Instructional Design Quality of Online Courses Offered by Nigerian Open and Distance Learning Institutions: A Case Study from South West Nigeria

This study evaluates the instructional design quality of online courses offered by open and distance learning institutions in South West Nigeria, with specific reference to the National Open University of Nigeria study centres in Ogun and Osun States. Instructional design quality is a foundational determinant of learner satisfaction and educational outcomes in online environments, yet systematic evaluation of course design against established standards remains rare in Nigerian ODL institutions. A mixed-methods design was adopted, combining document analysis of 20 purposively selected course modules against the Quality Matters rubric with interviews from 15 course developers and 30 students. Findings reveal that most courses meet basic content accuracy and learning objective criteria but fall substantially below standards in learner engagement, assessment variety, and accessibility accommodations. Multimedia content is used sparsely, and interactive elements such as self-checks and discussion forums are inconsistently deployed. Student interviewees report frustration with passive, text-heavy module formats. The study recommends that NOUN establish a formal course quality review cycle aligned with international instructional design standards, provide course development training for academics, and invest in multimedia production resources. Keywords: instructional design, online courses, open and distance learning, NOUN, South West Nigeria