The National Universities Commission is strengthening its efforts to improve the quality of online, distance and electronic learning across Nigerian universities.
As part of its continuing collaboration with the University of London, the Commission brought senior representatives of Nigerian universities together to examine how institutions can provide more engaging, inclusive and academically credible distance education.
The two-day workshop, held on 9 and 10 March 2026 at the University of London, focused on the theme, “Embracing Change: Strategic Development of High-Quality ODL.”
According to the NUC, the programme was intended to help participating institutions improve their strategies, teaching methods, operations and quality-assurance systems.
Who participated?
The workshop involved 40 participants representing 20 Nigerian universities and the National Universities Commission.
Participants included:
- Vice-chancellors.
- Directors of distance-learning centres.
- Senior university officers.
- Representatives of the NUC Directorate of Open, Distance and e-Learning.
The collaboration forms part of a relationship between the NUC and University of London that began several years ago to support capacity-building for open and distance learning in Nigeria.
What the initiative is expected to achieve
The programme was designed to help participating universities:
- Develop appropriate institutional ODL strategies.
- Review their quality-assurance frameworks.
- Respond effectively to rapid changes in higher education.
- Improve student success in online and distance programmes.
- Strengthen teaching and learning practices.
- Identify weaknesses in existing ODL delivery.
- Use appropriate technologies to support learning.
- Create more scalable and inclusive university systems.
The NUC also wants institutions to examine whether lessons obtained from previous training have been applied effectively within their universities.
Distance learning should be more than uploaded notes
One of the strongest messages from the NUC is that distance-learning institutions should not operate merely as online repositories for lecture notes.
A functional ODL system should provide an active learning environment involving:
- Clear and accessible course materials.
- Meaningful student engagement.
- Effective academic facilitation.
- Timely learner support.
- Reliable digital platforms.
- Appropriate assessment methods.
- Feedback on students’ academic progress.
- Accessible services for learners in different locations.
- Strong quality-assurance and academic-integrity systems.
This is particularly important because many distance learners combine their education with employment, business, family responsibilities or residence far from a conventional university campus.
Why this matters to NOUN students
NOUN is Nigeria’s leading open and distance-learning university. Developments in national ODL quality assurance are therefore relevant to its students, staff and study centres.
Students may reasonably expect distance education to provide more than downloadable materials and examination registration.
A strong ODL system should help students:
- Understand what they are expected to learn.
- Access academic and technical assistance.
- Participate in meaningful learning activities.
- Receive dependable information.
- Use stable digital platforms.
- Complete assessments fairly.
- Obtain appropriate support when facing accessibility challenges.
- Develop knowledge and skills comparable to those acquired through conventional study.
However, the NUC workshop does not create a new student entitlement or guarantee that every platform problem will be resolved immediately.
NUC’s wider ODeL mandate
The NUC’s Directorate of Open, Distance and e-Learning is responsible for promoting and regulating quality within this area of Nigerian university education.
Its stated responsibilities include:
- Developing and reviewing ODeL regulatory frameworks.
- Supporting the adoption of open educational resources.
- Coordinating degree programmes delivered through distance learning.
- Setting standards for university e-learning.
- Strengthening institutional and professional capacity.
- Encouraging appropriate learning technologies.
- Supporting transnational education.
- Protecting students from unrecognised qualifications and degree mills.
- Promoting international recognition and comparability of qualifications.
The Commission describes ODL as an important method for expanding access to university education without compromising academic quality.
Does this introduce a new regulation?
No new binding student rule, assessment policy or implementation deadline was announced through the workshop report.
The event represents capacity-building and strategic quality-assurance work. It should not be reported as though the NUC has:
- Changed NOUN examination rules.
- Introduced a new fee.
- Approved unrestricted online examinations.
- Ordered all courses to move online.
- Created a new student application portal.
- Announced a compliance deadline for learners.
- Guaranteed immediate changes to NOUN platforms.
Any mandatory national requirement would need to be confirmed through an official guideline, circular or regulatory announcement.
What students should expect from credible ODL providers
Students considering an online or distance-learning programme should verify:
- Whether the university and programme are properly recognised.
- How course materials are delivered.
- What academic support is available.
- How assessments and examinations are conducted.
- Whether study-centre or physical attendance is required.
- How complaints and technical problems are handled.
- Whether the platform supports students with disabilities.
- How students communicate with facilitators.
- Whether the qualification is recognised for their intended purpose.
- The complete fees before making payment.
Students should not assume that a programme is approved simply because it is advertised as “online,” “international” or “affiliated.”
Implications for educational technology
The NUC’s quality focus also matters to developers of student-support and learning platforms.
Educational technology should be designed to improve genuine learning rather than encourage impersonation or academic misconduct.
Responsible platforms should prioritise:
- Clear source attribution.
- Accessible design.
- Student privacy.
- Secure account management.
- Accurate course information.
- Transparent AI use.
- Confidence and correction mechanisms.
- Original learning support.
- Proper record keeping.
- Academic-integrity safeguards.
AI systems should assist students with explanations, revision, practice and feedback without pretending to replace the student in an official assessment.
Warning about unapproved online programmes
The expansion of distance education may also create opportunities for fraudulent institutions and misleading online-course promoters.
Prospective students should not:
- Pay fees before verifying the institution.
- Trust accreditation claims shown only in an advert.
- Assume an international affiliation is genuine.
- Share identity documents through an unverified form.
- Enrol through a personal social-media account.
- Believe promises of a degree without meaningful study or assessment.
- Pay an agent to bypass admission requirements.
University and programme status should be checked through recognised institutional and regulatory channels.
What NOUN students can do
NOUN students experiencing persistent difficulties with learning or support services should document the problem clearly.
Useful steps include:
- Record the date and nature of the problem.
- Take screenshots without exposing passwords.
- Keep payment and registration references.
- Contact the responsible study centre or university unit.
- Use recognised support channels.
- Retain acknowledgement messages.
- Escalate unresolved recurring problems through authorised procedures.
- Avoid paying unofficial agents for technical or academic changes.
Clear evidence can help distinguish an individual account problem from a wider platform or service failure.
What happens next?
The NUC and participating universities are expected to continue developing institutional strategies and quality-assurance approaches based on the workshop.
Future developments may involve:
- Updated ODeL guidelines.
- Stronger institutional monitoring.
- Improved learner-support standards.
- Greater use of open educational resources.
- More structured online facilitation.
- Increased accessibility requirements.
- New expectations for digital assessment and research integrity.
These possible developments remain expectations rather than confirmed new rules. NOUN Update will monitor official NUC announcements for any binding policy change.
