the types of case studies, it is fair enough to say that

making a clear-cut definition of the case study types in this study is a very challenging issue.

Whilst a number of significant conceptualisations of case study have been used to inform this

research, Stake’s collective case studies are significantly relevant to this present study. This

study will investigate and analyse the QA programs at the university level in the different

48

distance learning institutions for the purpose of gaining insight and collective understanding

of how distance learning institutions develop and implement QA programs, particularly in the

area of security infrastructure and learner support. It tries to reveal the detailed key

characteristics of the QA programs employed by the case institution. The case study approach

supports the purpose of the research which attempts to understand a complex phenomenon of

educational quality and the way in which QA policy has been developed and implemented.

The case study allows the researcher to understand how participants make meaning of

situations or phenomena in QA programs and how these meanings are mediated through “the

researcher as instrument” (Merriam, 2002).

Case study design promotes the research approach taken in this study, which focuses on how

a QA program is constructed by those who participate in the system. Further, a case study

approach also supports my research orientation that assumes no intervention from the

researcher and hence there is little or no disruption to the actual setting.

The following hypotheses were deduced

HO – There is no significant relationship between security and quality Assurance and

National Open University in Open and Distance learning.

HA – There is significant relationship between security/Quality Assurance and National

Open University in Open and Distance Learning.

3.2 Population and Sampling

The research handled two category of population which were students and staff member in

different programmes at the NOUN. Among the many regional centres, three were sampled

for research. These were Benin City study centre, Edo State, Asaba study centre and

Community study centre, Emovor both in Delta State. A cluster sampling technique was used

49

to interview 115 respondents who were students and employees of the NOUN study centres

under study. In cluster sampling, all or some of the units within each cluster were randomly

chosen to make up the sample thus each cluster became a miniature of the sampled

population. According to Tripathi (2002) sample units should be heterogeneous and the study

considered Tripathi’s views.

3.3 Research Design

A research design is the overall plan or programme of research. It is the general blueprint for

the collection, measurement and analysis of data with the general goal of solving the research

problem. It ensures that data is validly collected by objective and economical procedures

Tripathi, (2002). Basing on the definition above and the research objectives, this study

employed a survey method. Both quantitative and qualitative data were collected in order to

answer the research questions. Data collection involved questionnaires whose successful use

enabled the manipulation of variables in numerical terms (Babbie 1990). Qualitative data

were collected using guiding questions with purposively selected focus groups. Also, simple

or uncontrolled observation was used as it is the most common exploratory tool for collecting

research data. Data were analyzed using SPSS computer software.

3.4 Data Collection

Data for this study were collected using a combination of methods (triangulation) in order to

ensure the validity and reliability of the data collected and because each method has its own

strengths and weaknesses. Two types of data were collected.

3.5 Primary Data

50

Primary data are those which are collected for the first time by the researcher (Babbie, 1990).

Primary data were obtained by the use of structured questionnaires containing closed and

open-ended questions. Focus group discussion was conducted for supplementary information

that verified answers obtained from questionnaires. Personal observations were used to

supplement information which was collected by other methods.

3.6 Secondary Data

Secondary data are those data which have already been collected by someone else. This can

be published or unpublished information (Kothari, 1985). This study used both print and

electronic resources. Secondary data was collected from various documents such as; books,

newsletters, reports, magazines, journals, daily newspapers and web resources from the

internet.

3.7 Research Instruments and Techniques

i. Questionnaires

Self-administered questionnaires were used for the students. Questionnaires were used

because they were cheaper than face-to-face interview and reach a large numbers of

respondents by enabling them to give information without influence. The questionnaires

contained close-ended and few open-ended questions to permit respondents to include some

additional information. Also, direct interviewing of selected focus group was conducted for

supplementary information which verified answers obtained from the questionnaires.

Secondary information were collected from various documents such as books, newsletters,

reports, magazines, journals, daily newspaper, websites as well as from existing literature to

understand the role of ICTs in facilitating distance learning.

51

3.8 Focus Group Discussion

Students and staff from three centres in NOUN were interviewed.

The three centres are:

1 Benin City Study centre, Edo State.

2. Asaba Study Centre, Delta State.

3. Emevor Community Study Centre, Delta States.

3.9 Procedure of the Research

The general procedure of this study can be divided into six stages: planning, designing,

preparing, collecting, analyzing, and sharing (Yin, 2003).

3.10 Methods of Data Collection

This section provides an overview of the data collection methods that are used in this study.

Case study approaches encourage the researcher to use multiple methods of

data collection. To investigate and answer research questions, according to Yin (2012), case

studies can collect information from several sources, such as personal interviews,

documentation, archival records, and physical artifacts. In this study, two main data

collection strategies were used to investigate the issues: interviews and documentary analysis,

the first of which was a significant component of the field work. These strategies support the

case study approach (Yin, 2012) used in this study. As this case study investigates QA

policies and their implementation, it seems critical to introduce this research by ‘dropping in’

on people who develop QA policy and use it inaction (Putt and Springer, 1989). In policy

52

research, it is imperative to understand the perspective of “persons (who) are involved in the

process of gathering and interpreting information which helps officials decide about the

actions they should or should not take”. In this regards, interview strategies help the

researcher generate potential information from these persons needed to support my

understanding of the problems being investigated.

3.11 Fieldwork

Both quantitative and qualitative case study methods involve the collection of data on site.

The terms fieldwork and field study usually describe “observation and interviews and, to a

lesser degree, documentary analysis”. Fieldwork involves “that process of evoking, gathering,

and organising information which take place on or in close proximity to the site of the events

or phenomenon being studied” (Yin, 2003). In this study, it was through fieldwork that

important documents regarding QA program within three centres of the NOUN were obtained

and interviews with the key people who interact with QA policy domain and implementation

were undertaken.

3.12 Quantitative Methods

Quantitative methods focus on and “measure variables in a standard manner such as a

questionnaire using structured scales or detailed counts of behavior episodes” (Hiltz et al.

2000). They allow calculations of relationships and independent variables – age, gender,

occupation, modes of communication – which can be collected by individual questions on a

questionnaire (Yin, 2003).

3.13 Survey Method

53

The study adopted the quantitative (questionnaire) and qualitative (interview) research

methods. After the gathering of the questionnaire data, the interview afforded the researcher

the chance to confirm the findings and also relive the experiences of students. In this study,

questionnaires of the Likert scale type were used which consisted of five responses to each

perception, namely: strongly agree; agree; undecided; disagree and strongly disagree. Some

researchers used closed questionnaires of the Likert scale type to obtain perceptions with

considerable success (eg. Chirume, 2013). For questionnaires, convenient sampling was used

for both tutors and students.

3.14 Data Analysis

The data analysis was handled in three main areas, namely:

1. responses of students to the questionnaire,

2. responses of tutors /staff to the questionnaire

3. and interview / discussions with students/staff.

The variables for these three areas are shown in the relevant research instruments shown in

the Appendice. Strongly agree and agree ratings were merged into Agree (A) while those for

Strongly Disagree and Disagree were merged into Disagree (D). Ratings for Undecided (U)

were left as they were.

3.15 Interviews

An interview is a purposeful conversation directed to obtaining information (Bogdan and

Biklen, 1982). The interview is the main road to multiple realities by discovering and

portraying the multiple views of the case (Stake, 1995). The interview technique also

supports the interpretive qualitative paradigm taken in this study since the research focus is

54

on the exploration of the way people interpret and make sense of their experiences in the

worlds in which they live, and how the context of events and situations have impacted on the

constructed understanding of those worlds (Grbich,2007).Semi-structured interviews allow

the researcher to provide a framework within which respondents can express their ideas,

values, perceptions, and feelings about QA programs in their own words.

The interviews in this research do not attempt to explore an inherent truth or single reality

but, rather, the researcher recognises that there are multiple perceptions; different participants

have their own meanings related to QA programs. This strategy is congruent with the

philosophical assumption of this study discussed earlier and consistent with the

epistemological view of constructivism and the interpretive qualitative paradigm taken in this

present research (Crotty, 1998). Interviews may take several forms; they may be highly

structured or unstructured so that even the interviewer does not know what will emerge. In

the present research, a semi-structured interviewing technique or “general interview guide

approach” (Patton, 1990) was used to explore the development and implementation of the QA

programs. Identified participants were interviewed using prepared interview guides to obtain

information, but the researcher has flexibility to pursue further questions relevant to the

purpose of the research and to gain important information. This type of interviewing allows

interviewed subjects’ view-points to be expressed in a relatively openly designed interview

situation compared to a structured interview. The semi-structured interview also generates the

richest single source of data filled with information that reveal key informants ‘perspectives.

The key informants who are involved in initiating, developing, and implementing QA

programs in each university were asked about their insights regarding the QA policies, how

they define quality, and how the QA process is undertaken. They were also asked about the

55

results of their current QA programs to support quality improvement for learner support areas

and security infrastructure. Moreover, interviewees were invited to offer their insights on the

problems of using QA program in the area of learner support. The answers provided by

interviewees allowed the researcher to identify the strengths and weaknesses and even the

key characteristics of the QA model implemented.

3.16 Participant Selection

Aligning with the purpose of the present research, the selection of the participants became an

important part of this study. In order to more fully understand QA in each context and

maximize the information about each case, we sought participants who would likely provide

typical and divergent data (Lincoln and Guba, 1985; Erlandson, Harris, Skipper, and Allen,

1993). Thus, the most appropriate sampling strategy to supportmy present study was

purposive (Harris et al, 1993) or purposeful (Patton, 1980). According to Merriam (1988),

purposive sampling is the same as what Goetz and LeCompte (1984) call criterion-based

sampling, which requires criteria or standards necessary for the subjects or participants to be

included in the investigation. As the present research requires knowledgeable and

experienced participants in the subject area in order to be “information rich” (Patton,1990),

the purposive sampling strategy allowed me to select the participants who are perceived as

possessing data and information to provide significant contributions to the QA program under

investigation. This research involved participants working or schooling at the NOUN.

3.17 Data Analysis

For the purpose of this research, thematic analysis was employed to present and discuss the

findings drawn from content analysis of interview transcripts and documents. In the analysis,

56

tables are used to indicate the summary of the findings according to a number of parameters,

such as perspective of quality and QA and the institutional policies that support the QA in

learner support areas. The highlighted the continuum of contrasts and similarities of existing

phenomena being observed in the institution and to provide further comment and personal

impression as to the extent of the contrasts. Further discussion follows each table for further

in-depth explanation.

The information was collected from interviews with a number of the staff members. Based on

the answers, we then conducted other interviews with a number of respondents from students

to get their own perception of the issues. Finally, at the end of study, we took notes of the

interview responses. We used two data collection methods, interview and questionnaire,

involving different sources of information about the same topic (Bogdan and Biklen, 2003).

3.18 Ethical Considerations

We employed the following guidelines to address the ethical issues during the data

Collection process.

We Informed consent. We explained the purpose and process of the study as clearly as

possible to all participants. The participation was on a voluntary basis. Along with the ethical

guidelines, every participant was informed about the detailed components of the study prior

to being interviewed. Thus, participants have an opportunity to read and understand the

context of the study and they know that they have the right to withdraw at any time.

ii. Confidentiality. It has been maintained by keeping information, secure, and secret from

others. Confidentiality is pursued to promote trust between researcher and participants as they

have right to remain confidential and to protect both research participants and the university

57

they are associated with. We employed different codes as pseudonyms for all key

participants. We have tried to protect the confidentiality of the survey participants.

3.19 Open and Distance Institutions in Nigeria

The growth of higher distance education in Nigeria saw the establishment of different

categories of institutions. Some are unimode, dual mode and mixed mode (NUC, 2009).

i. University of Ibadan: Distance Institute Centre – The University of Ibadan, one of

the very best universities in the country has a very well-functioning distance learning

centre.

ii. Obafemi Awolowo University, Ile Ife: Obafemi Awolowo University Centre For

Distance Learning – OAU is another vibrant university with a strong distance

learning centre. There is a pre-degree programme in which students gain university

admission after a one-year coaching curriculum.

iii. University of Lagos Akoka: Distance Learning Institute Unilag – The centre runs

a pretty tight ship. There are several guides and rules which must be adhered to. For

example, applicants aren’t allowed to be less than 21 years old, people awaiting

results aren’t allowed to apply and the offer of admission are subject to a viable

number of qualified applicants. In addition, candidates will have to write a selection

text to get in.

iv. University of Maiduguri: Unimaid Centre for Distance Learning – The university

of Maiduguri’s Centre for distance learning prides itself on complementing

conventional university in providing accessible, affordable and quality education. It

was set up in 2004.

58

v. Ladoke Akintola University of Technology, Ogbomoso: Open and Distance

Learning Centre Lautech – The application is online and is open to students who

score above 180 on the UTME. Furthermore, a computer proficiency training and test

will be conducted for all applicants.

vi. Ahmadu Bello University Zaria: Ahmadu Bello University Distance Learning

Centre – ABU has a robust distance learning centre. It majorly runs MBA

programmes although it recently unveiled 7 diploma programmes which it runs on its

e-learning platform.

vii. National Open University of Nigeria (NOUN) – This University comes to mind

whenever you think of distance learning in Nigeria and it is the perfect example of

what distance learning is all about. Its administrative headquarters is situated in Abuja

and it has various study centres across the country.

viii. University of Abuja: Center For Distance Learning And Continuing Education

(CDLCE) – The university has deployed a system of learning called Learning

Management System (LMS) also referred to as mobile class. With mobile class, the

student will be able to study at their own pace and also promptly interact with well-

designed contents without leaving his/her job.

59

CHAPTER FOUR

IMPLEMENTATION

4.1 Introduction

The presentation of results of a survey on QA practices in the case institution which is the

NOUN in the area of security of ICT infrastructure and ICT based learner support. The

overall purpose of this study is to explore and understand the issues related to the

development and implementation of the QA program in NOUN. It is hoped that the study

may provide a new perspective and new possibilities for local actors in comprehending the

QA concepts and practices at NOUN. The results of the study may also uncover some of the

practical issues regarding QA in security and ICT based learner support.

This chapter provides presentations of the results from the study. The QA systems (QAS) and

mechanisms at the NOUN was explored and analysed using interview and questionnaire data.

Following are the outcome of the analysis of the survey data.

4.2 Survey Analysis Result

SECTION A:

Table 4.1: Demographic details of the respondents

60

61

S/N

PARTICULARS CATEGORY TOTAL %

1 Occupation Staff 35 30.4

Student 80 69.6

2 Gender - Students Male 45 56.3

Female 35 43.8

3 Gender – Staff Male 10 28.6

Female 25 71.4

Staff Qualification

First degree 15 43

Masters degree 15 43

Ph.D 5 14

Others - 0

Yr of study - PG 50 62.5

Undergraduate 30 37.5

4 Age Range - Student

17-20yrs - Staff

14

-

21-30yrs - Student

-Staff

28

2

31-40yrs – Student

- Staff

32

9

41-50years Student 5

13

Above 50 yrs Stud

Staff

1

11

Table 4.1 describe the details of 80 students and 35 staffs in open and distance learning.

4.3 Presentation and Analysis of Data

In the result analysis, under quality assurance system six question was asked

Data analysis of student responses

The following tables in this section gives an analysis of the outcome of the data gathered for

this study from students. Each section of the questionnaire is here presented and discussed.

Research Question 1

Is there level of quality assurance in ODL?

The analysis of data in respect of Research Question 1 is shown in Table 4.2

Table 4.2: Summary of student’s responses on quality assurance system

S/N Quality Assurance System SA A U D SD1 There is a quality management officer. 20 42 3 9 62 There is a system for handling students’ complaints in

NOUN.

14 45 9 8 4

3 Information to prospective learners are provided online. 23 33 8 15 1

4 Complaints are attended to timely. 7 23 18 19 13

5 I have consulted the student advisor at least once. 13 29 11 18 9

6 Orientation provides covered the requirements, expectations,

regulations and standards of the institution.

16 37 11 6 10

Survey question 1: Is there quality management officer?

20 respondents to strongly agree (SA) that there is quality management officer, 42

respondents to Agree(A), 3 respondent to Undecided (U), 9 respondents to Disagree (D) and

6 respondents to strongly disagree(SD).

Survey question 2: Is there system for handling students’ complaints in NOUN?62

14 respondents to strongly agree (SA) that there is a system for handling students’

complaints in NOUN, 45 respondents to Agree(A), 9 respondent to Undecided (U), 8

respondents to Disagree (D) and 4 respondents to strongly disagree(SD)

Survey question 3: Are Information to prospective learners provided online?

23 respondents to strongly agree (SA) that Information to prospective learners are provided

online, 33 respondents to Agree(A), 8 respondent to Undecided (U), 15 respondents to

Disagree (D) and 1 respondents to strongly disagree(SD)

Survey question 4: Are Complaints been attended to timely?

7 respondents to strongly agree (SA) that Complaints are attended to timely, 23 respondents

to Agree(A), 18 respondent to Undecided (U), 19 respondents to Disagree (D) and 13

respondents to strongly disagree(SD)

Survey question 5: Have you consulted the student advisor at least once?

13 respondents to strongly agree (SA) that they have consulted the student advisor at least

once,29 respondents to Agree(A), 11 respondent to Undecided (U), 18 respondents to

Disagree (D) and 9 respondents to strongly disagree(SD)

Survey question 6: Is Orientation provides covered the requirements, expectations, regulations

and standards of the institution?

16 respondents to strongly agree (SA) that the Orientation provides covered the requirements,

expectations, regulations and standards of the institution,37 respondents to Agree(A), 11

respondent to Undecided (U), 6 respondents to Disagree (D) and 10 respondents to strongly

disagree(SD)

63

QUALITY ASSURANCE SYSTEM

The graph below in figure 4.1 described how 80 responses to quality management system.

Figure 4.1: Quality Assurance System Respondents.

In figure 4.1. it show that there is a quality assurance system in open and distance learning Despite that there are few negative attitude towards it. Though more modern has to put in place.

64

Survey Analysis In Responses On Percentage

Summary of students responses on quality management system on percentage.

Table 4.3

S/N Quality Assurance System A % U % D %

1 There is a quality management officer 62 77.5 3 3.8 15 18.8

2 There is a system for handling students’complaints in NOUN.

59 73.8 9 11.3 12 15.0

3 Information to prospective learners are provided online.

56 70.1 8 10.0 16 20.1

4 Complaints are attended to timely. 30 37.6 18 22.5 32 40.1

5 I have consulted the student advisor at least once.

42 52.6 11 13.8 27 33.8

6 Orientation provides covered the requirements, expectations, regulations and standards of the institution.

53 66.3 11 13.8 16 20.0

Table 4.4

Quality Assurance System A% U% D%There is a quality management officer. 77.5 3.8 18.8

There is a system for handling students ‘complaints in

NOUN.

73.8 11.3 15.0

65

Information to prospective learners are provided online. 70.1 10.0 20.1

Complaints are attended to timely. 37.6 22.5 40.1

I have consulted the student advisor at least once. 52.6 13.8 33.8

Orientation provides covered the requirements, expectations,

regulation and standards of the institution.

66.3 13.8 20.0

77.53.8

18.8

74%

11%15%

70%

10%

20%

38%

22%

40%

52%

14%

34%

66%

14%

20%

Quality ASSURANCE System

A%

u%

D%

Figure 4.2 Percentage on Quality Assurance System

In figure 4.2 77.5% are of the opinion that there is a quality management officer while 18.8%

disagree and 3.8% are not sure. 73.8%are of the opinion that there is a system for handling

students ‘complaints in NOUN while 15.0% disagree and 11.3% are not sure.70.1% are of the

opinion that Information to prospective learners are provided online while 20.1% disagree and

10.0% are not sure. 37.6% are of the opinion that Complaints are attended to timely while 40.1%

disagree and 22.5% are not sure. 52.6% are of the opinion that they have consulted the student

advisor at least once while 33.8% disagree and 13.8% are not sure. 66.3% are of the opinion that

Orientation provides covered the requirements, expectations, regulation and standards of the

66

institution while 20.0% disagree and 13.8% are not sure. There fore the number of percentage that

agree to quality assurance system is more to the number of percentage that disagree. This is in

line with Nichols (2002) argued that in QA it is now necessary to assess the quality of the

presentation, assessment, communication and management tools of learning management

systems (LMSs), information repositories(the sites containing electronic documents such as

course outlines, handouts and PowerPoint slides), one-way online communications systems (e.g.,

posting notices to students using email or Webpages), two-way online communications (e.g.,

students communicating and sharing files with teachers, tutors and one another individually or in

groups through social media),and online tests, assignments and assessments.

Research Question 2: Are there extent in ICT learner support on registration process?

The analysis of data in respect of Research Question 2 is shown in Table 4.5

Table 4.5: Summary of student’s responses on registration process

Learner Support - Registration Process SA A U D SD

7 The process of online registration is efficient. 15 41 15 6 38 All modules are provided on registration. 15 45 5 8 79 The registration forms are easy to fill. 26 45 5 3 110 Students difficulties and challenges on course registration are

attended to promptly.14 36 15 12 3

11 Registration documents are verified by the Administration Officer. 23 40 7 7 3

12 Advice on programme choice is given by the student advisor/academic counselor

11 34 16 16 3

13 Library registration is carried out during the registration period. 7 25 17 20 11

Survey question 7: Is the process of registration efficient?

15 respondents to strongly agree(SA) that the process of registration is efficient, 41

respondents to Agree(A), 15 respondent to Undecided (U), 6 respondents to Disagree (D) and

3 respondents to strongly disagree(SD).

67

Survey question 8: Are all the modules provided on registration?

15 respondents to strongly agree (SA) that all the modules are provided on registration, 45

respondents to Agree(A), 5 respondent to Undecided (U), 8 respondents to Disagree (D) and

7 respondents to strongly disagree(SD)

Survey question 9: Are the registration forms easy to fill?

26 respondents to strongly agree (SA) that the registration forms are easy to fill,

45respondents to Agree(A),5 respondent to Undecided (U), 3 respondents to Disagree (D)

and 1 respondents to strongly disagree(SD)

Survey question 10: Are students difficulties and challenges on course registration attended to promptly?

14 respondents to strongly agree (SA) that students difficulties and challenges on course

registration are attended to promptly,36 respondents to Agree(A), 15 respondent to

Undecided (U), 12 respondents to Disagree (D) and 3 respondents to strongly disagree(SD)

Survey question 11: Are registration documents verified by the Administration Officer?

23 respondents to strongly agree (SA) that registration documents are verified by the

Administration Officer,40respondents to Agree(A), 7 respondent to Undecided (U), 7

respondents to Disagree (D) and 3 respondents to strongly disagree(SD)

Survey question 12: Are advice on programmes choice given by the student advisor/academic counselor?

11 respondents to strongly agree (SA) that advice on programme choice are given by the student advisor/academic counselor

34 respondents to Agree (A), 16 respondent to Undecided (U), 16 respondents to Disagree

(D) and 3 respondents to strongly disagree (SD)

Survey question 13: Is Library registration carried out during the registration period?

7 respondents to strongly agree (SA) that Library registration is carried out during the

registration period, 25 respondents to Agree (A), 17 respondent to Undecided (U), 20

respondents to Disagree (D) and11 respondents to strongly disagree (SD)

68

The graph below in figure 4.3 described how 80 responses to Student Registration process.

Figure 4.3Student Registration Process

Figure 4.3. Shows the student registration process is effective in open and distance learning Despite that there are few negative attitude towards it. Though more modern has to put in place.

69

Table 4.6 Summary of students responses on student registration process on percentage

Learner Support - Student Registration Process A % U % D %

7 The process of registration is efficient. 56 70.1 15 18.8 9 11.38 All modules are provided on registration. 60 75.1 5 6.3 15 18.89 The registration forms are easy to fill. 71 88.8 5 6.3 4 5.110 Students difficulties and challenges on course registration are

attended to promptly.50 62.5 15 18.8 15 18.8

11 Registration documents are verified by the Administration Officer.

63 78.8 7 8.8 10 12.6

12 Advice on programme choice is given by the student advisor/academic counselor

45 56.3 16 20.0 19 23.8

13 Library registration is carried out during the registration period.32 40.1 17 21.3 31 38.8

Table 4.7: Student Registration Process

Student Registration Process A% U% D%

The process of registration is efficient. 70.1 18.8 11.3

All modules are provided on registration. 75.1 6.3 18.8

The registration forms are easy to fill. 88.8 6.3 5.1

Students difficulties and challenges on course registration are attended to promptly.

62.5 18.8 18.8

Registration documents are verified by the Administration Officer. 78.8 8.8 12.6

Advice on programme choice is given by the student advisor/academic counselor

56.3 20.0 23.8

Library registration is carried out during the registration period. 40.1 21.3 38.8

70

70%

19%

11%

75%

6%19%

89%

6%5%

62%

19%

19%

79%

9%

13%

56%

20%

24%

40.1

21.3

38.8

Student Registration Process

A%

U%

D%

Figure 4.4 Percentage on Student Registration Process

In figure 4.4. 70.1% agree that the process of registration is efficient while 11.3% disagree and

18.8% are not sure. 75.1% agree that all modules are provided on registration while 18.8% disagree

and 6.3% are not sure.88.8% agree that the registration forms are easy to fill while 5.1% disagree and

6.3% are not sure. 62.5% agree that Students difficulties and challenges on course registration are

attended to promptly while 18.8% disagree and 18.8% are not sure. 78.8% agree that Registration

documents are verified by the Administration Officer while 12.6% disagree and 8.8% are not sure.

56.3% agree that Advice on programme choice is given by the student advisor/academic counselor

while 23.8% disagree and 20.0% are not sure. 40.1% agree that Library registration is carried out

during the registration period while 38.8% disagree and 21.30% are not sure. Therefore the number of

71

percentage that agree to student registration process is more to the number of percentage that

disagree. This is in line with Gearhart (2001) said that the constant use of information technology

in distance education may actually support unethical behaviours because of the effects of

psychological distance, when acts are carried out at a distance they feel less personal because the

person acted on cannot be heard or seen in the exchange.

Research Question 3: Are there ICT learner support on programme process?

The analysis of data in respect of Research Question 3 is shown in Table 4.8

Table 4.8: Summary of student’s responses on programme processes

Learner Support - Programme Processes SA A U D SD

14Tutorials are supervised by the appointed officer/Regional Programme Coordinators.

9 23 9 13 26

15 The student advisor monitors tutorials. 9 22 7 20 2216 The quality assurance officer monitors quality of

tutorials.5 18 12 20 25

17 I make regular tutor evaluations during tutorials. 12 26 11 23 818 Marking is thorough. 12 35 13 14 619 Comments in marking are helpful. 6 35 19 16 420 Marking is moderated by the Regional Programme

Coordinator.17 21 19 16 7

21 I sign for handing in assignments. 4 19 29 17 1122 I sign when collecting marked assignments. 5 22 30 17 623 Feedback on my marked assignments is given during

tutorials.8 27 18 17 10

24 I can obtain all the learning materials I need in the library. 15 17 18 24 6

25 I can easily access internet information from the e-library. 13 20 17 22 8

26 There is an officer in charge to attend to all my programme challenges professionally.

10 35 14 15 6

27 There is regular communication about the programme issues between myself and the officer in charge.

5 38 13 16 8

28 There is regular communication between myself andThe Students’ Representative.

11 33 11 16 9

Survey question 14: Are tutorials supervised by the appointed officer/Regional Programme Coordinators?

72

9 respondents to strongly agree (SA) that tutorials are supervised by the appointed

officer/Regional Programme Coordinators, 23 respondents to Agree(A), 9 respondent to

Undecided (U), 13 respondents to Disagree (D) and 26 respondents to strongly disagree(SD).

Survey question 15: Is there student advisor monitors tutorials?

9 respondents to strongly agree (SA) that there are student advisor monitors tutorials, 22

respondents to Agree(A),7 respondent to Undecided (U), 20 respondents to Disagree (D) and 22

respondents to strongly disagree(SD)

Survey question 16: Is there quality assurance officer that monitors quality of tutorials?

5 respondents to strongly agree (SA) that there is quality assurance officer that monitors quality

of tutorials, 18 respondents to Agree(A), 12 respondent to Undecided (U), 20 respondents to

Disagree (D) and 25 respondents to strongly disagree(SD)

Survey question 17: Is there regular tutor evaluations during tutorials?

12 respondents to strongly agree (SA) that there is regular tutor evaluations during tutorials,26

respondents to Agree(A), 11 respondent to Undecided (U), 23respondents to Disagree (D) and 8

respondents to strongly disagree(SD)

Survey question 18: Is the Marking thorough?

18 respondents to strongly agree (SA)that Marking isthorough,35 respondents to Agree(A), 13

respondent to Undecided (U), 14 respondents to Disagree (D) and 6 respondents to strongly

disagree(SD)

Survey question 19: Are Comments in marking helpful?

6 respondents to strongly agree (SA) that Comments in marking are helpful 35 respondents to

Agree (A), 19 respondent to Undecided (U), 16 respondents to Disagree (D) and 4 respondents to

strongly disagree (SD)

Survey question 20: Is the Marking moderated by the Regional Programme Coordinator?

17 respondents to strongly agree (SA) that the Marking is moderated by the Regional Programme

Coordinator,21 respondents to Agree(A), 19 respondent to Undecided (U), 16 respondents to

Disagree (D) and 7 respondents to strongly disagree(SD)

Survey question 21: Do you sign for handing assignments?73

4 respondents to strongly agree (SA) that they sign for handing assignment,19 respondents to

Agree(A), 29 respondent to Undecided (U),17 respondents to Disagree (D) and11 respondents to

strongly disagree(SD).

Survey question 22: Do you sign when collecting marked assignments?

5 respondents to strongly agree (SA) that they sign when collecting marked assignments, 22

respondents to Agree(A), 30 respondent to Undecided (U), 17 respondents to Disagree (D) and 6

respondents to strongly disagree(SD)

Survey question 23: Is Feedback on your marked assignments given during tutorials?

8 respondents to strongly agree (SA)that there is a feedback on marked assignments given during

tutorials, 27 respondents to Agree(A),18 respondent to Undecided (U), 17 respondents to

Disagree (D) and 10 respondents to strongly disagree(SD)

Survey question 24: can i obtain all the learning materials i need in the library?

15 respondents to strongly agree (SA) that ican obtain all the learning materials i need in the

library,17 respondents to Agree(A), 18 respondent to Undecided (U),24 respondents to Disagree

(D) and 6 respondents to strongly disagree(SD)

Survey question 25: can easily access internet information from the e-library?

13 respondents to strongly agree (SA) that they can easily access internet information from the e-

library,20 respondents to Agree(A), 17 respondent to Undecided (U), 22 respondents to Disagree

(D) and 8 respondents to strongly disagree(SD)

Survey question 26: Is there an officer in charge to attend to all my programme challenges professionally?

10 respondents to strongly agree (SA) that there is an officer in charge to attend to all my

programme challenges professionally, 35 respondents to Agree (A), 14 respondent to Undecided

(U), 15 respondents to Disagree (D) and 6 respondents to strongly disagree (SD)

Survey question 27: Is there regular communication about the programme issues between myself and the officer in charge?

5 respondents to strongly agree (SA) that there is regular communication about the programme

issues between myself and the officer in charge, 38 respondents to Agree(A), 13 respondent to

Undecided (U), 16 respondents to Disagree (D) and 8 respondents to strongly disagree(SD)

74

Survey question 28: Is there regular communication between myself and the Students’ Representative?

11 respondents to strongly agree (SA),that there is regular communication between myself and

the Students’ Representative,33 respondents to Agree(A), 11 respondent to Undecided (U), 16

respondents to Disagree (D) and 9 respondents to strongly disagree(SD)

The graph below in figure 4.5 described how 80 responses to programme process

Figure 4.5 Programme Process

In figure 4.5. display that the programme process system is effective in open and distance learning Despite that there are few negative attitude towards it. Though more modern has to put in place.

75

Table 4.9 Summary of students responses on student programme processes on percentage

S/N Learner Support - Programme Processes A % U % D %

14Tutorials are supervised by the appointed officer/Regional Programme Coordinators.

32 40.1 9 11.3 39 48.8

15 The student advisor monitors tutorials. 31 38.8 7 8.8 42 52.6 16 The quality assurance officer monitors quality of

tutorials.23 28.8 12 15.0 45 56.3

17 I make regular tutor evaluations during tutorials. 38 47.5 11 13.8 31 38.818 Marking is thorough. 47 58.8 13 16.3 20 25.019 Comments in marking are helpful. 41 51.3 19 23.8 20 25.020 Marking is moderated by the Regional Programme

Coordinator.38 47.5 19 23.8 23 28.8

21 I sign for handing in assignments. 23 28.8 29 36.3 28 35.122 I sign when collecting marked assignments. 27 33.8 30 37.5 23 28.823 Feedback on my marked assignments is given during

tutorials.35 43.8 18 22.5 27 33.8

24 I can obtain all the learning materials I need in the library. 32 40.1 18 22.5 30 37.5

25 I can easily access internet information from the e-library.

33 41.3 17 21.3 30 37.5

26 There is an officer in charge to attend to all my programme challenges professionally.

45 56.3 14 17.5 21 26.3

27 There is regular communication about the programme issues between myself and the officer in charge.

43 54.8 13 16.3 24 30.0

28 There is regular communication between myself andThe Students’ Representative.

44 65.1 11 13.8 25 31.3

76

Table 4.10: Programme ProcessesProgramme Processes A% U% D%

Tutorials are supervised by the appointed officer/Regional Programme Coordinators.

40.1 11.3 48.8

The student advisor monitors tutorials. 38.8 8.8 52.6

The quality assurance officer monitors quality of tutorials. 28.8 15.0 56.3

I make regular tutor evaluations during tutorials. 47.5 13.8 38.8

Marking is thorough. 58.8 16.3 25.0

Comments in marking are helpful. 51.3 23.8 25.0

Marking is moderated by the Regional Programme Coordinator. 47.5 23.8 28.8I sign for handing in assignments. 28.8 36.3 35.1

I sign when collecting marked assignments. 33.8 37.5 28.8

Feedback on my marked assignments is given during tutorials. 43.8 22.5 33.8

I can obtain all the learning materials I need in the library. 40.1 22.5 37.5

I can easily access internet information from the e-library. 41.3 21.3 37.5

There is an officer in charge to attend to all my programme challenges professionally.

56.3 17.5 26.3

There is regular communication about the programme issues between myself and the officer in charge.

54.8 16.3 30.0

There is regular communication between myself andThe Students’ Representative.

65.1 13.8 31.3

77

40%

11%

49%

39%

9%

52%

29%

15%

56%

47%

14%

39%59%16%

25%

51%

24%

25%

47%

24%

29%

29%

36%

35%

34%

37%

29%

44%

22%

34% 40%

22%

37%

41%

21%

37%

56%17%

26%

54%

16%

30%

59%

13%

28%

Programme Processes

A%

U%

D%

Figure 4.6: Percentage On Programme Process

In figure 4.6 40.1% agree that Tutorials are supervised by the appointed officer/Regional

Programme Coordinators while 48.8% disagree and 11.3% are not sure. 38.8% agree that the

student advisor monitors tutorials while 52.6% disagree and 8.8% are not sure. 28.8% agree that

the quality assurance officer monitors quality of tutorials while 56.3% disagree and 15.0% are not

sure 47.5% agree that I make regular tutor evaluations during tutorials while 38.8% disagree and

13.8% are not sure. 58.8% agree that Marking is thorough while 25.0% disagree and 16.3% are not

sure. 51.3% agree that Comments in marking are helpful while 25.0% disagree and 23.8% are not

sure. 47.5% agree that Marking is moderated by the Regional Programme Coordinator while

28.8% disagree and 23.8% are not sure 28.8% agree that I sign for handing in assignments while

35.1% disagree and 36.3% are not sure. 33.8% agree that I sign when collecting marked

assignments while 28.8% disagree and 37.5% are not sure. 43.8% agree that Feedback on my

78

marked assignments is given during tutorials while 33.8% disagree and 22.5% are not sure. 40.1%

agree that I can obtain all the learning materials I need in the library while 37.5% disagree and

22.5% are not sure. 41.3% agree that I can easily access internet information from the e-library

while 37.5% disagree and 21.3% are not sure. 56.3% agree that there is an officer in charge to

attend to all my programme challenges professionally while 26.3% disagree and 17.5% are not

sure. 54.8% agree that there is regular communication about the programme issues between

myself and the officer in charge while 30.0% disagree and 16.3% are not sure. 65.1% agree that

there is regular communication between myself and the Students’ Representative while 31.3%

disagree and 13.8% are not sure. Therefore the number of percentage that agree to programme

process is more to the number of percentage that disagree. This is in agreement with Gulati

(2008) review of 150 distance education programmes in Sub-Saharan Africa has concluded that

traditional paper-based means of distance learning continues to be more reliable, sustainable and

widely used than online and web-based methods of learning.

79

Research Question 4

Is there improvement of security of technologies in ODL at the case institution?

The analysis of data in respect of Research Question 4 is shown in Table 4.11

Table 4.11: Summary of student’s responses on security

Question on Security SA A U D SD

29 Security tips on how to protect ourselves online was organized for us during orientation

20 32 15 11 2

30 There a policy regarding privacy and security of personal data 13 39 16 6 6

31 There are clear examination procedures put in place 25 43 6 6 -

32 The university has in place an anti-plagiarism scheme 18 44 5 10 3

33 My identity is authenticated upon logon in online exam. 20 37 14 5 4

34 There effective measures in place to identify impersonation 22 24 19 11 4

35 There is provision for students to ask tutors questions in private and the discussion also remain private

19 36 22 2 1

36 Students have access to examination guidelines 23 34 12 10 1

37 Questions for Exams are secured using different means to enhance integrity

29 33 10 6 2

38 There is continuous verification of student identity of the using

biometrics.

27 33 10 8 2

39 Students know what materials, devices and resources they are permitted to use during examination

37 28 7 6 2

40 Secure browser control locks down the computer to make sure students cannot access Internet during online exam

31 34 6 8 1

Survey question 29: Does Security tips on how to protect someone online organized during orientation?

20 respondents to strongly agree (SA) that Security tips on how to protect someone online was organized during orientation, 32 respondents to Agree(A), 15 respondent to Undecided (U), 11 respondents to Disagree (D) and 2 respondents to strongly disagree(SD).

Survey question 30: Is there policy regarding privacy and security of personal data?

80

13 respondents to strongly agree (SA) that there isa policy regarding privacy and security of personal data, 39 respondents to Agree(A),16 respondent to Undecided (U), 6 respondents to Disagree (D) and 6 respondents to strongly disagree(SD)

Survey question 31: Is there clear examination procedures put in place?

25 respondents to strongly agree (SA), that there is clear examination procedures put in place, 43 respondents to Agree(A), 6 respondent to Undecided (U), 6 respondents to Disagree (D) and 0 respondents to strongly disagree(SD)

Survey question 32: Does the university has in place an anti-plagiarism scheme?

18 respondents to strongly agree (SA) that the university has in place an anti-plagiarism scheme,44 respondents to Agree(A), 5 respondent to Undecided (U), 10 respondents to Disagree (D) and 3 respondents to strongly disagree(SD)

Survey question 33: Does identity authenticated when login in online exam?

20 respondents to strongly agree (SA) that identity is authenticated when login in online exam,37 respondents to Agree(A), 14 respondent to Undecided (U), 5 respondents to Disagree (D) and 4 respondents to strongly disagree(SD)

Survey question 34: is there effective measures put in place to identify impersonation?

22 respondents to strongly agree (SA) that there is effective measures put in place to identify impersonation, 24 respondents to Agree (A), 19 respondent to Undecided (U), 11 respondents to Disagree (D) and 4 respondents to strongly disagree (SD)

Survey question 35: Is there provision for students to ask tutors questions in private and the discussion also remain private?

19 respondents to strongly agree (SA) that there is provision for students to ask tutors questions in private and the discussion also remain private,36 respondents to Agree(A), 22 respondent to Undecided (U), 2 respondents to Disagree (D) and 1 respondents to strongly disagree(SD)

Survey question 36: Does Students have access to examination guidelines?

23 respondents to strongly agree (SA) that Students have access to examination guidelines,34 respondents to Agree(A), 12 respondent to Undecided (U),10 respondents to Disagree (D) and 1 respondents to strongly disagree(SD).

Survey question 37: Does the Questions for Exams secured using different means to enhance integrity?

29 respondents to strongly agree (SA) that the Questions for Exams are secured using different means to enhance integrity, 33 respondents to Agree(A), 10 respondent to Undecided (U), 6 respondents to Disagree (D) and 2 respondents to strongly disagree(SD)

Survey question 38:Is there continuous verification of student identity of the using

81

biometrics?

27 respondents to strongly agree (SA) that there continuous verification of student identity of the using biometrics, 33 respondents to Agree(A),10 respondent to Undecided (U), 8 respondents to Disagree (D) and 2 respondents to strongly disagree(SD)

Survey question 39: Does the students know what materials, devices and resources they are permitted to use during examination?

37 respondents to strongly agree (SA) that the students know what materials, devices and resources they are permitted to use during examination,28 respondents to Agree(A), 7 respondent to Undecided (U),6 respondents to Disagree (D) and 2 respondents to strongly disagree(SD)

Survey question 40: Does secure browser control locks down the computer to make sure students cannot access Internet during online exam?

31 respondents to strongly agree (SA)that secure browser control locks down the computer to make sure students cannot access Internet during online exam,34 respondents to Agree(A), 6 respondent to Undecided (U), 8 respondents to Disagree (D) and 1 respondents to strongly disagree(SD)

The graph below in figure 4.7 described how 80 responses to question on security

Figure 4.7Question On Security

In figure 4.7. it show that there is security system in open and distance learning. Despite that there are few negative attitude towards it. Though more modern has to put in place.

Table 4.12 Summary of students responses on student question on security on percentage

82

Question on Security A % U % D %

29 Security tips on how to protect ourselves online was organized for us during orientation

52 65.0 15 18.8 13 16.3

30 There a policy regarding privacy and security of personal data 52 65.1 16 20.0 12 15.0

31 There are clear examination procedures put in place 68 85.1 6 7.5 6 7.5

32 The university has in place an anti-plagiarism scheme 62 77.5 5 6.3 13 16.3

33 My identity is authenticated upon logon in online exam. 57 71.3 14 7.5 9 11.3

34 There effective measures in place to identify impersonation 46 57.5 19 23.8 15 18.8

35 There is provision for students to ask tutors questions in private and the discussion also remain private

55 68.8 22 27.5 3 3.8

36 Students have access to examination guidelines 57 71.3 12 15.0 11 13.8

37 Questions for Exams are secured using different means to enhance integrity

62 77.6 10 12.5 8 10.0

38 There is continuous verification of student identity of the using biometrics.

60 75.1 10 12.5 10 12.5

39 Students know what materials, devices and resources they are permitted to use during examination

65 81.3 7 8.8 8 10.0

40 Secure browser control locks down the computer to make sure students cannot access Internet during online exam

65 81.3 6 7.5 9 11.3

83

Table 4.13: Question on Security

Question on Security A% U% D%

Security tips on how to protect ourselves online was organized for us during orientation

65.0 18.8 16.3

There a policy regarding privacy and security of personal data 65.1 20.0 15.0

There are clear examination procedures put in place 85.1 7.5 7.5

The university has in place an anti-plagiarism scheme 77.5 6.3 16.3

My identity is authenticated upon logon in online exam. 71.3 17.5 11.3

There effective measures in place to identify impersonation 57.5 23.8 18.8

There is provision for students to ask tutors questions in private and the discussion also remain private

68.8 27.5 3.8

Students have access to examination guidelines 71.3 15.0 13.8

Questions for Exams are secured using different means to enhance integrity 77.6 12.5 10.0

There is continuous verification of student identity of the using

biometrics.

75.11 12.5 12.5

Students know what materials, devices and resources they are permitted to use during examination

81.3 8.8 10.0

Secure browser control locks down the computer to make sure students cannot access Internet during online exam

81.3 7.5 11.3

84

65%

19%

16%

65%

20%

15%

85%

7%

7%

77%

6%

16%

71%

17%

11%

57%

24%

19%

69%

27%

4%

71%

15%

14%

78%

12%

10%

75%

12%

12%

81%

9%

10%

81%

7%

11%

Question on Security

A%

U%

D%

Figure 4.8 Percentage On Security

In figure 4.8 65.5% agree that Security tips on how to protect someone online was organized for

us during orientation while 16.3% disagree and 18.8% are not sure. 65.1% agree that there a

policy regarding privacy and security of personal data while 15.0% disagree and 20.0% are not

sure.85.1% agree that there are clear examination procedures put in place while 7.5% disagree

and 7.5% are not sure. 77.5% agree that the university has in place an anti-plagiarism scheme

while 16.3% disagree and 6.3% are not sure. 71.3% agree that my identity is authenticated upon

logon in online exam while 11.3% disagree and 17.5% are not sure. 57.5% agree that there

effective measures in place to identify impersonation while 18.8% disagree and 23.8% are not

sure. 68.8% agree that there is provision for students to ask tutors questions in private and the

discussion also remain private while 3.8% disagree and 27.5% are not sure. 71.3% agree that

Students have access to examination guidelines while 13.8% disagree and 15.0% are not sure.

85

77.6% agree that questions for Exams are secured using different means to enhance integrity

while 10.0% disagree and 12.5% are not sure. 75.11% agree there is continuous verification of

student identity of the using biometrics while 12.5% disagree and 12.5% are not sure. 81.3% agree

that Students know what materials, devices and resources they are permitted to use during

examination while 10.0% disagree and 8.8% are not sure.81.3% agree that secure browser control

locks down the computer to make sure students cannot access Internet during online exam while

11.3% disagree and 7.5% are not sure. Therefore the number of percentage that agree to student

registration process is more to the number of percentage that disagree. This is in agreement with

(Marali 2010) that security of a system/service/data shall be ensured by protecting the sensitive

resources at network, system and the application/service domains. Some of the security

parameters are authentication, access control, availability, confidentiality, integrity and non-

repudiation Violation in any of the parameter leads a breach in security. All these security

parameters to be enforced along with security policy on the ICT infrastructure being used in

open distance learning.

4.3 Questionnaire for Tutor / Support Staff

This questionnaire seeks to gather data from you for use for research purpose. The questionnaire

intends to find out your perceptions and experience towards the above subject matter. Please feel

free to respond to all the questions since the information obtained will not be used for any other

purpose except research and will be treated in strict confidence. Thank you for your time.

86

SECTION A: GENERAL

1. What is the nature of your job? Tutor□ Support staff □

2. What is your work experience as an Open and Distance Learning (ODL) staff?

Below one year 1-5years 6-10years Above10years

3. What is your gender status? Male □ Female □

4. Tick your highest professional qualifications.First Degree Masters’ Degree Ph.D Any other qualification. Specify

SECTION BPlease tick where appropriate. Meaning of abbreviations: SA = Strongly Agree; A =Agree; U =Undecided; D =Disagree; SD=Strongly Disagree

Research Question 1

Is there level of quality assurance in ODL?

The analysis of data in respect of Research Question 1 is shown in Table 4.14

Table 4.14Quality Assurance System SA A U D SD

1 There is a quality management system in NOUN. 10 252 Awareness on the quality management system was made to me. 10 20 5

3 The method of awareness was effective. 5 15 5 104 I have been involved in a quality audit. 5 20 105 The quality audits have improved quality of service. 5 20 106 The quality policy has a complaints procedure. 5 20 10

7 The complaints procedure is effective. 15 208 The Orientation given is effective in providing students with institutional

requirements.

15 20

9 An orientation package is offered to students. 15 2010 There is provision for Guidance and counseling staff 5 3011 There is consultation of professional bodies that affect the decisions made for

the curricular

5 25 512 There is clear structure in the content of each course 5 3013 There is commonly accepted policy in the method of course delivery 10 20 514 There is a commonly accepted marking scheme 10 25

87

Survey question 1: Is there quality management system in NOUN?

10 respondents to strongly agree (SA) that there is quality management system in NOUN, 25

respondents to Agree(A), 0 respondent to Undecided (U), 0 respondent to Disagree (D) and 0

respondent to strongly disagree(SD).

Survey question 2: Does the awareness on the quality management system was made to you?

10 respondents to strongly agree (SA) that the awareness on the quality management system was

made to them, 20 respondents to Agree(A), 5 respondent to Undecided (U), 0 respondent to

Disagree (D) and 0 respondent to strongly disagree(SD)

Survey question 3: Is the method of awareness effective?

5 respondents to strongly agree (SA) that the method of awareness is effective, 15 respondents to

Agree(A), 5 respondent to Undecided (U), 10 respondents to Disagree (D) and 0 respondent to

strongly disagree(SD).

Survey question 4: Have you been involved in a quality audit?

5 respondents to strongly agree (SA) that they have been involved in a quality audit, 20

respondents to Agree(A),10 respondent to Undecided (U), 0 respondent to Disagree (D) and 0

respondent to strongly disagree(SD)

Survey question 5: Does the quality audits improved quality of service?

5 respondents to strongly agree (SA) that the quality audits improved the quality of service, 20

respondents to Agree(A), 10 respondent to Undecided (U), 0 respondents to Disagree (D) and 0

respondent to strongly disagree(SD)

Survey question 6: Does the quality policy has a complaints procedure?

5 respondents to strongly agree (SA) that the quality policy has a complaints procedure,20

respondents to Agree(A), 10 respondent to Undecided (U), 0 respondent to Disagree (D) and 0

respondent to strongly disagree (SD)

Survey question 7: is the complaints procedure effective?

88

15 respondents to strongly agree (SA) that the complaints procedure is effective,20 respondents

to Agree(A), 0 respondent to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to

strongly disagree(SD)

Survey question 8: is the Orientation given effective in providing students with institutional

requirements?

15 respondents to strongly agree (SA) that the Orientation given is effective in providing students

with institutional requirements

20 respondents to Agree (A), 0 respondent to Undecided (U), 0 respondent to Disagree (D) and

0 respondent to strongly disagree (SD)

Survey question 9: is there orientation package that is offered to students?

15 respondents to strongly agree (SA) that there is orientation package that is offered to

students,20 respondents to Agree(A), 0 respondent to Undecided (U), 0 respondent to Disagree

(D) and 0 respondent to strongly disagree(SD)

Survey question 10: Is there provision for Guidance and counseling staff?

5 respondents to strongly agree (SA) that there is provision for Guidance and counseling staff,30

respondents to Agree(A), 0 respondent to Undecided (U),0 respondent to Disagree (D) and 0

respondent to strongly disagree(SD).

Survey question 11: Is there consultation of professional bodies that affect the decisions?

5 respondents to strongly agree (SA) that there is consultation of professional bodies that affect

the decisions, 25 respondents to Agree(A), 5 respondent to Undecided (U), 0 respondent to

Disagree (D) and 0 respondent to strongly disagree(SD)

Survey question 12: Is there clear structure in the content of each course?

5 respondents to strongly agree (SA) that there is clear structure in the content of each course, 30

respondents to Agree(A),0 respondent to Undecided (U), 0 respondent to Disagree (D) and 0

respondent to strongly disagree(SD)

Survey question 13: : Is there common accepted policy in the method of course delivery?

89

10 respondents to strongly agree (SA) that there is common accepted policy in the method of

course delivery,20 respondents to Agree(A), 5 respondents to Undecided (U),0 respondent to

Disagree (D) and 0 respondent to strongly disagree(SD)

Survey question 14: Is there common accepted marking scheme?

10 respondents to strongly agree (SA) that there is common accepted marking scheme,25

respondents to Agree(A), 0 respondent to Undecided (U), 0 respondent to Disagree (D) and 0

respondent to strongly disagree(SD)

The graph below in figure 4.9 described how 35 responses to quality Assurance system

Figure 4.9Quality Assurance System

In figure 4.9. it show that there is a quality assurance system in open and distance learning Despite that there are few negative attitude towards it. Though more modern has to put in place.

90

QUTY MGT SYS

AWARENESS

EFFECTIVE

QUTY AUDIT

IMPROVED

COMP PROC

COMP EFFECTIVE

INST REQ

ORIEN STUD

GUID COUN STFF

CONSULTATIO

N

CON COURSE

COURSE DELI

MARKING SCHE

0

5

10

15

20

25

30

35

QUALITY ASSURANCE SYSTEM

SA A U D SD

SURVEY ANALYSIS ON PERCENTAGESummary of staff responses on quality Assurance system on percentage.Table 4.15: Quality Assurance System

Quality Assurance System A % U % D %1 There is a quality management system in NOUN. 35 100

2 Awareness on the quality management system was made to me. 30 85.7 5 14.33 The method of awareness was effective. 20 57.2 5 14.3 10 28.6

4 I have been involved in a quality audit. 25 71.4 10 28.6

5 The quality audits have improved quality of service. 25 71.4 10 28.66 The quality policy has a complaints procedure. 25 71.4 10 28.67 The complaints procedure is effective. 35 100

8 The Orientation given is effective in providing students with institutional requirements.

35 100

9 An orientation package is offered to students. 35 100

10 There is provision for Guidance and counseling staff 35 100

11 There is consultation of professional bodies that affect the decisions made for the curricular

30 85.7 5 14.3

12 There is clear structure in the content of each course 35 100

13 There is commonly accepted policy in the method of course delivery 30 85.7 5 14.3

14 There is a commonly accepted marking scheme 35 100

Table 4.16: Percentage onQuality Assurance System

Quality Assurance System A% U% D%There is a quality management system in NOUN. 100Awareness on the quality management system was made to me. 85.7 14.3

The method of awareness was effective. 57.2 14.3 28.6I have been involved in a quality audit. 71.4 28.6The quality audits have improved quality of service. 71.4 28.6The quality policy has a complaints procedure. 71.4 28.6

The complaints procedure is effective. 100The Orientation given is effective in providing students with institutional requirements.

100

An orientation package is offered to students. 100There is provision for Guidance and counseling staff 100There is consultation of professional bodies that affect the decisions made for the curricular

85.7 14.3There is clear structure in the content of each course 100There is commonly accepted policy in the method of course delivery 85.7 14.3There is a commonly accepted marking scheme 100

91

FIGURE 4.10 Percentage On Quality Assurance System

In figure 4.10. The number of respondents to quality assurance system of staff in percentage are

similar to that of the student.

Research Question 2: Are there extent in ICT learner support on registration process?

The analysis of data in respect of Research Question 2 is shown in Table 4.17

Summary of staff responses on Student Registration.

Table 4.17: Student RegistrationStudent Registration SA A U D SD

15 I verify all student registration documents for my programme 15 15 516 Students are given all their modules on registration 10 15 1017 The registration process is efficient for the students 10 20 518 Student registration data is correctly captured 10 15 5 5

92

100%86%

14%

57%14%

29%

71%

29%

71%

29%

71%

29%

100%100%100%100% 86%

14%

100% 86%

14%

100%

QUALITY ASSURANCE SYSTEM

A%U%D%

Survey question 15: is student registration documents verify for programme?

15 respondents to strongly agree (SA) that the student registration documents are verify for the programme,15 respondents to Agree(A), 5 respondent to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree(SD).

Survey question 16: is Students given all modules on registration?

10 respondents to strongly agree (SA) that the Students are given all modules on registration, 15 respondents to Agree(A), 10 respondent to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree(SD)

Survey question 17: Is registration process efficient for the students?

10 respondents to strongly agree (SA) that the registration process is efficient for the students, 20 respondents to Agree(A),5 respondent to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree(SD)

Survey question 18: Are Student registration data captured correctly?

10 respondents to strongly agree (SA) that the Student registration data are correctly captured,15 respondents to Agree(A), 5 respondent to Undecided (U), 5 respondents to Disagree (D) and 0 respondents to strongly disagree(SD)

The graph below in figure 4.11 described how 35 responses to student registration process

Figure 4.11Student Registration Process

In figure 4.11. show that the student registration process is effective in open and distance learning Despite that there are few negative attitude towards it. Though more modern has to put in place.

93

SA A U D SD0

5

10

15

20

25

STUDENT REGISTRATION PROCESS

STUD REG MOD REG REG PROC REG DATA

Summary of staff responses on Registration in percentage.

Table 4.18: Student RegistrationStudent Registration A % U % D %

15

I verify all student registration documents for my programme 30 85.7 5 14.3

16 Students are given all their modules on registration 25 71.4 10 28.6

17

The registration process is efficient for the students 30 85.7 5 14.3

18 Student registration data is correctly captured 25 71.4 5 14.3 5 14.3

Table 4.19: Percentage on Student Registration

Figure 4.12 Percentage On Student Registration Process

94

86%

14%

71%

29%

86%

14%

71%

14%

14%

STUDENT REGISTRATION

A%U%D%

Student Registration A% U% D%

I verify all student registration documents for my programme 85.7 14.3Students are given all their modules on registration 71.4 28.6The registration process is efficient for the students 85.7 14.3Student registration data is correctly captured 71.4 14.3 14.3

In figure 4.12. The number of percentage on student registration process of staff in percentage are

related to that of the student.

Research Question 3: Are there ICT learner support on programme process?

The analysis of data in respect of Research Question 3 is shown in Table 4.20

Table 4.20 Summary of staff responses on Programme Processes

Programme Processes SA A U D SD19 Courses on offer are provided timely before the beginning of each

semester.25 10

20 There is provision for Tutor evaluation by students 5 15 10 5

21 Tutor evaluations by students during tutorials are effective 10 15 10

22 Peer evaluations during tutorials are effective. 15 15 523 Student access to e-resources is adequate. 10 20 524 I am skilled in e-tutoring. 10 10 10 525 I make use of e-tutoring facilities 5 15 5 10

Survey question 19: Courses on offer are provided timely before the beginning of each semester?

25 respondents to strongly agree (SA), 10 respondents to Agree(A), 0 respondent to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree (SD).

Survey question 20: There is provision for Tutor evaluation by students?

5 respondents to strongly agree (SA), 15 respondents to Agree(A),10 respondent to Undecided (U), 5 respondents to Disagree (D) and 0 respondents to strongly disagree(SD)

Survey question 21: Tutor evaluations by students during tutorials are effective.?

10 respondents to strongly agree (SA), 15 respondents to Agree(A), 10 respondent to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree(SD)

Survey question 22: Peer evaluations during tutorials are effective?

15 respondents to strongly agree (SA),15 respondents to Agree(A), 5 respondent to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree(SD)

Survey question 23: Student access to e-resources is adequate?

10 respondents to strongly agree (SA),20 respondents to Agree(A), 5 respondent to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree(SD)

95

Survey question 24: I am skilled in e-tutoring?

10 respondents to strongly agree (SA) 10 respondents to Agree (A), 10 respondent to Undecided (U), 5 respondents to Disagree (D) and 0 respondent to strongly disagree (SD)

Survey question 25: I make use of e-tutoring facilities?

5 respondents to strongly agree (SA),15 respondents to Agree(A), 5 respondent to Undecided (U), 10 respondents to Disagree (D) and 0 respondent to strongly disagree(SD)

The graph below in figure 4.13 described how 35 responses to Programme processes

Figure 4.13 Programme Process

In figure 4.13 show that there is a programme process in open and distance learning Despite that there are few negative attitude towards it. Though more modern has to put in place.

Table 4.21: Percentage on Programme Processes

96

COURSES

TUTOR EVAL

EFFECTIVE TUTORIAL

PEER EVAL

E RESOURCES

E TUTORING

E TUTOR FAC0

5

10

15

20

25

30

PROGRAMME PROCESSES

SA A U D SD

Programme Processes A% U% D%Courses on offer are provided timely before the beginning of each semester. 100

There is provision for Tutor evaluation by students 57.1 28.6 14.3Tutor evaluations by students during tutorials are effective 42.9 28.6Peer evaluations during tutorials are effective. 85.7 14.3Student access to e-resources is adequate. 85.7 14.3I am skilled in e-tutoring. 57.1 28.6 14.3I make use of e-tutoring facilities 57.1 14.5 28.6

Figure 4.14 Percentage On Programme Process

From the result show in figure 4.4. The number of percentage on programme process of staff in

percentage are also related to that of the student.

Research Question 4: what are ways that will improve staff to enhance ICT learner support in ODL

at the case institution?

The analysis of data in respect of Research Question 4 is shown in Table 4.22

Table.4.22: Staff Improvement

97

100%57%29%

14%

60%

40%

86%

14%

86%

14%

57%29%

14%

57%

14%

29%

PROGRAMME PROCESSES

A%U%D%

Staff Improvement SA A U D SD

26 There are provisions for continuous training of staff 5 20 5 5

27 There are provisions for training of new staff. 5 25 5

28 The registration forms are easy to fill 20 5 10

29 There is staff appraisal policy 20 15

Summary of staff responses on Staff Improvement

QUESTION ON STAFF IMPROVEMENT

Survey question 26: There are provisions for continuous training of staff?

5 respondents to strongly agree (SA), 20 respondents to Agree(A), 5 respondents to Undecided (U), 5 respondents to Disagree (D) and 0 respondent to strongly disagree(SD).

Survey question 27: There are provisions for training of new staff?

5 respondents to strongly agree (SA), 25 respondents to Agree(A), 5 respondents to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree(SD)

Survey question 28: The registration forms are easy to fill?

20 respondents to strongly agree (SA), 5respondents to Agree(A),10 respondents to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree(SD)

Survey question 29: There is staff appraisal policy?

20 respondents to strongly agree (SA),15 respondents to Agree(A), 0 respondent to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree(SD)

The graph below in figure 4.15 described how 35 responses to Staff Improvement

98

Figure 4.15 Staff Improvement

In figure 4.15 show that there is staff improvement in open and distance learning Despite that there are few negative attitude towards it. Though more modern has to put in place.

Percentage on staff improvementTable 4.23: Staff Improvement Staff Improvement A % U % D %There are provisions for continuous training of staff 25 71.4 5 14.3 5 14.3There are provisions for training of new staff. 30 85.7 5 14.3The registration forms are easy to fill. 25 71.4 10 28.6There is staff appraisal policy 35 100

Table 4.24: Percentage on staff improvement

99

SA A U D SD0

5

10

15

20

25

30

STAFF IMPROVEMENT

TRAINING OF STAFF NEW STAFFREG FORM STAFF APPRAISAL

71%

14%

14%

86%

14%

71%

29%

100%

STAFF IMPROVEMENT

A%U%D%

Staff Improvement A% U% D%There are provisions for continuous training of staff 71.4 14.3 14.3There are provisions for training of new staff. 85.7 14.3The registration forms are easy to fill. 71.4 28.6There is staff appraisal policy 100

Figure 4.16 Percentage On Staff Improvement

In figure 4.16. 71.4% agree that there are provisions for continuous training of staff while 14.3%

disagree and 14.3% are not sure. 85.7% agree that there are provisions for training of new staff

while 0% disagree and 14.3% are not sure.71.4% agree that the registration forms are easy to fill

while 0% disagree and 28.6% are not sure. 100% agree that there is staff appraisal policy while 0%

disagree and 0% are not sure. Therefore the number of percentage that agree to staff improvement

is more to the number of percentage that disagree. This is in agreement with Mishra (2006)

stated that the training and development of staff is an important activity for an organization in

order to optimally utilize the services of the staff and make them contribute to the overall

organizational goals.

Research Question 5

Is there improvement of security of technologies of ODL at the case institution?

The analysis of data in respect of Research Question 4 is shown in Table 4.26

Table 4.26: Question on Security

100

71%

14%

14%

86%

14%

71%

29%

100%

STAFF IMPROVEMENT

A%U%D%

Question on Security SA A U D SD

30 Security tips on how to protect ourselves online was organized for us during orientation

30 20 10 5

31 There are clear examination procedure in place to ensure integrity

5 30

32 There a policy regarding privacy and security of personal data

5 30

33 There are clear examination procedures put in place 20 10 5

34 The university has in place an anti-plagiarism scheme 20 10 5

35 My identity is authenticated upon logon in online exam. 15 20

36 There effective measures in place to identify impersonation

5 30

37 There is provision for students to ask tutors questions in private and the discussion also remain private

5 20 5 5

38 Students have access to examination guidelines 15 15 5

39 Questions for Exams are secured using different means to enhance integrity

20 15

40 There is continuous verification of student identity of the using biometrics.

10 20 5

41 Students know what materials, devices and resources they are permitted to use during examination during the examination.

5 25 5

42 Secure browser control locks down the computer to make sure students cannot access Internet during online exam resources on their hard drive during the exam

10 25 35

Survey question 30: Security tips on how to protect ourselves online was organized for us during orientation?

20 respondents to strongly agree (SA), 10 respondents to Agree(A), 5 respondents to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree(SD).

Survey question 31: There are clear examination procedure in place to ensure integrity?

101

5 respondents to strongly agree (SA), 30 respondents to Agree(A),0 respondent to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree(SD)

Survey question 32: There a policy regarding privacy and security of personal data?

5 respondents to strongly agree (SA), 30 respondents to Agree(A), 0 respondent to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree(SD)

Survey question 33: There are clear examination procedures put in place?

20 respondents to strongly agree (SA),10 respondents to Agree(A), 5 respondent to Undecided (U), 0 respondents to Disagree (D) and 0 respondents to strongly disagree(SD)

Survey question 34: The university has in place an anti-plagiarism scheme?

20 respondents to strongly agree (SA),10 respondents to Agree(A), 5 respondent to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree(SD)

Survey question 35: My identity is authenticated upon logon in online exam?

15 respondents to strongly agree (SA) 20 respondents to Agree (A), 0 respondent to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree (SD)

Survey question 36: There effective measures in place to identify impersonation?

5 respondents to strongly agree (SA),30 respondents to Agree(A), 0 respondent to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree(SD)

Survey question 37: There is provision for students to ask tutors questions in private and the discussion also remain private?

5 respondents to strongly agree (SA),20 respondents to Agree(A), 5 respondent to Undecided (U),5 respondents to Disagree (D) and 0 respondents to strongly disagree(SD).

Survey question 38: Students have access to examination guidelines?

15 respondents to strongly agree (SA), 15 respondents to Agree(A), 5 respondent to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree(SD)

Survey question 39: Questions for Exams are secured using different means to enhance integrity.?

20 respondents to strongly agree (SA), 15 respondents to Agree(A), 0 respondent to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree(SD)

Survey question 40: There is continuous verification of student identity of the using biometrics.?

10 respondents to strongly agree (SA),20 respondents to Agree(A), 5 respondent to Undecided (U),0 respondents to Disagree (D) and 0 respondents to strongly disagree(SD)

Survey question 41: Students know what materials, devices and resources they are permitted to use during examination?

102

5 respondents to strongly agree (SA),25 respondents to Agree(A), 5 respondent to Undecided (U), 0 respondents to Disagree (D) and 0 respondents to strongly disagree(SD)

Survey question 42: Secure browser control locks down the computer to make sure students cannot access Internet during online exam?

10 respondents to strongly agree (SA),25 respondents to Agree(A), 0 respondent to Undecided (U), 0 respondent to Disagree (D) and 0 respondent to strongly disagree(SD)

The graph below in figure 4.17 described how 35 responses to question on security

Figure 4.17 Question On Security

In figure 4.17. it show that there is security system in open and distance learning Despite that there are few negative attitude towards it. Though more modern has to put in place.

Table 4.27: Percentage on security for staff

103

SECURITY TIP

EXAM PROC

PERSONAL DATA

CLEAR EXAM

ANTI PLA

GIARISM

ONLINE EXAM

IMPERSONATIO

N

TUTOR QUESTIO

N

EXAM GUIDELIN

E

EXAM QUESTIO

N

VERIFICATION

EXAM MATERIAL

SECURE BROWSER0

5

10

15

20

25

30

35

QUESTION ON SECURITY

SA A U D SD

Table 4.28: Question on Security

Question on Security A% U% D%

Security tips on how to protect ourselves online was organized for us during orientation 85.7 14.3

104

Question on Security A % U % D %

30 Security tips on how to protect ourselves online was organized for us during orientation

30 85.7 5 14.3

31 There are clear examination procedure in place to ensure integrity. 35 100

32 There a policy regarding privacy and security of personal data 35 100

33 There are clear examination procedures put in place 30 85.7 5 14.3

34 The university has in place an anti-plagiarism scheme 30 85.7 5 14.3

35 My identity is authenticated upon logon in online exam. 35 100

36 There effective measures in place to identify impersonation 35 100

37 There is provision for students to ask tutors questions in private and the discussion also remain private

25 71.4 5 14.3 5 14.3

38 Students have access to examination guidelines 30 85.7 5 14.3

39 Questions for Exams are secured using different means to enhance integrity 35 100

40 There is continuous verification of student identity of the using biometrics.

30 85.7 5 14.3

41 Students know what materials, devices and resources they are permitted to use

during examination

30 85.7 5 14.3

42 Secure browser control locks down the computer to make sure students cannot

access Internet during online exam resources on their hard drive during the exam

35 100

There are clear examination procedure in place to ensure integrity. 100

There a policy regarding privacy and security of personal data. 100

There are clear examination procedures put in place. 85.7 14.3

The university has in place an anti-plagiarism scheme. 85.7 14.3

My identity is authenticated upon logon in online exam. 100

There effective measures in place to identify impersonation 100

There is provision for students to ask tutors questions in private and the discussion also remain private 71.4 14.3 14.3

Students have access to examination guidelines 85.7 14.3

Questions for Exams are secured using different means to enhance Integrity 100

biometrics. 85.7 14.3

Students know what materials, devices and resources they are permitted to use during examination 85.7 14.3

Secure browser control locks down the computer to make sure students cannot access Internet during online exam 100

105

86%

14%

100%100%86%

14%

86%

14%

100%100%

71%

14%

14%

86%

14%

100% 86%

14%

86%

14%

100%

QUESTION ON SECURITY

A%U%D%

There is continuous verification of student identity of the using

Figure 4.18 Percentage On Security

In figure 4.8. The number of respondents on security of staff in percentage are also related to that of

the student.

4.4 Comparative Report Between Student And Staff

From the above of the analysis, the quality management system is effective. 100% of the staff

said that the quality management is effective while 77.5% of student said the quality

management system is effective. Though model method of quality management system still

needed to be put in place and proper monitoring be given as can be seen from the respondents

that have a negative attitude toward the system.

4.5 Discussion of Results On Quality Assurance

This research work showed evidence of security and Quality Assurance in Open and Distance

Learning (ODL) in Nigeria, with a case study of National Open University of Nigeria (NOUN).

106

86%

14%

100%100%86%

14%

86%

14%

100%100%

71%

14%

14%

86%

14%

100% 86%

14%

86%

14%

100%

QUESTION ON SECURITY

A%U%D%

Though model method of quality assurance still needed to be put in place and proper monitoring

given as can be seen from the respondents that have a negative attitude towards the Quality

Assurance questions.

4.6 Discussion of Result on Security

There is evidence of security from the research work in Open and Distance Learning (ODL) in

Nigeria, with a case study of National Open University of Nigeria (NOUN).

Though, more are still needed when it comes to security before, during and after examination.

Like using methods of security measures (Biometrics/Prometrics) before, during and after

examinations.

This research work showed evidence of security and Quality Assurance in Open and Distance

Learning (ODL) in Nigeria, with a case study of National Open University of Nigeria (NOUN).

This proved the alternative hypothesis Ha which state that there is a significant relationship

between Security/Quality Assurance and Open and Distance Learning (ODL).

Though, more are still needed as can be seen from the respondents that have a negative attitude.

From the foregoing, it could be concluded as follows;

i. Security and Quality Assurance is highly needed not only in ODL institutes, but all

institutions of learning, but still requires some fine tuning/implementation in order to

make it more effective.

107

CHAPTER FIVE

SUMMARY, CONCLUSION, RECOMMENDATIONS

5.1 Summary

The finding shows that despite the fact that there are few negative attitude, it remains a fact that

Security and Quality Assurance is indeed a viable tool for quality education in Open and

Distance Learning (ODL) .To reduce the issues that are face in distance learning, e-learning

should be supported. Infrastructure can be improve by bringing modern technology, fast internet

connection, continuous electricity, proper maintenance, and effective administration of distance

learning. Distance learning institutions should provide computer lab equipment with enough

number of computer and the connection with fast network. Staff and student should also have

skills and confidence to use electronic equipment to have a better understanding about the

method in which the information is delivered. Technology can be used to enhance the quality of

traditional education rather than changing the method of instruction. Finally, e-learner help

learner to have access to education irrespective of distance, therefore, e-learning should be

highly supported in distance learning.

108

5.2 Conclusion

Generally, Security and Quality Assurance in Open and Distance Learning (ODL) has all it takes

to provide the needed quality education as it affects students wherever they are studying from.

It is pertinent to state at this junction that both the Federal and State Governments should shed

their direct involvement and financial expenditure in favour of Security and Quality Assurance in

Open and Distance Learning (ODL) and other institution of learning.

Following the objective of the study is to identify the quality assurance practices in place in the

case ODL institution and how stakeholder perceive the implementation of these quality policies

and practices in comparison with standards the quality assurance is effective despite the fact that

there are few negative attitude. The outcome of the study will benefit the authorities of open and

distance institution by quality assurance practices as explicit and as systematised as possible.

The fact that ICT is playing a major role in open distance learning but at same time there are

many issues and challenges that need to be consider for smooth functioning of various online

services that are to be implemented for its learners and other public. In this study, the required

ICT infrastructure and various issues and challenges in usage and setting up of ICT infrastructure

in open distance learning are addressed. The institution that is providing education in ODL mode

should look at all the addressed issues and challenges and take necessary precautions with a

proper action plan along with timeframe. Sangay (2005).

109

5.3 Recommendations

Since it is agreed that Security and Quality Assurance yield quality education in Open and

Distance Learning, it does not mean that no pitfalls exist where there is Security and Quality

Assurance.

The following recommendations are suggested

1. There should be standard measures put in place to guard against examination malpractice.

2. The use of biometrics/prometric should be in place to identify impersonation.

3. Examination questions should be secure using different means to enhance integrity.

4. Anti-Plagiarism scheme should be put in place.

5. There should be provision for student representation at all levels.

6. Training and retraining of staffs is necessary in order to build in more confidence in staff.

7. Information in the student’s handbook needs to be beefed up to include facilities and

support services available to learners.

8. Access to NOUN should be given a wider publicity. This can be achieved through radio

and television jingles.

9. The following should be used to secure examination questions and answers online

i. Encrypt your data

ii. Keep your browser secure. To guard your online data, use encryption software

that scrambles the information you send over the internet. A “lock” icon on the

status bar of your internet browser means your information will be safe when it is

transmitted. Look for the lock before you send password or financial information

online

Offline

110

i. Lock your financial documents and records in a safe place.

ii. Limit what you carry

iii. Shred receipts, credit offers etc. when you don’t need them any longer.

111

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116

APPENDICES

Statistics

80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 80 800 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

1.24 2.38 1.44 2.39 2.24 2.29 2.23 3.10 2.76 2.46 2.26 2.34 1.85 2.43 2.09 2.58 3.04 3.30 3.30 3.53 2.86 2.59 2.71 2.69 3.15 2.961.00 2.00 1.00 2.00 2.00 2.00 2.00 3.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 3.00 3.00 4.00 4.00 3.00 2.00 2.00 3.00 3.00 3.00

1 2 1 3 2 2 2 2 2 2 2 2 2 2 2 2 2 5 2a 5 2 2 2 2 3 3.428 .891 .499 .893 1.172 1.034 1.102 1.239 1.285 1.252 .978 1.158 .797 1.065 1.034 1.077 1.216 1.462 1.418 1.312 1.270 1.166 1.034 1.259 1.092 1.024

1 3 1 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

ValidMissing

N

MeanMedianModeStd. DeviationRange

progr yosty gender age v1 v2 v3 v4 v5 v6 v7 v8 v9 v10 v11 v12 v13 v14 v15 v16 v17 v18 v19 v20 v21 v22

Multiple modes exist. The smallest value is showna.

FREQUNCIES

progr

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 61 76.3 76.3 76.3

2 19 23.8 23.8 100.0

Total 80 100.0 100.0

yosty

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 11 13.8 13.8 13.8

2 39 48.8 48.8 62.5

3 19 23.8 23.8 86.3

4 11 13.8 13.8 100.0

Total 80 100.0 100.0

117

gender

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 45 56.3 56.3 56.3

2 35 43.8 43.8 100.0

Total 80 100.0 100.0

age

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 14 17.5 17.5 17.5

2 28 35.0 35.0 52.5

3 32 40.0 40.0 92.5

4 5 6.3 6.3 98.8

5 1 1.3 1.3 100.0

Total 80 100.0 100.0

v1

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 20 25.0 25.0 25.0

2 42 52.5 52.5 77.5

3 3 3.8 3.8 81.3

4 9 11.3 11.3 92.5

5 6 7.5 7.5 100.0

Total 80 100.0 100.0

118

v2

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 14 17.5 17.5 17.5

2 45 56.3 56.3 73.8

3 9 11.3 11.3 85.0

4 8 10.0 10.0 95.0

5 4 5.0 5.0 100.0

Total 80 100.0 100.0

v3

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 23 28.8 28.8 28.8

2 33 41.3 41.3 70.0

3 8 10.0 10.0 80.0

4 15 18.8 18.8 98.8

5 1 1.3 1.3 100.0

Total 80 100.0 100.0

119

v4

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 7 8.8 8.8 8.8

2 23 28.8 28.8 37.5

3 18 22.5 22.5 60.0

4 19 23.8 23.8 83.8

5 13 16.3 16.3 100.0

Total 80 100.0 100.0

v5

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 13 16.3 16.3 16.3

2 29 36.3 36.3 52.5

3 11 13.8 13.8 66.3

4 18 22.5 22.5 88.8

5 9 11.3 11.3 100.0

Total 80 100.0 100.0

120

v6

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 16 20.0 20.0 20.0

2 37 46.3 46.3 66.3

3 11 13.8 13.8 80.0

4 6 7.5 7.5 87.5

5 10 12.5 12.5 100.0

Total 80 100.0 100.0

v7

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 15 18.8 18.8 18.8

2 41 51.3 51.3 70.0

3 15 18.8 18.8 88.8

4 6 7.5 7.5 96.3

5 3 3.8 3.8 100.0

Total 80 100.0 100.0

121

v8

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 15 18.8 18.8 18.8

2 45 56.3 56.3 75.0

3 5 6.3 6.3 81.3

4 8 10.0 10.0 91.3

5 7 8.8 8.8 100.0

Total 80 100.0 100.0

v9

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 26 32.5 32.5 32.5

2 45 56.3 56.3 88.8

3 5 6.3 6.3 95.0

4 3 3.8 3.8 98.8

5 1 1.3 1.3 100.0

Total 80 100.0 100.0

122

v10

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 14 17.5 17.5 17.5

2 36 45.0 45.0 62.5

3 15 18.8 18.8 81.3

4 12 15.0 15.0 96.3

5 3 3.8 3.8 100.0

Total 80 100.0 100.0

v11

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 23 28.8 28.8 28.8

2 40 50.0 50.0 78.8

3 7 8.8 8.8 87.5

4 7 8.8 8.8 96.3

5 3 3.8 3.8 100.0

Total 80 100.0 100.0

123

v12

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 11 13.8 13.8 13.8

2 34 42.5 42.5 56.3

3 16 20.0 20.0 76.3

4 16 20.0 20.0 96.3

5 3 3.8 3.8 100.0

Total 80 100.0 100.0

v13

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 7 8.8 8.8 8.8

2 25 31.3 31.3 40.0

3 17 21.3 21.3 61.3

4 20 25.0 25.0 86.3

5 11 13.8 13.8 100.0

Total 80 100.0 100.0

124

\

v14

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 9 11.3 11.3 11.3

2 23 28.8 28.8 40.0

3 9 11.3 11.3 51.3

4 13 16.3 16.3 67.5

5 26 32.5 32.5 100.0

Total 80 100.0 100.0

v15

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 9 11.3 11.3 11.3

2 22 27.5 27.5 38.8

3 7 8.8 8.8 47.5

4 20 25.0 25.0 72.5

5 22 27.5 27.5 100.0

Total 80 100.0 100.0

125

v16

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 5 6.3 6.3 6.3

2 18 22.5 22.5 28.8

3 12 15.0 15.0 43.8

4 20 25.0 25.0 68.8

5 25 31.3 31.3 100.0

Total 80 100.0 100.0

v17

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 12 15.0 15.0 15.0

2 26 32.5 32.5 47.5

3 11 13.8 13.8 61.3

4 23 28.8 28.8 90.0

5 8 10.0 10.0 100.0

126

Total 80 100.0 100.0

v18

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 12 15.0 15.0 15.0

2 35 43.8 43.8 58.8

3 13 16.3 16.3 75.0

4 14 17.5 17.5 92.5

5 6 7.5 7.5 100.0

Total 80 100.0 100.0

v19

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 6 7.5 7.5 7.5

2 35 43.8 43.8 51.3

3 19 23.8 23.8 75.0

4 16 20.0 20.0 95.0

127

5 4 5.0 5.0 100.0

Total 80 100.0 100.0

v20

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 17 21.3 21.3 21.3

2 21 26.3 26.3 47.5

3 19 23.8 23.8 71.3

4 16 20.0 20.0 91.3

5 7 8.8 8.8 100.0

Total 80 100.0 100.0

v21

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 4 5.0 5.0 5.0

2 19 23.8 23.8 28.8

3 29 36.3 36.3 65.0

128

4 17 21.3 21.3 86.3

5 11 13.8 13.8 100.0

Total 80 100.0 100.0

v22

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 5 6.3 6.3 6.3

2 22 27.5 27.5 33.8

3 30 37.5 37.5 71.3

4 17 21.3 21.3 92.5

5 6 7.5 7.5 100.0

Total 80 100.0 100.0

v23

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 8 10.0 10.0 10.0

2 27 33.8 33.8 43.8

129

3 18 22.5 22.5 66.3

4 17 21.3 21.3 87.5

5 10 12.5 12.5 100.0

Total 80 100.0 100.0

v24

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 15 18.8 18.8 18.8

2 17 21.3 21.3 40.0

3 18 22.5 22.5 62.5

4 24 30.0 30.0 92.5

5 6 7.5 7.5 100.0

Total 80 100.0 100.0

v25

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 13 16.3 16.3 16.3

130

2 20 25.0 25.0 41.3

3 17 21.3 21.3 62.5

4 22 27.5 27.5 90.0

5 8 10.0 10.0 100.0

Total 80 100.0 100.0

v26

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 10 12.5 12.5 12.5

2 35 43.8 43.8 56.3

3 14 17.5 17.5 73.8

4 15 18.8 18.8 92.5

5 6 7.5 7.5 100.0

Total 80 100.0 100.0

v27

FrequencPercent

Valid Cumulative

131

y Percent Percent

Valid 1 5 6.3 6.3 6.3

2 38 47.5 47.5 53.8

3 13 16.3 16.3 70.0

4 16 20.0 20.0 90.0

5 8 10.0 10.0 100.0

Total 80 100.0 100.0

v28

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 11 13.8 13.8 13.8

2 33 41.3 41.3 55.0

3 11 13.8 13.8 68.8

4 16 20.0 20.0 88.8

5 9 11.3 11.3 100.0

Total 80 100.0 100.0

v29

132

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 20 25.0 25.0 25.0

2 32 40.0 40.0 65.0

3 15 18.8 18.8 83.8

4 11 13.8 13.8 97.5

5 2 2.5 2.5 100.0

Total 80 100.0 100.0

v30

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 13 16.3 16.3 16.3

2 39 48.8 48.8 65.0

3 16 20.0 20.0 85.0

4 6 7.5 7.5 92.5

5 6 7.5 7.5 100.0

Total 80 100.0 100.0

v31

133

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 25 31.3 31.3 31.3

2 43 53.8 53.8 85.0

3 6 7.5 7.5 92.5

4 6 7.5 7.5 100.0

Total 80 100.0 100.0

v32

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 18 22.5 22.5 22.5

2 44 55.0 55.0 77.5

3 5 6.3 6.3 83.8

4 10 12.5 12.5 96.3

5 3 3.8 3.8 100.0

Total 80 100.0 100.0

134

v33

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 20 25.0 25.0 25.0

2 37 46.3 46.3 71.3

3 14 17.5 17.5 88.8

4 5 6.3 6.3 95.0

5 4 5.0 5.0 100.0

Total 80 100.0 100.0

v34

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 22 27.5 27.5 27.5

2 24 30.0 30.0 57.5

3 19 23.8 23.8 81.3

4 11 13.8 13.8 95.0

5 4 5.0 5.0 100.0

Total 80 100.0 100.0

135

v35

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 19 23.8 23.8 23.8

2 36 45.0 45.0 68.8

3 22 27.5 27.5 96.3

4 2 2.5 2.5 98.8

5 1 1.3 1.3 100.0

Total 80 100.0 100.0

v36

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 23 28.8 28.8 28.8

2 34 42.5 42.5 71.3

3 12 15.0 15.0 86.3

4 10 12.5 12.5 98.8

5 1 1.3 1.3 100.0

136

Total 80 100.0 100.0

v37

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 29 36.3 36.3 36.3

2 33 41.3 41.3 77.5

3 10 12.5 12.5 90.0

4 6 7.5 7.5 97.5

5 2 2.5 2.5 100.0

Total 80 100.0 100.0

v38

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 27 33.8 33.8 33.8

2 33 41.3 41.3 75.0

3 10 12.5 12.5 87.5

4 8 10.0 10.0 97.5

137

5 2 2.5 2.5 100.0

Total 80 100.0 100.0

v39

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 37 46.3 46.3 46.3

2 28 35.0 35.0 81.3

3 7 8.8 8.8 90.0

4 6 7.5 7.5 97.5

5 2 2.5 2.5 100.0

Total 80 100.0 100.0

v40

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 31 38.8 38.8 38.8

2 34 42.5 42.5 81.3

3 6 7.5 7.5 88.8

138

4 8 10.0 10.0 98.8

5 1 1.3 1.3 100.0

Total 80 100.0 100.0

Statistics

35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 35 350 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

1.57 3.00 1.71 1.71 1.71 1.86 2.57 2.14 2.14 2.14 2.57 1.57 1.57 1.86 2.00 1.86 1.86 1.71 1.71 2.00 2.00 2.29 2.57 2.43 3.00 2.712.00 3.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 3.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 3.00 3.00

2 3 2 1a 2 2 2 2 2 2 3 2 2 2 2 2 2 2 1a 2 2 2 2 2 3 2.502 .542 .458 .710 .458 .648 1.065 .648 .648 .648 .502 .502 .502 .355 .542 .355 .648 .458 .710 .767 .939 1.296 .917 .917 .767 .710

ValidMissing

N

MeanMedianModeStd. Deviation

job staff gender qual v1 v2 v3 v4 v5 v6 v7 v8 v9 v10 v11 v12 v13 v14 v15 v16 v17 v18 v19 v20 v21 v22

Multiple modes exist. The smallest value is showna.

job

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 15 42.9 42.9 42.9

2 20 57.1 57.1 100.0

Total 35 100.0 100.0

staff

Frequency Percent

Valid Percent

Cumulative Percent

Valid 2 5 14.3 14.3 14.3

3 25 71.4 71.4 85.7

4 5 14.3 14.3 100.0

139

Total 35 100.0 100.0

gender

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 10 28.6 28.6 28.6

2 25 71.4 71.4 100.0

Total 35 100.0 100.0

qual

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 15 42.9 42.9 42.9

2 15 42.9 42.9 85.7

3 5 14.3 14.3 100.0

Total 35 100.0 100.0

v1

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 10 28.6 28.6 28.6

140

2 25 71.4 71.4 100.0

Total 35 100.0 100.0

v2

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 10 28.6 28.6 28.6

2 20 57.1 57.1 85.7

3 5 14.3 14.3 100.0

Total 35 100.0 100.0

v3

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 5 14.3 14.3 14.3

2 15 42.9 42.9 57.1

3 5 14.3 14.3 71.4

4 10 28.6 28.6 100.0

Total 35 100.0 100.0

v4

Frequency Percent

Valid Percent

Cumulative Percent

141

Valid 1 5 14.3 14.3 14.3

2 20 57.1 57.1 71.4

3 10 28.6 28.6 100.0

Total 35 100.0 100.0

v5

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 5 14.3 14.3 14.3

2 20 57.1 57.1 71.4

3 10 28.6 28.6 100.0

Total 35 100.0 100.0

v6

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 5 14.3 14.3 14.3

2 20 57.1 57.1 71.4

3 10 28.6 28.6 100.0

Total 35 100.0 100.0

v7

FrequencPercent

Valid Cumulative

142

y Percent Percent

Valid 2 15 42.9 42.9 42.9

3 20 57.1 57.1 100.0

Total 35 100.0 100.0

v8

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 15 42.9 42.9 42.9

2 20 57.1 57.1 100.0

Total 35 100.0 100.0

v9

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 15 42.9 42.9 42.9

2 20 57.1 57.1 100.0

Total 35 100.0 100.0

v10

143

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 5 14.3 14.3 14.3

2 30 85.7 85.7 100.0

Total 35 100.0 100.0

v11

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 5 14.3 14.3 14.3

2 25 71.4 71.4 85.7

3 5 14.3 14.3 100.0

Total 35 100.0 100.0

v12

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 5 14.3 14.3 14.3

2 30 85.7 85.7 100.0

Total 35 100.0 100.0

144

v13

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 10 28.6 28.6 28.6

2 20 57.1 57.1 85.7

3 5 14.3 14.3 100.0

Total 35 100.0 100.0

v14

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 10 28.6 28.6 28.6

2 25 71.4 71.4 100.0

Total 35 100.0 100.0

v15

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 15 42.9 42.9 42.9

2 15 42.9 42.9 85.7

3 5 14.3 14.3 100.0

Total 35 100.0 100.0

145

v16

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 10 28.6 28.6 28.6

2 15 42.9 42.9 71.4

3 10 28.6 28.6 100.0

Total 35 100.0 100.0

v17

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 10 28.6 28.6 28.6

2 20 57.1 57.1 85.7

4 5 14.3 14.3 100.0

Total 35 100.0 100.0

v18

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 10 28.6 28.6 28.6

2 15 42.9 42.9 71.4

3 5 14.3 14.3 85.7

5 5 14.3 14.3 100.0

Total 35 100.0 100.0

146

v19

Frequency Percent

Valid Percent

Cumulative Percent

Valid 2 25 71.4 71.4 71.4

4 10 28.6 28.6 100.0

Total 35 100.0 100.0

v20

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 5 14.3 14.3 14.3

2 15 42.9 42.9 57.1

3 10 28.6 28.6 85.7

4 5 14.3 14.3 100.0

Total 35 100.0 100.0

v21

Frequency Percent

Valid Percent

Cumulative Percent

Valid 2 10 28.6 28.6 28.6

3 15 42.9 42.9 71.4

4 10 28.6 28.6 100.0

Total 35 100.0 100.0

147

v22

Frequency Percent

Valid Percent

Cumulative Percent

Valid 2 15 42.9 42.9 42.9

3 15 42.9 42.9 85.7

4 5 14.3 14.3 100.0

Total 35 100.0 100.0

v23

v24

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 10 28.6 28.6 28.6

2 10 28.6 28.6 57.1

3 10 28.6 28.6 85.7

4 5 14.3 14.3 100.0

148

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 10 28.6 28.6 28.6

2 20 57.1 57.1 85.7

3 5 14.3 14.3 100.0

Total 35 100.0 100.0

Total 35 100.0 100.0

v25

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 5 14.3 14.3 14.3

2 15 42.9 42.9 57.1

3 5 14.3 14.3 71.4

4 10 28.6 28.6 100.0

Total 35 100.0 100.0

v26

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 5 14.3 14.3 14.3

2 20 57.1 57.1 71.4

3 5 14.3 14.3 85.7

4 5 14.3 14.3 100.0

Total 35 100.0 100.0

v27

Frequency Percent

Valid Percent

Cumulative Percent

149

Valid 1 5 14.3 14.3 14.3

2 25 71.4 71.4 85.7

4 5 14.3 14.3 100.0

Total 35 100.0 100.0

v28

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 20 57.1 57.1 57.1

2 5 14.3 14.3 71.4

3 10 28.6 28.6 100.0

Total 35 100.0 100.0

v29

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 20 57.1 57.1 57.1

2 15 42.9 42.9 100.0

Total 35 100.0 100.0

v30

Frequency Percent

Valid Percent

Cumulative Percent

Valid 2 20 57.1 57.1 57.1

150

3 10 28.6 28.6 85.7

5 5 14.3 14.3 100.0

Total 35 100.0 100.0

v31

Frequency Percent

Valid Percent

Cumulative Percent

Valid

1 5 14.3 14.3 14.3

2 30 85.7 85.7 100.0

Total 35 100.0 100.0

v32

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 5 14.3 14.3 14.3

2 30 85.7 85.7 100.0

Total 35 100.0 100.0

v33

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 20 57.1 57.1 57.1

2 10 28.6 28.6 85.7

151

3 5 14.3 14.3 100.0

Total 35 100.0 100.0

v34

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 20 57.1 57.1 57.1

2 10 28.6 28.6 85.7

3 5 14.3 14.3 100.0

Total 35 100.0 100.0

v35

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 15 42.9 42.9 42.9

2 20 57.1 57.1 100.0

Total 35 100.0 100.0

v36

Frequency Percent

Valid Percent

Cumulative Percent

152

Valid 1 5 14.3 14.3 14.3

2 30 85.7 85.7 100.0

Total 35 100.0 100.0

v37

v38

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 15 42.9 42.9 42.9

2 15 42.9 42.9 85.7

3 5 14.3 14.3 100.0

Total 35 100.0 100.0

153

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 5 14.3 14.3 14.3

2 20 57.1 57.1 71.4

3 5 14.3 14.3 85.7

4 5 14.3 14.3 100.0

Total 35 100.0 100.0

v39

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 20 57.1 57.1 57.1

2 15 42.9 42.9 100.0

Total 35 100.0 100.0

v40

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 10 28.6 28.6 28.6

2 20 57.1 57.1 85.7

3 5 14.3 14.3 100.0

Total 35 100.0 100.0

v41

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 5 14.3 14.3 14.3

2 25 71.4 71.4 85.7

4 5 14.3 14.3 100.0

154

Total 35 100.0 100.0

v42

Frequency Percent

Valid Percent

Cumulative Percent

Valid 1 10 28.6 28.6 28.6

2 25 71.4 71.4 100.0

Total 35 100.0 100.0

155