Open and Distance Learning (ODL): Experiences from Biology Learners of the Distance Learning Institute, University of Lagos Ebabhi, Abosede Margaret and Olubiyo, Oluwaseun Amos Education Science Department, Distance Learning Institute, University of Lagos, Nigeria ebabhi.meg@gmail.com Abstract This paper examined a survey of the challenges facing Biology learners in Distance Learning Institute, University of Lagos. The study was conducted using qualitative and quantitative approaches. The population of the study comprised all Biology Education learners while a sample size of one hundred learners was obtained using stratified random sampling technique. Data was collected using structured questionnaire. Frequency table, bar charts and percentages were the main descriptive statistics used to analyze and present the findings. The results showed that a large percentage of learners (85%) do not have the technological knowledge and skills for the electronic mode of the program, there are lapses of effective online interaction between the learners and their facilitators. Despite running a distance learning program, seventy-two percent (72%) still want a face-to-face interaction. More than fifty percent The study recommended that the learners’ support unit shoul d be empowered to train and retrain learners who are digital immigrant adults on the e-learning mode. There is need for the system to encourage effective interaction and improve on the feedback mechanisms between the learners and their facilitators. This will further increase the interest of the learners in the course of study. Key words: Biology learners, Open Distance Learning, Feedback, Interaction Introduction The chronological improvement of the information age has strikingly affected every area of our lives. These effects occur not only in the changes of making life easier such as in increased availability of sophisticated means of transportation and communications, but also in the learning process and learning methods which have a critical role on the development of individuals. Two most important improvements offered by technological developments are the computer usage and internet usage. The effectiveness of the learning process is increased and expected to continue increasing by using these two tools together (Andresen, 2009). Concepts such as web-based education, visual class and distance education have entered into the education and academic world. These new approaches by their nature should be considered seriously from the traditional face-to-face education, otherwise, failures in implementation and deviation in achieving the desired targets of the educational plans may occur (Glennie, 2006). Recently, Moore and Kearsley, (2011) defined Distance Education as teaching and planned learning in which teaching normally occurs in a different place from learning, requiring communication through technologies as well as special institutional organisation. Distance education has some characteristics which separate it from the traditional system of education and provide it with unique features as parallel to formal education such as absence of direct interaction or face-to-face activity between facilitators and learners but compensated by contact or counselling sessions. There is two-way communication between facilitators and learners, which is facilitated by the organizing institutions. The institution develops self instructional materials with the help of subject experts these are then printed by specialists before sending to learners by post. This communication between facilitators and learners can be termed as indirect interaction. Another characteristic feature of distance education is either contact sessions or counselling sessions aimed at solving the queries of learners generated after studying self-instructional materials. The conferences of the need for continuous learning and unprecedented technological innovation in communication have pushed distance education approach to the fore-front of educational practices (Garrison, 2011). All over the world, distance mode of education is gaining momentum and becoming more popular than conventional education (Attri, 2012). As distance mode of education is becoming bigger and better, more courses of different professions are finding their way into this mode of learning. Typically in the past, audiences for distance education opportunities were adults often seeking advanced education and training at home, on the job, or in the military. Their multiple responsibilities or physical circumstances prevented attendance at a traditional institution (Kerka, 1986). But