Factors Affecting Student Participation in Interactive Learning: A Study of Bachelor of Education (Hons.) in Primary Education Programme in The Open University of Sri Lanka
H.L.N. Shalani
Department of Early Childhood and Primary Education, Faculty of Education, The Open University of Sri Lanka, Sri Lanka.
J. Dilani *
Department of Early Childhood and Primary Education, Faculty of Education, The Open University of Sri Lanka, Sri Lanka.
Thevarasa Mukunthan
Department of Early Childhood and Primary Education, Faculty of Education, The Open University of Sri Lanka, Sri Lanka.
*Author to whom correspondence should be addressed.
Abstract
Aims: The Open Distance Learning (ODL) method is being widely used by educators in the 21st century with the advancement of modern technology. In the Sri Lankan context, ODL offers educational opportunities to learners regardless of their personal constraints or financial and geographical disturbances. In essence, conducting a research study on ODL is imperative since it helps to recognize the effectiveness of current teaching methods and technology. Identify challenges, improve program quality and present new strategies to enhance student engagement and academic success. While numerous research studies have been conducted globally on ODL, research in the Sri Lankan context is very limited. The main objective of this study is to identify the key factors that influence student participation rates in interactive learning sessions.
Study Design: Descriptive research design was utilized in this study.
Place and Duration of Study: Data collected throughout one month in the Department of Early Childhood and Primary Education, Faculty of Education, The Open University of Sri Lanka.
Methodology: A total of 96 students were selected from the Bachelor of Education (Hons.) in Primary Education – level 3 program, using the simple random sampling method. The mixed methodology was used. The data were analyzed through quantitative analysis (descriptive analysis) and qualitative analysis (content analysis methods). The online questionnaire was given to participants via mail.
Results: The findings reveal that the majority of students encounter family responsibilities which are considered as the significant barrier. In addition, work commitments, time management issues, health issues, travelling difficulties and financial issues are other obstacles to participation for interactive sessions respectively.
Conclusion: Recommendations are enhancing flexible scheduling, creating small group classes and implementing interesting teaching methods, implementing more dynamic teaching techniques, offering targeted support and initiating and strengthening practical ODL policies in the higher education system in Sri Lanka.
Keywords: Open Distance Learning (ODL), Student participation, Interactive learning sessions, Higher education, Dynamic teaching techniques