Pedagogical strategies to support economics students' learning at an open distance learning university

Abstract

In this article, I investigate the use of pedagogical strategies employed to support students' learning in an online teaching methodology of economics course. To this end, I conducted a systematic review of the extant literature on student support in an open distance learning context. Furthermore, I employed a pragmatic approach, along with an explanatory mixed methods design to conduct the research. I collected data via an online questionnaire, and from e-Discussion forum entries and blog postings. Convenient and purposive sampling was done with postgraduate students (n = 179) in economics education, after which the respondents voluntarily completed an online survey. The findings and practical implications of the study, on which this article is based, have been formulated to advance online pedagogical strategies. The aim is to support students' learning, and to promote essential competencies as necessary outcomes to master the content of the course in the College of Education at an open distance learning university.