**3. Theorizing constructive alignment**

mass participation, providing equal access to affordable and quality university education for all women and men, which is a global goal for 2030". Supporting this view, Tsiplakides [2] declares that HE has experienced a significant expansion in many countries and this resulted in the massification of this critical societal sector. Learning in higher education (HE) is accessed through different modes including distance, full time, or part time. Nitecki [3] maintains that the universities that provide open distance learning (ODL) programs rely on

The phenomenon of Open and Distance Education is made possible by the advent of technological discoveries, which impact heavily on the mode of curriculum delivery. The challenge to the agenda of wider HE participation is whether the massive student enrolments are translated into success rates or are just statistics of wider HE participation. There are a number of factors that contribute toward low students' success rate. These factors include the following: students' underpreparedness and lack of contact with lecturers and working students [4]. This chapter does not intend to disregard some of the fundamental factors that are contributing to low success rates of students, but its focus is on the assumption that an ODL constructively aligned and technology-mediated teaching can improve students' success rates. The principles of constructive alignment have long been promoted as powerful approaches to facilitating enhanced student outcomes [5]. A number of sections constitute this chapter. In the next section, I explore what open and distance learning entail, and then the concept of constructive alignment will be theorized. The rest of the discussions include the following sections: perspectives on students' success rates in ODL contexts, benefits of students' success rates, the need for constructively aligned and technology-driven ODL curriculum, designing teaching strategies and assessment strategies, and finally the intended

Tuition in open and distance learning contexts is conducted differently from face-to-face higher education settings. The economic challenges facing countries are impacting HE participation negatively and demand interventions which will enhance participation and success in HE sector. Manzoor [6] argues that the introduction of open and distance learning universities was regarded as a groundbreaking option in expanding access to higher education. Open and distance education is critical in ensuring that socioeconomic challenges facing the major-

The advent of ODL settings marked an error that is distinct from the traditional Higher Education provision. Open and distance learning is usually contrasted with conventional or face-to-face education, which may be described as the form of education which takes place in a classroom or an auditorium [7, 8]. In ODL settings, students receive tuition away from the physical structure of the institution [9], and this is a distinguishing feature between full-time learning and distance learning. Agiomirgianakis et al. [10] define distance education as any educational process in which all or most of the teaching is conducted by someone geographically removed from the learner, with all or most of the communication between teachers and learners being

technology to make higher education more accessible to students.

32 Trends in E-learning

learning outcomes for improved student success rates.

**2. Describing open and distance learning**

ity of countries of the world are alleviated.

Cain et al. [17] are the advocates of the principles of constructive alignment. The principles of constructivism to teaching were critical when the theory of constructive alignment was formulated. Cain et al. [17] identified two critical important concepts of the constructive alignment theory, namely constructivism and alignment. According to them, the former concept relates to students giving meaning to what they are learning through relevant learning activities and the latter deals with what the teachers are doing. Constructive alignment uses constructivism as a guiding philosophy [18]. Theorists who believe in constructivism view knowledge as a human construction, which denotes the combination of constructivist learning theories and the curriculum that is aligned [18]. Biggs [19] believes in the motto: "It is what the student learns that counts". The constructive alignment theory represents the idea that students should know in advance what is entailed in their learning, how they should learn, and how they are going to be tested in their learning [20, 21]. Cain and Babar [21] further argue that these principles advocate for teaching designed to involve students in learning activities, 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].

practices, which promote student graduation rates. Teaching strategies and assessment methods

Improving Student Success Rate in Open Distance Learning Settings through the Principle...

http://dx.doi.org/10.5772/intechopen.75637

35

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.

As argued earlier, open distance education has grown exponentially over the past few years. Credible research statistics on the students' success rates constantly paint a shocking and

They have to be technology literate to help students achieve their objectives.

**5. Perspectives on student success rates in ODL contexts**

are both designed in a manner that student learning and achievement is promoted.

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

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 education system.

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 taught through technology to help achieve high student success rate.

**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 Wellington, (2015) and modified).

practices, which promote student graduation rates. Teaching strategies and assessment methods are both designed in a manner that student learning and achievement is promoted.
