**4. Technology-enabled open and distance learning**

teaching that optimizes the chances of student success, with the assessment tasks which are designed to enable clear findings as to how well learning outcomes have been attained [20]. Demuth [22] contends that the constructive alignment theory is a model of teaching that combines constructivist learning theory and aligned instruction design that intends to improve learning. According to Biggs [23], the main concepts of constructive alignment are learning objectives, learning activities, and assessment tasks. Tadesse et al. [24] postulate that the priority thing in the constructive alignment process is the development of intended learning outcomes. To them, teachers should first clarify and define learning outcomes, then describe teaching approaches and activities that will help to achieve the outcomes and ensure that what is being taught is directly linked to what students are expected to learn. The final step is to develop assessment strategies and activities linked to both teaching strategies and learning outcomes. When the elements of teaching such as learning outcomes, teaching, and assessment strategies are not linked, Tadesse et al. [24] describe such an education system as a poor

Teachers through their engagement have to create learning opportunities that have to enable students to create meaning in their learning. The teaching activities decided upon should support the achievement of the learning outcomes. In the next section, it shall be argued that the constructively aligned learning outcomes, teaching and assessment strategies should be

**Figure 1** (attached as appendix) represents the application of the principles of constructive alignment in ODL contexts. The figure also provides a picture of how pedagogy can be mediated through technological advances such as computers platforms such as laptops, tablets, and cell phones. The figure demonstrates a relationship of these constructive and collaborated pedagogical

**Figure 1.** Constructively aligned and technology-mediated pedagogical practices (Adapted from Victoria University of

taught through technology to help achieve high student success rate.

education system.

34 Trends in E-learning

Wellington, (2015) and modified).

The use of Information and Communication Technology (ICT) in ODL institutions is critical in helping improving students' graduation records. Tadesse et al. [24] contend that the use of ICT enhances learning and the organization and the management of learning institutions. Tadesse et al. [24] further argue it is in teaching essential to the progress and development of both teachers and students. Englund et al. [25] maintain that over the last 25 years, educational technology in Higher Education (HE), particularly ODL, has been promoted as having the potential to transform teaching and learning. Adding their views on the importance of technology in HE, Ramdass and Masithulela [26] and Farah [27] are of the view that the advent of the digital era has brought with it very important changes in various aspects of the education system, and it is very difficult to provide tuition to students in ODL environments without the practice of technology and this creates an atmosphere which Farah et al. [27] refer to as the "digital disconnect." Technological advances have radically transformed the way in which education is delivered and received in HE institutions, particularly in ODL settings. Using technological platforms such as smart phones, tablets, and eBooks promote wider participation in HE ODL institutions and provides students with opportunities to understand their learning. Seconding this assertion, Kalelo-Phiri and Brown [28] are of the view that "Open and Distance Learning (ODL) in the form of print, radio/audio or video helps to reach out to learners who do not only experience geographical barriers but time barriers also."

In this chapter, it can be argued that the creation of an environment in which pedagogical practices are aligned and delivered to students through enhanced technology can improve students' success rates in ODL settings. Employing technological platforms such as e-resources constitutes effective learning and teaching tools that help overcome barriers in ODL environments [29]. Research indicates that advances in technologically based approaches enhance tuition in higher education sectors [29]. As argued earlier, students who study in ODL institutions are geographically distanced from the physical environment and the academics. Because of the nature of ODL institutions, tuition is largely dependent on technology-driven platforms and systems that mediate teaching. To this end, there should be an effort in mediating pedagogical practices within a collaborated context. Put simply, to improve the students' success rates, pedagogical practices based on the principles of constructive alignment in ODL contexts should be technology collaborated and driven. The change in curriculum delivery requires ODL staff members to reconsider the manner in which they teach their students. They have to be technology literate to help students achieve their objectives.
