UNDERSTANDING LEARNER’S PERCEPTION IN OPEN AND DISTANCE LEARNING: A SYSTEMATIC REVIEW AND SYNTHESIS

Abstract

Open and Distance Learning has evolved from traditional correspondence to the central means of educational delivery, driven by digital innovation, evolving instructional practices, the COVID-driven shift in education, and advances in assessment, evaluation, and quality assurance mechanisms. Individual factors shape the perception in a distinct way. But there are limited consolidated proofs of the varied perceptions among the stakeholders. This study aims to provide evidence for understanding the learner’s perception in different dimensions. Using the PRISMA framework, 382 articles were retrieved from the Scopus database, of which 112 peer-reviewed articles met the inclusion and exclusion criteria. Tools such as R Studio and Vos viewer were used to analyse the publication trends and conceptual structure of the perception-related research studies. From these, 72 articles were selected for review. The synthesis shows that perceptions in ODL are multidimensional, which is influenced by technology acceptance, learner support, instructional design, pedagogical practices, utility and equity. This review consolidates existing evidence to provide a comprehensive understanding of perceptions in the ODL and to propose directions for future research.