Distance Learning Enrolment and Retention Strategies in the Digital Age

Case Study of a Nigerian University

Abstract

Distance Learning (DL) in the digital age was established to cater for busy students who are mostly working class as a remote learning programmes. The effectiveness of DL programmes is measured by how much of its accessibility online. This study was set out to examine the Distance Learning enrolment, the percentage of students who continue and those who complete their academic courses. The University of Ibadan, Nigeria was used as a case study while the study established the criteria for admission into the DL programme, the busy working class learners fitting into DL programmes, the level of feedback the DL programme learners can get online, the learners level of accessibility to the DL programmes online in terms of application, classes/lectures and examination in respect to the expected view on these accessibilities in the digital age.   It was concluded that the working class busy learners should be given more priority to update their knowledge, skills and allow for flexible schedules through DL programmes, while the study recommended that the DL programme be tailored to suit the working class busy learners and not the younger/less busy ones who should have embraced the regular schooling system.