Effect of Open and Distance Learning Programmes on Inclusivity in Higher Education

Abstract

Ensuring equitable access to higher education remains a persistent challenge in Sri Lanka, where limited intake capacity in conventional university programs restricts opportunities for many qualified learners. The Centre for Open and Distance Learning (CODL) at the University of Moratuwa, Sri Lanka provides a substantial opportunity for a wider cohort of students by offering the Bachelor of Information Technology (BIT) external degree, delivered in the Open and Distance Learning (ODL) mode. This study aims to investigate the extent to which the BIT program enhances inclusivity by expanding access to higher education and supporting diverse learner participation. A comparative analysis was conducted between students enrolled in the BIT external degree and those in the internal degree programmes. Student profiles were examined across multiple dimensions including age, gender, ethnicity, geographic distribution, and educational background. This analysis aimed at identifying how ODL broadens access beyond traditional student populations. Particular emphasis was placed on geographic and ethnic inclusivity by evaluating the representation of students, highlighting the program’s role in reducing regional and ethnic disparities in higher education access.
Beyond access, the study evaluated inclusivity in terms of participation and academic success. Retention rates and completion rates were analysed to assess sustained student engagement within the BIT programme. Academic performance indicators, including grade distributions and pass rates, were examined across different demographic groups to determine whether expanded access through ODL is accompanied by comparable learning outcomes. In addition, the study considered the role of programme flexibility in enabling participation among non-traditional learners, particularly working professionals and individuals with family or other commitments.
The findings of this paper indicate that the ODL mode attracts a more diverse student population, who may otherwise lack access to higher education. Furthermore, the results suggest that this expanded access does not significantly compromise academic performance, demonstrating that inclusivity can be achieved alongside quality. The learnings from the external degree programme conducted in the ODL mode provide a scalable and practical model for institutions seeking to enhance inclusivity in large-scale education systems.