This qualitative study based on the interpretive/constructivist perspective, investigates
the environment in which ODL addresses high and diversified demands for
participation in higher education in Botswana. The driving concern for the study is the
apparent low enrolments through the ODL mode of delivery in some dual mode
institutions in Southern Africa. The scope of the study is the Botswana higher
education sector, with UB, which is the only public dual mode higher education
institution in Botswana, being the case studied. The main investigation question is
“why do some dual mode higher education institutions in Southern Africa continue to
enrol lower figures through their ODL than their face-to-face mode of delivery, though
ODL is purported to have the potential to increase access more substantially than faceto-face”.
Data collection methods are semi-structured interviews and document review.
Participants are purposively selected from UB, TEC and MOESD, based on their
experience in planning, policy and implementation of the ODL mode of delivery.
Qualitative content analysis is the method of analysis.
The major findings of the study are that ODL in the UB dual mode system has grown
very slowly, resulting in insignificant impact on increasing participation in higher
education in Botswana. This study has indicated some external and internal challenges
that ODL might experience in some dual mode settings, as well as opportunities that
can be taken advantage of to grow the mode. It has also indicated that ODL has the
potential to address the challenges of high and diversified demands, if it could benefit
from pre-planning, adequate resources, monitored implementation and appropriately
trained staff. The conclusion drawn is that Botswana needs ODL for increased
participation in higher education. The study ends with possible areas of future research
around ICT environment for the growth of ODL and enhancement of equivalency
where both ODL and face-to-face are considered for higher education provision.