Comparing factors influencing enrollment and learning preferences among prospective and current open and distance learners (ODL)

Abstract

Purpose

This study explores the factors influencing enrollment and learning preferences of current and prospective open and distance learning (ODL) students in Malaysia. Understanding these factors is essential for addressing challenges related to enrollment and retention in ODL.

Design/methodology/approach

A convergent parallel mixed-methods design was employed, integrating qualitative and quantitative data. Semi-structured interviews identified factors influencing ODL enrollment, while a survey using a student preference profile assessed learner preferences. Integrating these methods provided a comprehensive understanding of both perspectives.

Findings

Qualitative findings revealed that time constraints and limited access to human support services are significant factors influencing ODL enrollment. Quantitative results showed that both current and prospective students share similar learning preferences, including a desire for peer and instructor collaboration, flexible learning schedules and an emphasis on deep learning.

Research limitations/implications

The study focuses on ODL students in Malaysia, which may limit generalizability to other educational contexts. Further research is needed to explore these factors across diverse ODL settings.

Practical implications

Based on these findings, the study recommends that ODL providers enhance student engagement by strengthening instructor interaction, fostering peer collaboration and promoting learner autonomy and independence.

Originality/value

This study offers a novel contribution by examining both prospective and current ODL students, addressing a gap in previous research, which has primarily focused on current students. The findings provide actionable strategies for ODL institutions to improve retention and success rates.