**Open and Distance Learning in Dual Mode Universities: A Treasure Unexploited**

#### Paul Birevu Muyinda

*Department of Open and Distance Learning, School of Distance and Lifelong Learning, College of Education and External Studies, Makerere University Uganda* 

## **1. Introduction**

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> Open and distance learning (ODL) has garnered increasing interest from not only lifelong learners but also traditional high school leavers. Conventional universities are repositioning themselves to become dual mode universities in order to satisfy the ensuing demand for ODL. Dual mode universities are those which offer both distance and on-campus based programmes of study (Aguti, 2009; Muyinda *et al*., 2009).

> ODL is a relatively a young phenomenon in dual mode universities. Thus many of its would be key stakeholders in these universities are yet to fully appreciate and/or understand the modus operandi and treasures inherent in it. Consequently, in many dual mode institutions, ODL students have often been treated as second class students who are attended to, in all respects, only after attending to conventional students.

> It is the intention of this Chapter to show the hurdles that ODL faces in dual mode universities with the hope of getting long lasting solutions to identified huddles. The Chapter also demystifies the benefits and values derived by dual mode universities in efficiently running ODL programmes. The Chapter shows that with deliberate initial investment in the necessary infrastructure, staff and student support services, the treasures of and potential for ODL programmes can be enormous. Limited or lack of investment in the aforementioned resources and activities has led to limited harnessing of the treasures and potentials for ODL programmes in dual mode universities. This Chapter chronicles the challenges and unexploited treasures and benefits of running ODL programmes in dual mode universities, with particular reference to Makerere University.

> The rest of this Chapter is organized in 14 sections. In *Section 2*, the concept of distance learning is defined. *Section 3* explores the concept of on-campus based learning. In *Section 4*, we reiterate the concept of dual mode universities. In *Section 5*, we provide an account of Makerere University external programme. The organization of ODL at Makerere University and demand for and attrition on ODL programmes are given in *Sections 6* and *7* respectively. In *Section 8*, we show how tuition is extended to ODL learners at Makerere University. The staffing and infrastructural position for ODL at Makerere University is

Open and Distance Learning in Dual Mode Universities: A Treasure Unexploited 35

By 1992, 246 students had been registered on the two pioneering distance learning programmes. By 2001, Makerere University realized the objectives of the External Programme as two more programmes were bankrolled on the External Programme. These were the Commonwealth Diploma in Youth in Development Work programme or CYP for short, and Bachelor of Science (External) or BSc. for short. In that year, the overall student enrollment on all the four distance learning programmes grew to about 8,000 students. The Department received substantial funding from the central administration and student support was at its best. The Department also received a grant from the Carnegie Corporation of New York and the World Bank through the I@Mak.Com Project to facilitate materials production and setup regional learning centers fully equipped with ICTs. ICT enabled learning centers were setup in Fort Portal, Jinja, Mbale, Lira and Kampala. Support and administrative staff were also recruited at these learning centers. At that time the Department blossomed with decentralized student support services such as tutorials at learning centers, submission of assignments at learning centers, constant physical and nonphysical outreach to students, materials production, materials distribution at learning centers and other designated places and effective student counseling and feedback. These support services offered flexible study opportunities to persons who would otherwise not be

able to attend a fulltime education at the Makerere University main campus.

places, B.Ed – 2,000 places, BSc. – 750 places and CYP – 600 places.

retention levels. Proactive student support services characterise true ODL.

c. The use of specially designed self-study materials to act as tutors

a. The physical separation of the teacher and learner

b. Efficient student support systems

include:

learner

The flamboyant student support situation outlined above was however short lived. Over the years, the University started releasing less funds to the Department. As if that was not enough, in 2007 the University introduced a policy of reducing student numbers each year by 10%. Though ODL programmes thrive well under circumstances of great student numbers as is espoused by Keegan (1990), ODL programmes were not spared from this killer policy. By August 2010, the number of places on all external programmes in all the years of study had reduced from over 8,000 to 6,350. Of these, B.Cox was allocated 3,000

The reduction in student numbers caused a reduction in funding and therefore a fall in student support services. By December 31, 2010, only 2,988 students (47%) had registered for examinations out of the allotted 6,350 places which imply that the Department was operating below allotted capacity. In the last quarter of the 2010/11 academic year, the funding situation slightly improved because the new leadership in the University had stayed the policy of reducing student numbers. This led to a slight improvement in student support services, mainly in the area of proactive communication to students. As a result, there was a slight increase in the number of students who registered for the May/June 2011 examinations to 3,373 students. This increase shows that increased funding leads to increased proactive student support services which in turn leads to increased student

According to Otto and Writson (2005), the characteristics of a true external programme

d. Two-way communication between student and tutor to provide support services to a

given in *Sections 9* and *10* respectively. In *Section 11*, the ODL student support system at Makerere University is elucidated while in *Section 12*, the strengths inherent in the Department of Open and Distance Learning (DODL) are provided. *Section 13* provides the unexploited treasures of running ODL programmes. Recommendations and conclusions and future work are outlined in *Sections 14* and *15* respectively.
