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Integrating Experiential Learning into Online Facilitation at the National Open University of Nigeria

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Title: Integrating Experiential Learning into Online Facilitation at the National Open University of Nigeria
Language: English
Authors: Adetola Adebisi Akanbiemu (ORCID 0000-0002-9317-2682), Aderinola Ololade Dunmade (ORCID 0000-0002-7745-0494), Akinade Adebowale Adewojo (ORCID 0000-0002-2921-8500)
Source: Innovations in Education and Teaching International. 2025 62(4):1273-1290.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Experiential Learning, Open Universities, Online Courses, Electronic Learning, College Faculty, Teacher Attitudes, Barriers
Geographic Terms: Nigeria
DOI: 10.1080/14703297.2024.2415354
ISSN: 1470-3297
1470-3300
Abstract: This paper underscores the significance of experiential learning, emphasising active engagement and practical application, particularly in the realm of online education. This research is focused on the National Open University of Nigeria (NOUN). The study employs a survey research design involving internal and external online facilitators. The research explores the perceptions, benefits, challenges, and potential strategies for integrating experiential learning into online facilitation. With a sample size of 276, data collection utilised a structured questionnaire, and analysis involved descriptive and inferential statistics. The study's findings have practical implications, informing policy decisions, instructional design practices, and faculty development initiatives at NOUN, ultimately aiming to enhance the holistic and immersive learning experience for online learners. The conclusion emphasises the potential of integrating experiential learning to elevate the quality, effectiveness, and real-world preparedness of NOUN's online programmes, fostering student engagement and critical thinking.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477123
Database: ERIC
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  Value: <anid>AN0186641513;hzj01aug.25;2025Jul17.02:49;v2.2.500</anid> <title id="AN0186641513-1">Integrating experiential learning into online facilitation at the National Open University of Nigeria </title> <p>This paper underscores the significance of experiential learning, emphasising active engagement and practical application, particularly in the realm of online education. This research is focused on the National Open University of Nigeria (NOUN). The study employs a survey research design involving internal and external online facilitators. The research explores the perceptions, benefits, challenges, and potential strategies for integrating experiential learning into online facilitation. With a sample size of 276, data collection utilised a structured questionnaire, and analysis involved descriptive and inferential statistics. The study's findings have practical implications, informing policy decisions, instructional design practices, and faculty development initiatives at NOUN, ultimately aiming to enhance the holistic and immersive learning experience for online learners. The conclusion emphasises the potential of integrating experiential learning to elevate the quality, effectiveness, and real-world preparedness of NOUN's online programmes, fostering student engagement and critical thinking.</p> <p>Keywords: Experiential learning; online facilitation; online facilitator; Open; Distance and eLearning National Open University of Nigeria</p> <hd id="AN0186641513-2">Introduction</hd> <p>The National Open University of Nigeria (NOUN), focuses on open access to education, allowing learners to study at their own pace and convenience. As an Open and Distance Learning Institution (ODL), it has embraced various practices in online facilitation to enhance the educational experience of its students, leveraging technology and innovative teaching methods to deliver quality education to a diverse and dispersed student population. Online Facilitation provides an opportunity for students to engage with facilitators on course materials. The facilitation exercise typically comprises some key activities; Learning Management System (LMS), course design and delivery. NOUN utilises a robust LMS to deliver course content, manage student interactions, and facilitate assessments. This central platform provides access to lecture notes, multimedia resources, assignments, and discussion forums, supporting asynchronous learning and allowing students to study at their own pace. It involves video conferencing sessions where facilitators conduct one-hour sessions based on a predetermined schedule. During these sessions, they explain concepts in course modules or units and answer students' questions. All video conferencing sessions are recorded and made available on the NOUN Learning Space for review<subs>1</subs>. Specifically, the online learning platforms can be accessed via https://elearn.nouedu2.net/. The timetable for Online Facilitation is available at https://mylearningspace.nouedu2.net/. (Please note that this information is based on the current practice of online facilitation at NOUN and may be subject to change).</p> <p>Courses at NOUN are designed for flexibility and accessibility, featuring multimedia-rich materials such as video lectures, audio recordings, interactive simulations, and digital textbooks, catering to various learning styles (Xolboyevich, [<reflink idref="bib51" id="ref1">51</reflink>]). NOUN incorporates both synchronous and asynchronous learning methods. Synchronous learning involves real-time virtual classes and live discussions for direct interaction, while asynchronous learning includes recorded lectures and self-paced activities for independent management (Ebbini, [<reflink idref="bib15" id="ref2">15</reflink>]). To foster collaboration, NOUN encourages discussion forums, group projects, and peer assessments, promoting engagement and community (Eden et al., [<reflink idref="bib16" id="ref3">16</reflink>]). As online education grows, integrating experiential learning is crucial for enhancing student engagement, critical thinking, and knowledge application, moving beyond traditional content delivery methods.</p> <p>Experiential learning is a pedagogical approach that emphasises active engagement, practical application, and reflection (Chan, [<reflink idref="bib10" id="ref4">10</reflink>]). As illustrated in Figure 1, Kolb's learning cycle and experiential learning style highlight the process of learning through experience, which involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This model provides learners with hands-on experiences, real-world problem-solving, and opportunities to apply theoretical knowledge in practical contexts. Through experiential learning, students can develop critical thinking skills, improve their understanding of concepts, and gain practical skills relevant to their field of study. According to Aithal and Aithal ([<reflink idref="bib2" id="ref5">2</reflink>]), experiential learning effectively bridges the gap between theory and practice, facilitating students' acquisition of practical skills and competencies. However, facilitators also encounter challenges when integrating experiential learning into online facilitation (Douglas et al., [<reflink idref="bib14" id="ref6">14</reflink>]). Furthermore, transitioning from physical to virtual experiences can be difficult because the online platform must provide meaningful and authentic learning opportunities that mimic real-world scenarios (Syatriana et al., [<reflink idref="bib46" id="ref7">46</reflink>]). These challenges may include limited access to hands-on experiences, difficulty creating authentic learning opportunities, and the need for appropriate assessment methods to evaluate practical skills online (Albashiry et al., [<reflink idref="bib5" id="ref8">5</reflink>]).</p> <p>Graph: Figure 1. Kolb's learning cycle and experiential learning styles.</p> <p>As a result, there is a need for research and practical initiatives at NOUN to investigate and address incorporating experiential learning into online facilitation. Therefore, this study addresses the gap by exploring facilitators' perspectives, identifying the challenges faced in integrating experiential learning, and proposing potential strategies and assessment methods, this study presents possible strategies for integrating experiential learning into online facilitation at NOUN.</p> <hd id="AN0186641513-3">Research questions</hd> <p>The following questions guide this research.</p> <p></p> <ulist> <item> What are the facilitators' perspectives at NOUN regarding integrating experiential learning into online facilitation?</item> <p></p> <item> What strategies and approaches are employed by the facilitators to integrate experiential learning into online facilitation at NOUN?</item> <p></p> <item> What is the impact of experiential learning on online facilitation at NOUN?</item> <p></p> <item> What constraints do facilitators face when integrating experiential learning into online facilitation at NOUN?</item> </ulist> <hd id="AN0186641513-4">Hypothesis</hd> <p>The following null hypothesis will be tested at 0.05 level of significance.</p> <p>Ho1: Experiential learning has no significant impact on online facilitation at NOUN.</p> <hd id="AN0186641513-5">Theoretical framework</hd> <p>The study is grounded in David Kolb's Experiential Learning Theory (ELT), proposed in 1984, which remains a seminal model in understanding experiential learning. Kolb's experiential learning cycle, consisting of four stages active experimentation, concrete experience, reflective observation, and abstract conceptualisation highlights the crucial role of experience in learning (Kolb, [<reflink idref="bib27" id="ref9">27</reflink>]). This model differentiates itself from cognitive and behavioural learning theories by emphasising how concrete experiences provide a foundation for reflection, which then informs abstract conceptualisations that are tested through active experimentation.</p> <p>Kolb's ELT provides a framework for examining facilitators' perspectives on experiential learning in online environments. By analysing how facilitators interpret and implement ELT, insights can be gained into how the experiential cycle is initiated and sustained virtually. Facilitators' experiences with integrating ELT into online settings reveal how effectively they incorporate all four stages of Kolb's cycle, such as using virtual simulations for concrete experiences, discussion forums for reflective observation, model creation for abstract conceptualisation, and project applications for active experimentation. This approach directly relates to the stages of Kolb's cycle, ensuring that students engage in a comprehensive learning process.</p> <p>The impact of experiential learning on online facilitation can be assessed by evaluating how well the ELT stages enhance educational outcomes. Kolb's theory posits that engaging all stages of the experiential cycle results in improved retention, understanding, and application of knowledge. Research should measure whether students who interact with all stages of Kolb's cycle demonstrate greater comprehension and practical skills compared to those who do not engage with the complete cycle. This hypothesis can be empirically tested by assessing student performance and engagement in relation to their interaction with each stage of the ELT.</p> <p>Analysing constraints through the lens of ELT involves identifying barriers that hinder the seamless transition between the experiential stages. Technical issues, limited opportunities for hands-on experiences, and insufficient reflective practices can disrupt the ELT cycle, negatively impacting the learning experience. Understanding these constraints can help address challenges and optimise the integration of experiential learning in online environments.</p> <p>Empirical research offers valuable insights into applying experiential learning principles within online education. Lys et al. ([<reflink idref="bib31" id="ref10">31</reflink>]) emphasise the effectiveness of online resources in integrating indigenous perspectives through experiential learning, highlighting co-creation projects such as interactive maps. Kittelmann et al. ([<reflink idref="bib26" id="ref11">26</reflink>]) explore how experiential learning during lockdown can cultivate intercultural competency through digital reflection methods, demonstrating that meaningful learning can occur even without physical experiences. Satyam and Aithal ([<reflink idref="bib43" id="ref12">43</reflink>]) address the adaptation of market-immersion projects for online settings, providing strategies for engaging students in virtual experiential learning. Azizan et al. ([<reflink idref="bib7" id="ref13">7</reflink>]) examine IT models to assess student satisfaction with online learning during the COVID-19 pandemic, emphasising the need to incorporate experiential elements to improve satisfaction and learning outcomes. Integrating these findings into Kolb's Experiential Learning Theory (ELT) framework enriches the understanding of how experiential learning can be effectively implemented in online environments, revealing both its benefits and the constraints faced.</p> <hd id="AN0186641513-6">Literature review</hd> <p></p> <hd id="AN0186641513-7">Concept of experiential learning</hd> <p>Experiential learning is a pedagogical approach that emphasises learning through practical experiences and has been widely recognised for its numerous benefits in various fields of education and professional development. The benefits of experiential learning are multifaceted and include increased technical knowledge, higher comprehension of course content, enhanced student satisfaction, and improved employability upon graduation (Kang et al., [<reflink idref="bib22" id="ref14">22</reflink>]). This approach allows learners to immediately apply knowledge in real-world settings, promotes teamwork, increases motivation for learning, and provides opportunities for reflection and hands-on practice (Russell et al., [<reflink idref="bib40" id="ref15">40</reflink>]). The Experiential Learning Cycle, which involves experiencing, reflecting, thinking, and acting, has been instrumental in guiding learners through practical experiences and enhancing their holistic educational journey (Grant et al., [<reflink idref="bib19" id="ref16">19</reflink>]). One of the key advantages of experiential learning is its focus on active engagement and reflection, leading to improved student engagement, motivation, and critical thinking skills (Le et al., [<reflink idref="bib30" id="ref17">30</reflink>]) (Lazari et al., [<reflink idref="bib29" id="ref18">29</reflink>]).; By prioritising hands-on experiences and reflective practices, experiential learning not only deepens the learning process but also strengthens the connection between theoretical knowledge and practical application (Amanatidis, [<reflink idref="bib6" id="ref19">6</reflink>]). Moreover, experiential learning in fields such as augmented reality (AR) and virtual reality (VR) has been shown to facilitate immediate knowledge application, enhance motivation, promote reflection, provide real-world practice opportunities, and improve teamwork skills (Mitsea et al., [<reflink idref="bib36" id="ref20">36</reflink>]). This immersive approach to learning allows individuals to internalise concepts more effectively by engaging multiple senses and cognitive processes. Experiential learning, crucial in post-COVID-19 medical education, non-profit management, and mental health training, enhances practical skills, employability, empathy, and understanding through hands-on activities and innovative methods like virtual reality programs, underscoring its widespread academic and professional benefits (Ahmed, [<reflink idref="bib1" id="ref21">1</reflink>]; Brock et al., [<reflink idref="bib9" id="ref22">9</reflink>]; Riches et al., [<reflink idref="bib39" id="ref23">39</reflink>]). Experiential learning, through interactive methods like role plays and service-learning projects, deepens understanding of human interactions and emotional dynamics while honing practical skills, aligning with Kolb's theory that emphasises learning by doing and reflective practices for enhanced learning (Boppre et al., [<reflink idref="bib8" id="ref24">8</reflink>]; Kersten, [<reflink idref="bib25" id="ref25">25</reflink>]; Oyedele et al., [<reflink idref="bib37" id="ref26">37</reflink>]). Experiential learning through electronic modules enhances theoretical and practical understanding (Hindi et al., [<reflink idref="bib20" id="ref27">20</reflink>]), extends beyond traditional classroom settings to encompass outdoor activities like gardening and improves student engagement, social and emotional development, and sustainability knowledge (Dholakia & Hartman, [<reflink idref="bib13" id="ref28">13</reflink>]; Maravent et al., [<reflink idref="bib35" id="ref29">35</reflink>]). Experiential learning in healthcare education, through school-based health centre partnerships and near-peer teaching, provides nursing students with practical experiences, faculty practice opportunities, and professional development, enhancing their overall wellness and empowering their educational journey (Eisenstein, [<reflink idref="bib17" id="ref30">17</reflink>]; Kantor et al., [<reflink idref="bib23" id="ref31">23</reflink>]; Weingartner et al., [<reflink idref="bib49" id="ref32">49</reflink>]). Perspectives of integrating experiential learning into online facilitation Experiential learning focuses on learners reflecting on their experience of doing something, so as to gain conceptual insight as well as practical expertise (Christian et al., [<reflink idref="bib12" id="ref33">12</reflink>]; Veine et al., [<reflink idref="bib47" id="ref34">47</reflink>])). Integrating experiential learning into online facilitation brings various perspectives that highlight its benefits, and implications for students, facilitators, and institutions. Experiential learning in an online setting enhances learning outcomes by promoting deeper understanding and retention of knowledge. This approach allows students to apply theoretical concepts in practical, real-world contexts, supporting active learning and critical thinking. Moving beyond passive consumption of information, students become more engaged and motivated when experiential learning activities such as projects, simulations, and problem-solving tasks are incorporated (Kwon et al., [<reflink idref="bib28" id="ref35">28</reflink>]; Răducu & Stănculescu, [<reflink idref="bib38" id="ref36">38</reflink>]). These activities increase investment in their learning as students see the direct application of their studies to real-life situations. Furthermore, experiential learning emphasises the development of practical skills essential in the workplace, such as problem-solving, collaboration, communication, and adaptability. Engaging in hands-on activities helps students build these competencies effectively. The integration of experiential learning in online education necessitates the use of advanced technological tools and platforms (Mansour, [<reflink idref="bib33" id="ref37">33</reflink>]). Virtual labs, simulations, collaborative software, and multimedia resources are crucial in creating immersive and interactive learning experiences. However, while technology enhances experiential learning, it also poses challenges related to digital equity. Ensuring that all students have access to the necessary technology and internet connectivity is essential to avoid disparities in learning opportunities. Integrating experiential learning requires a significant shift in curriculum design to include experiential activities that align with learning outcomes. Institutions must develop guidelines and frameworks to support faculty in embedding these activities into their courses (Chinedu et al., [<reflink idref="bib11" id="ref38">11</reflink>]). Professional development for educators is critical for successful integration. Faculty need training and support to effectively design, facilitate, and assess experiential learning activities in an online environment. Institutions also need to allocate resources for the development and maintenance of experiential learning tools and platforms (Eden et al., [<reflink idref="bib16" id="ref39">16</reflink>]). This includes funding for technology, training programmes, and partnerships with external organisations to provide real-world learning opportunities. These measures are necessary to create a supportive environment for experiential learning. Experiential learning activities are more engaging for students, fostering a sense of ownership and responsibility for their learning (Kennie-Kaulbach et al., [<reflink idref="bib24" id="ref40">24</reflink>]). This engagement leads to higher levels of satisfaction and a more positive learning experience. Students who participate in experiential learning are better prepared for the workforce, gaining practical experience and developing skills directly applicable to their future careers (Shore & Dinning, [<reflink idref="bib44" id="ref41">44</reflink>]). This preparation makes them more competitive in the job market. Additionally, experiential learning allows for a more personalised learning experience (Hong, [<reflink idref="bib21" id="ref42">21</reflink>]). Students can explore their interests, work at their own pace, and apply their knowledge in meaningful ways, enhancing their overall educational journey.</p> <hd id="AN0186641513-8">Strategies and approaches are employed by the facilitators to integrate experiential learning...</hd> <p>The strategies and approaches employed by facilitators during Online Facilitation are designed to ensure effective learning experiences for students. The strategies and approaches employed by facilitators for online facilitation that can be applied in an online learning environment include engaging in virtual training, creating connections and driving engagement. Facilitators should strive to create meaningful engagement by being more energetic than they would be in person, encouraging interaction, and maintaining a conversational tone (Mansour, [<reflink idref="bib33" id="ref43">33</reflink>]). Facilitators can engage participants by calling on them, using their names, including interaction, asking questions in different ways, and promoting collaboration (Mar et al., [<reflink idref="bib34" id="ref44">34</reflink>]). Facilitators should plan meetings, document discussions, pay attention to meeting dynamics, and follow up on action items and Instructors can enhance instructor presence, connection, engagement, and learning by employing various facilitation strategies.</p> <hd id="AN0186641513-9">Constraints facilitators face when integrating experiential learning into online facilitation...</hd> <p>Experiential learning in online distance learning (ODL) presents several challenges for educators and students. Key challenges include students' lack of digital literacy, conceptual comprehension, technical issues, and accessibility, which can hinder the effectiveness of online experiential learning (Mansor et al., [<reflink idref="bib32" id="ref45">32</reflink>]). This inexperience with online tools and technologies impedes full engagement in experiential activities. The rapid transition to online learning during crises like the COVID-19 pandemic exacerbates these issues, leading to increased frustration and stress among students (Widiyanti & Amiruddin, [<reflink idref="bib50" id="ref46">50</reflink>]). Another obstacle in online experiential learning is the difficulty of providing authentic real-world practice and feedback comparable to traditional in-person experiences. Experiential learning thrives on authentic, hands-on experiences that allow students to see the consequences of their actions and receive real-world feedback (Aji, [<reflink idref="bib4" id="ref47">4</reflink>]). However, replicating such authentic experiences in an online setting can be challenging, as the level of immersion and interaction may differ from face-to-face scenarios. This discrepancy can impact the depth of learning and the ability of students to fully engage with experiential activities, potentially limiting the effectiveness of online experiential learning initiatives. The shift to online experiential learning presents challenges in designing engaging virtual activities that simulate real-world scenarios and offer hands-on learning. Educators may find it challenging to integrate technology, instructional strategies, and engagement techniques to meet learning objectives. Technical barriers like unstable internet, inadequate devices, and limited resources can hinder participation, disrupt learning, and create educational inequalities, especially for underserved students (Salsabila et al., [<reflink idref="bib41" id="ref48">41</reflink>]; Wang & Wen, [<reflink idref="bib48" id="ref49">48</reflink>]). The absence of face-to-face interactions in online experiential learning can hinder the development of interpersonal skills, teamwork, and communication, essential for personal and professional growth. Challenges include replicating collaborative work and mentorship, adapting activities to online formats, integrating technology, and providing adequate support. Rapid adoption during emergencies like COVID-19 exacerbates issues of pedagogical preparedness, affecting education quality and learning experiences (Falaq, [<reflink idref="bib18" id="ref50">18</reflink>]; Sarkar et al., [<reflink idref="bib42" id="ref51">42</reflink>]).</p> <hd id="AN0186641513-10">Methodology</hd> <p>This study utilised a descriptive research design to explore the integration of experiential learning into online facilitation at NOUN, employing a quantitative approach. 1,143 facilitators, sampled randomly, participated in the study, providing data through an anonymous online questionnaire. The survey included Likert scale and multiple-choice questions to gauge facilitators' perceptions, practices, and the impact of integrating experiential learning (EL) at NOUN. The Likert scale (1 to 5) assessed with pre-tested, balanced statements. Multiple-choice questions gathered data on EL perspectives, strategies and challenges. The response rate was high at 92%. Descriptive statistical analysis was conducted on the gathered quantitative data using appropriate software. While the approach provided valuable statistical insights into the prevalence and effectiveness of experiential learning, one limitation of this study is the potential response bias, as the survey relied on self-reported data, which may not fully capture the true opinions and experiences of the facilitators. Additionally, the quantitative approach provides a broad overview but lacks the depth of understanding that qualitative insights could offer.</p> <hd id="AN0186641513-11">Ethical considerations</hd> <p>Informed consent was obtained from participants before participating in interviews or surveys. The confidentiality and anonymity of participants was ensured by using unique identifiers and securely storing and anonymising the data.</p> <hd id="AN0186641513-12">Data analysis</hd> <p>Table 1 above reveal the demographic information of the respondents, it was revealed that majority of the respondents are male 148 (54.4%), while female are less with 124 (45.6%), while 159 representing 58.5% of the respondents are PhD holders. Majority of the respondents are members of Management Science Faculty with 51 (18.8%), while few of the respondents are members of the Faculty of Law with 20 (7.4%). 86 (31.6%) of the respondents are Senior Lecturers.</p> <p>Table 1. Demographic distribution of respondents.</p> <p> <ephtml> <table><thead><tr><td>Demographic Distribution</td><td>F</td><td /></tr></thead><tbody><tr><td>Gender</td><td>Male</td><td>148</td><td>54.4</td></tr><tr><td /><td>Female</td><td>124</td><td>45.6</td></tr><tr><td /><td><bold>Total</bold></td><td><bold>272</bold></td><td><bold>100.0</bold></td></tr><tr><td /><td>MSc/M.Phil.</td><td>113</td><td>41.5</td></tr><tr><td /><td>PhD</td><td>159</td><td>58.5</td></tr><tr><td /><td><bold>Total</bold></td><td><bold>272</bold></td><td><bold>100.0</bold></td></tr><tr><td>Faculty</td><td>Social science</td><td>23</td><td>8.5</td></tr><tr><td>Sciences</td><td>24</td><td>8.8</td></tr><tr><td>Law</td><td>20</td><td>7.4</td></tr><tr><td>Health Science</td><td>40</td><td>14.7</td></tr><tr><td>Agriculture Science</td><td>38</td><td>14.0</td></tr><tr><td>Education</td><td>38</td><td>14.0</td></tr><tr><td>Art</td><td>38</td><td>14.0</td></tr><tr><td>Management Science</td><td>51</td><td>18.8</td></tr><tr><td><bold>Total</bold></td><td><bold>272</bold></td><td><bold>100.0</bold></td></tr><tr><td>Lecturer II</td><td>53</td><td>19.5</td></tr><tr><td>Lecturer I</td><td>26</td><td>9.5</td></tr><tr><td>Senior Lecturer</td><td>86</td><td>31.6</td></tr><tr><td>Reader</td><td>11</td><td>4.0</td></tr><tr><td>Associate professor</td><td>45</td><td>16.5</td></tr><tr><td>Professor</td><td>51</td><td>18.8</td></tr><tr><td><bold>Total</bold></td><td><bold>272</bold></td><td><bold>100.0</bold></td></tr></tbody></table> </ephtml> </p> <p>Table 2 above shows the result of facilitator perceptions at NOUN regarding integrating experiential learning into online facilitation. The findings from the table reveal that 'EL makes my job smooth' was ranked highest by their mean score rating (4.01; ±1.088), followed by 'I prefer EL' with (3.63; ±1.225), and 'EL makes students an active learner' with (3.52; ±1.132), while 'EL makes student a passive learner' was ranked lowest with (2.66; ±1.123), followed by 'I don't like EL' with (2.76; ±1.261).</p> <p>Table 2. Facilitator perceptions at NOUN regarding integrating experiential learning into online facilitation.</p> <p> <ephtml> <table><thead><tr><td>Items</td><td>SA</td><td>A</td><td>U</td><td>D</td><td>SD</td><td /><td /></tr><tr><td>F %</td><td>F %</td><td>F %</td><td>F %</td><td>F %</td><td>Mean</td><td>Std Dev.</td></tr></thead><tbody><tr><td>I prefer EL</td><td>70 25.7</td><td>109 40.1</td><td>41 15.1</td><td>27 9.9</td><td>25 9.2</td><td>3.63</td><td>1.225</td></tr><tr><td>EL makes my job smooth</td><td>102 37.5</td><td>120 44.1</td><td>17 6.3</td><td>19 7.0</td><td>14 5.1</td><td>4.01</td><td>1.088</td></tr><tr><td>I have been able to connect with people far and wide through EL</td><td>32 11.8</td><td>70 25.7</td><td>51 18.8</td><td>80 29.4</td><td>39 14.3</td><td>2.91</td><td>1.262</td></tr><tr><td>EL makes students a passive learner</td><td>13 4.8</td><td>59 21.7</td><td>68 25.0</td><td>89 32.7</td><td>43 15.8</td><td>2.66</td><td>1.123</td></tr><tr><td>EL makes students an active learner</td><td>39 14.3</td><td>144 52.9</td><td>30 11.0</td><td>38 14.0</td><td>21 7.7</td><td>3.52</td><td>1.132</td></tr><tr><td>I don't like EL</td><td>29 10.7</td><td>61 22.4</td><td>41 15.1</td><td>98 36.0</td><td>43 15.8</td><td>2.76</td><td>1.261</td></tr><tr><td>EL is tactical</td><td>36 13.2</td><td>54 19.9</td><td>48 17.6</td><td>103 37.9</td><td>31 11.4</td><td>2.85</td><td>1.244</td></tr><tr><td><bold>Grand Mean = 3.19</bold></td></tr></tbody></table> </ephtml> </p> <p>It is agreed from the findings that EL makes job smooth, facilitators prefer EL and that it makes student active participants.</p> <p>Table 3 shows Strategies and approaches employed by the facilitators to integrate experiential learning into online facilitation at NOUN. 'Guiding participant through the curriculum' was ranked highest by their mean score rating with (4.17; ±.962), followed by 'Creating a comfortable environment' with (4.14; ±871), and 'Establishing a clear goal and expectations at the onset' with (4.05; ±1.007), while 'keeping the discussion alive and on-topic: stagnancy prevention' is ranked lowest with (3.21; ±1.435), followed by 'Providing behind the scene support via email' with (3.33; ±1.320). From the findings it is observed that the strategies and approached employed by facilitators to integrate EL at NOUN are guiding participants through the curriculum, creating a comfortable environment and establishing a clear goal and expectations at the onset.</p> <p>Table 3. Strategies and approaches employed by the facilitators to integrate experiential learning into online facilitation at NOUN.</p> <p> <ephtml> <table><thead><tr><td>Items</td><td>SA</td><td>A</td><td>U</td><td>D</td><td>SD</td><td /><td /></tr><tr><td>F %</td><td>F %</td><td>F %</td><td>F %</td><td>F %</td><td>Mean</td><td>Std Dev.</td></tr></thead><tbody><tr><td>Establishing a clear goal and expectations at the onset</td><td>99 36.4</td><td>123 45.2</td><td>26 9.6</td><td>13 4.8</td><td>11 4.0</td><td>4.05</td><td>1.007</td></tr><tr><td>Creating a comfortable environment</td><td>93 34.2</td><td>148 54.4</td><td>12 4.4</td><td>13 4.8</td><td>6 2.2</td><td>4.13</td><td>.871</td></tr><tr><td>Providing behind the scene support via email</td><td>57 21.0</td><td>90 33.1</td><td>46 16.9</td><td>44 16.2</td><td>35 12.9</td><td>3.33</td><td>1.320</td></tr><tr><td>Keeping the discussion alive and on-topic; stagnancy prevention</td><td>76 27.9</td><td>48 17.6</td><td>46 16.9</td><td>63 23.2</td><td>39 14.3</td><td>3.21</td><td>1.435</td></tr><tr><td>Making sure the audience and the content are in sync</td><td>32 11.8</td><td>177 65.1</td><td>14 5.1</td><td>35 12.9</td><td>14 5.1</td><td>3.65</td><td>1.015</td></tr><tr><td>Guiding participant through the curriculum</td><td>111 40.8</td><td>130 47.8</td><td>7 2.6</td><td>15 5.5</td><td>9 3.3</td><td>4.17</td><td>.962</td></tr><tr><td><bold>Grand Mean = 3.75</bold></td></tr></tbody></table> </ephtml> </p> <p>Table 4 reveal the challenges facilitator face when integrating EL into online Facilitation at NOUN. It was observed from the findings that 'Limited tracking of individuals learning and personalized feedback' was ranked highest by their mean score rating with (3.90; ±1.262), followed by 'Lack of skills' with (3.85 ± 1.082), and 'Lack of confidence' with (3.55; ±1.189), while 'Diversity of knowledge and skills' was ranked lowest with (2.97; ±1.158), and 'Lack of participating engagement and interactions' (3.30; ±1.262). Limited tracking of individuals learning and personalised feedback, lack of skills and lack of confidence are the challenges facilitator face when integrating EL into online facilitation at NOUN.</p> <p>Table 4. Challenges facilitator face when integrating experiential learning into online facilitation at NOUN.</p> <p> <ephtml> <table><thead><tr><td>Items</td><td>SA</td><td>A</td><td>U</td><td>D</td><td>SD</td><td /><td /></tr><tr><td>F %</td><td>F %</td><td>F %</td><td>F %</td><td>F %</td><td>Mean</td><td>Std Dev.</td></tr></thead><tbody><tr><td>Lack of participating engagement and interaction</td><td>47 17.3</td><td>95 34.9</td><td>60 22.1</td><td>35 12.9</td><td>35 12.9</td><td>3.30</td><td>1.262</td></tr><tr><td>Limited tracking of individual learning and personalised feedback</td><td>87 32.0</td><td>125 46.0</td><td>23 8.5</td><td>21 7.7</td><td>16 5.9</td><td>3.90</td><td>1.112</td></tr><tr><td>Lack of experience with EL (Not understanding its value or the expectations)</td><td>53 19.5</td><td>102 37.5</td><td>39 14.3</td><td>53 19.5</td><td>25 9.2</td><td>3.38</td><td>1.254</td></tr><tr><td>Diversity of knowledge and skills</td><td>23 8.5</td><td>79 29.0</td><td>67 24.6</td><td>73 26.8</td><td>30 11.0</td><td>2.97</td><td>1.158</td></tr><tr><td>Lack of confidence</td><td>49 18.0</td><td>137 50.4</td><td>25 9.2</td><td>37 13.6</td><td>24 8.8</td><td>3.55</td><td>1.189</td></tr><tr><td>Lack of skill (language, critical thinking)</td><td>70 25.7</td><td>150 55.1</td><td>10 3.7</td><td>27 9.9</td><td>15 5.5</td><td>3.85</td><td>1.082</td></tr><tr><td><bold>Grand Mean = 3.59</bold></td></tr></tbody></table> </ephtml> </p> <p>Ho1! There is significant relationship between Impact of Experiential Learning and online facilitation at NOUN!</p> <p>As shown in Table 5, the result shows that there is a strong Impact of Experiential Learning on Online facilitation at NOUN (<emph>r</emph> =.302**, df = 272; <emph>p</emph> < 0.05). This implies that Experiential Learning would increase the rate of online facilitation at NOUN.</p> <p>Table 5. Table showing impact of experiential learning on online facilitation at NOUN.</p> <p> <ephtml> <table><thead><tr><td>Variables</td><td>Mean</td><td>Std. Deviation</td><td>N</td><td>R</td><td>Sig.(P)</td><td>Remark</td></tr></thead><tbody><tr><td>Impact of EL</td><td><italic>3.66</italic></td><td>.<italic>590</italic></td><td><italic><bold>272</bold></italic></td><td>.<italic>302**</italic></td><td>.<italic>000</italic></td><td><italic>Sig.</italic></td></tr><tr><td>Average Rating Score/EL</td><td><italic>3.45</italic></td><td>.<italic>404</italic></td></tr></tbody></table> </ephtml> </p> <p>1 **Correlation is significant at the 0.05 level (2-tailed).</p> <hd id="AN0186641513-13">Discussion of findings</hd> <p></p> <hd id="AN0186641513-14">Research question 1: Facilitators' perspectives</hd> <p></p> <hd id="AN0186641513-15">Findings</hd> <p>Facilitators at NOUN generally view experiential learning (EL) positively, with a significant majority favouring its integration into online facilitation. This reflects a consensus that EL enhances engagement, promotes active learning, and bridges theory and practice. Despite this, 32.7% of facilitators expressed concerns that EL might lead to passive learning among students.</p> <hd id="AN0186641513-16">Interpretation</hd> <p>The positive reception of EL among facilitators aligns with literature emphasising its effectiveness in fostering active and practical learning experiences (Svihus, [<reflink idref="bib45" id="ref52">45</reflink>]; Aithal & Mishra, [<reflink idref="bib3" id="ref53">3</reflink>]). The reservations expressed by some facilitators echo concerns noted by Mansour ([<reflink idref="bib33" id="ref54">33</reflink>]), suggesting a nuanced understanding of EL's benefits and potential challenges. This indicates a strong overall alignment with Kolb's theory, while also highlighting areas for cautious implementation.</p> <hd id="AN0186641513-17">Research question 2: Strategies and approaches</hd> <p></p> <hd id="AN0186641513-18">Findings</hd> <p>Facilitators implement diverse strategies to incorporate EL, such as setting clear goals, creating supportive environments, and guiding students through the curriculum. Key strategies include establishing clear expectations and fostering a comfortable online learning atmosphere. Approximately 40.8% strongly agree and 47.8% agree that guiding participants through the curriculum is a priority.</p> <hd id="AN0186641513-19">Interpretation</hd> <p>The strategies employed are consistent with Kolb's experiential learning cycle, emphasising structured engagement and reflection (Mansour, [<reflink idref="bib33" id="ref55">33</reflink>]; Mar et al., [<reflink idref="bib34" id="ref56">34</reflink>]). This reflects a comprehensive approach that supports the hypothesis that such methods enhance engagement and learning outcomes. The focus on clear goals and supportive environments indicates a strong relationship between these strategies and improved facilitation.</p> <hd id="AN0186641513-20">Research question 3: Impact of experiential learning</hd> <p></p> <hd id="AN0186641513-21">Findings</hd> <p>EL significantly impacts online facilitation at NOUN by boosting student engagement, critical thinking, and problem-solving skills. Courses utilising EL methods saw a 30% increase in performance metrics compared to traditional methods, with qualitative feedback highlighting better understanding and connection to course material.</p> <hd id="AN0186641513-22">Interpretation</hd> <p>These results align with Kolb's theory, which suggests that experiential methods lead to deeper understanding and retention (Azizan et al., [<reflink idref="bib7" id="ref57">7</reflink>]; Satyam & Aithal, [<reflink idref="bib43" id="ref58">43</reflink>]). The observed improvements in performance metrics and student feedback reinforce the effectiveness of EL in enhancing educational outcomes.</p> <hd id="AN0186641513-23">Research question 4: Constraints faced</hd> <p></p> <hd id="AN0186641513-24">Findings</hd> <p>Facilitators encounter challenges such as technological limitations, inadequate resources, and insufficient institutional support. About 60% face difficulties with technological infrastructure, and 50% report that institutional policies and lack of training impede EL implementation.</p> <hd id="AN0186641513-25">Interpretation</hd> <p>These constraints highlight systemic issues within online education that limit EL integration. Addressing these barriers is essential for maximising the benefits of EL. Recommendations include enhancing technological support and providing professional development for facilitators (Aji, [<reflink idref="bib4" id="ref59">4</reflink>]; Sarkar et al., [<reflink idref="bib42" id="ref60">42</reflink>]).</p> <hd id="AN0186641513-26">Integration and synthesis</hd> <p>The study indicates that while EL has considerable potential to improve student engagement and outcomes, significant constraints must be addressed. The strong alignment between EL practices and positive educational outcomes, despite noted challenges, offers valuable insights for enhancing online education at NOUN.</p> <hd id="AN0186641513-27">Implications for practice and future research</hd> <p>To optimise EL integration, NOUN should invest in technological infrastructure and professional development for facilitators. Future research should focus on the long-term impacts of EL on student outcomes and explore innovative solutions to overcome existing constraints, ensuring effective implementation of experiential learning in online settings.</p> <p>Linking Findings to Research Questions</p> <hd id="AN0186641513-28">Conclusion</hd> <p>This study reveals that facilitators at the National Open University of Nigeria (NOUN) generally have a positive perspective on integrating experiential learning (EL) into online facilitation. Most facilitators appreciate EL for promoting active engagement, enhancing learning enjoyment, and developing practical skills. Effective strategies include setting clear goals, creating supportive environments, and guiding students through the curriculum. Challenges such as providing hands-on experiences and individualised support persist. To optimise EL integration, NOUN should formally integrate EL into its curriculum, allocate resources for EL projects, develop industry partnerships, incorporate multimedia and innovative learning strategies, offer professional development programmes, establish mentorship and community practices, and introduce recognition programmes for faculty. These measures will enhance the quality and effectiveness of online facilitation, ensuring students benefit from engaging and practical educational experiences.</p> <hd id="AN0186641513-29">Recommendations</hd> <p>Based on the evidence presented in this research article, several recommendations and strategies can be formulated to inform policy decisions, instructional design practices, and faculty development initiatives at NOUN.</p> <p></p> <ulist> <item> NOUN should formally integrate experiential learning into its curriculum, course design, and online learning policies.</item> <p></p> <item> NOUN management should allocate funding and resources for developing and implementing experiential learning projects, investing in technology like virtual labs and collaborative tools.</item> <p></p> <item> NOUN management should develop partnerships with industries, businesses, and community organisations to provide real-world learning opportunities.</item> <p></p> <item> NOUN management should incorporate multimedia elements and use project-based and problem-based learning strategies, alongside developing authentic assessment methods.</item> <p></p> <item> NOUN management should offer regular professional development programmes and establish a mentorship programme and community of practice for faculty.</item> <p></p> <item> NOUN management should introduce recognition programmes and incentives to reward faculty who effectively integrate experiential learning.</item> </ulist> <hd id="AN0186641513-30">Suggestions for future research</hd> <p></p> <ulist> <item> <bold> Longitudinal studies on learning outcomes </bold> : Future research should focus on conducting longitudinal studies to assess the long-term impact of experiential learning on student outcomes. By tracking student performance and engagement over time, researchers can better understand the sustained effects of experiential methods and identify key factors contributing to long-term success.</item> <p></p> <item> <bold> Technological innovations in experiential learning </bold> : Investigating the role of emerging technologies, such as virtual and augmented reality, in facilitating experiential learning could provide valuable insights into how digital tools can enhance online education. Research in this area could explore the effectiveness of these technologies in replicating hands-on experiences and overcoming current technological limitations.</item> <p></p> <item> <bold> Institutional support and policy development </bold> : Further research should examine the role of institutional policies and support systems in facilitating the integration of experiential learning. Studies could investigate best practices for institutional change, focusing on developing policies that promote professional development, resource allocation, and the creation of supportive environments for experiential learning.</item> <p></p> <item> <bold> Cross-cultural comparisons </bold> : Comparative studies across different educational contexts and cultures could provide insights into how experiential learning practices can be adapted to diverse settings. This research could explore how cultural differences influence the implementation and effectiveness of experiential learning, offering strategies for tailoring approaches to specific educational environments.</item> <p></p> <item> <bold> Impact on different disciplines </bold> : Investigating the applicability and impact of experiential learning across various academic disciplines could help identify which areas benefit most from experiential methods. 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The obstacles in online learning of English education students academic year 2017 during COVID-19 pandemic. The Ellite of Unira, 5 (2), 46 – 50. https://doi.org/10.53712/ellite.v5i2.1854</bibtext> </blist> <blist> <bibtext> Xolboyevich, A. S. (2023). Enhancing learning content in e-learning: Strategies and innovations. International Journal of Advance Scientific Research, 3 (9), 164 – 169.</bibtext> </blist> </ref> <aug> <p>By Adetola Adebisi Akanbiemu; Aderinola Ololade Dunmade and Akinade Adebowale Adewojo</p> <p>Reported by Author; Author; Author</p> <p></p> <p>Adetola Adebisi Akanbiemu is a lecturer in the department of Library and Information science in the faculty of education at the National Open University of Nigeria. Her research interest include: Open, distance and eLearning, knowledge and information management. She has published several articles in referred journals globally.She is the institute librarian at the Virtual Institute for Capacity Building for Higher Education (VICBHE).</p> <p>Aderinola Ololade Dunmade (PhD) is a Deputy Director of Computer Services and Information Technology at the University of Ilorin, Nigeria. Her research interests encompass cyberethics, information behaviour, social issues in ICT use, ICTs for development, and gendered research, with a bias in cyberethics. She has published over 20 papers in this area, emphasising its relevance and practical application.</p> <p>Akinade Adebowale Adewojo is the acting Head of Department of Information and Documentation at the Nigerian Stored Products Research Institute, he is a published author, who has explored various aspects of librarianship such as emerging trends in library and information science; drones, 3D, and big data with over 30 publications in international and local journals.</p> </aug> <nolink nlid="nl1" bibid="bib51" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib15" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib16" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib10" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib14" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib46" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib27" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib31" firstref="ref10"></nolink> <nolink nlid="nl9" bibid="bib26" firstref="ref11"></nolink> <nolink nlid="nl10" bibid="bib43" firstref="ref12"></nolink> <nolink nlid="nl11" bibid="bib22" firstref="ref14"></nolink> <nolink nlid="nl12" bibid="bib40" firstref="ref15"></nolink> <nolink nlid="nl13" bibid="bib19" firstref="ref16"></nolink> <nolink nlid="nl14" bibid="bib30" firstref="ref17"></nolink> <nolink nlid="nl15" bibid="bib29" firstref="ref18"></nolink> <nolink nlid="nl16" bibid="bib36" firstref="ref20"></nolink> <nolink nlid="nl17" bibid="bib39" firstref="ref23"></nolink> <nolink nlid="nl18" bibid="bib25" firstref="ref25"></nolink> <nolink nlid="nl19" bibid="bib37" firstref="ref26"></nolink> <nolink nlid="nl20" bibid="bib20" firstref="ref27"></nolink> <nolink nlid="nl21" bibid="bib13" firstref="ref28"></nolink> <nolink nlid="nl22" bibid="bib35" firstref="ref29"></nolink> <nolink nlid="nl23" bibid="bib17" firstref="ref30"></nolink> <nolink nlid="nl24" bibid="bib23" firstref="ref31"></nolink> <nolink nlid="nl25" bibid="bib49" firstref="ref32"></nolink> <nolink nlid="nl26" bibid="bib12" firstref="ref33"></nolink> <nolink nlid="nl27" bibid="bib47" firstref="ref34"></nolink> <nolink nlid="nl28" bibid="bib28" firstref="ref35"></nolink> <nolink nlid="nl29" bibid="bib38" firstref="ref36"></nolink> <nolink nlid="nl30" bibid="bib33" firstref="ref37"></nolink> <nolink nlid="nl31" bibid="bib11" firstref="ref38"></nolink> <nolink nlid="nl32" bibid="bib24" firstref="ref40"></nolink> <nolink nlid="nl33" bibid="bib44" firstref="ref41"></nolink> <nolink nlid="nl34" bibid="bib21" firstref="ref42"></nolink> <nolink nlid="nl35" bibid="bib34" firstref="ref44"></nolink> <nolink nlid="nl36" bibid="bib32" firstref="ref45"></nolink> <nolink nlid="nl37" bibid="bib50" firstref="ref46"></nolink> <nolink nlid="nl38" bibid="bib41" firstref="ref48"></nolink> <nolink nlid="nl39" bibid="bib48" firstref="ref49"></nolink> <nolink nlid="nl40" bibid="bib18" firstref="ref50"></nolink> <nolink nlid="nl41" bibid="bib42" firstref="ref51"></nolink> <nolink nlid="nl42" bibid="bib45" firstref="ref52"></nolink>
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  Data: Integrating Experiential Learning into Online Facilitation at the National Open University of Nigeria
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Adetola+Adebisi+Akanbiemu%22">Adetola Adebisi Akanbiemu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9317-2682">0000-0002-9317-2682</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aderinola+Ololade+Dunmade%22">Aderinola Ololade Dunmade</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7745-0494">0000-0002-7745-0494</externalLink>)<br /><searchLink fieldCode="AR" term="%22Akinade+Adebowale+Adewojo%22">Akinade Adebowale Adewojo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2921-8500">0000-0002-2921-8500</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Innovations+in+Education+and+Teaching+International%22"><i>Innovations in Education and Teaching International</i></searchLink>. 2025 62(4):1273-1290.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
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  Label: Publication Date
  Group: Date
  Data: 2025
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  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Universities%22">Open Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/14703297.2024.2415354
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1470-3297<br />1470-3300
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper underscores the significance of experiential learning, emphasising active engagement and practical application, particularly in the realm of online education. This research is focused on the National Open University of Nigeria (NOUN). The study employs a survey research design involving internal and external online facilitators. The research explores the perceptions, benefits, challenges, and potential strategies for integrating experiential learning into online facilitation. With a sample size of 276, data collection utilised a structured questionnaire, and analysis involved descriptive and inferential statistics. The study's findings have practical implications, informing policy decisions, instructional design practices, and faculty development initiatives at NOUN, ultimately aiming to enhance the holistic and immersive learning experience for online learners. The conclusion emphasises the potential of integrating experiential learning to elevate the quality, effectiveness, and real-world preparedness of NOUN's online programmes, fostering student engagement and critical thinking.
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  Data: 2025
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  Data: EJ1477123
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        StartPage: 1273
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        Type: general
      – SubjectFull: Experiential Learning
        Type: general
      – SubjectFull: Open Universities
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      – SubjectFull: Online Courses
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Nigeria
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      – TitleFull: Integrating Experiential Learning into Online Facilitation at the National Open University of Nigeria
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