Distance Learners‟ Perception of Learner Support Services

O Asante

doi:10.4314/ajesms.v6i1.61566

Abstract

Inadequate learner support has been identified as a major factor for dissatisfaction among students learning by the distance mode. The University of Education, Winneba (UEW), produces self instructional materials for its distance education students and in addition provides some learner support services. The study investigated UEW Distance Education (DE) students‟ perceived satisfaction with learner support services available to them. The study revealed that most distance education students had high perceived satisfaction with learner support services offered them. Differences in perceived satisfaction with specific learner support services were however observed. Most students‟ perceived satisfaction with tutorials and counselling services was high, but low for financial, library and study centre facilities and services. Significant differences were observed among the various study centres in respect of the DE students‟ perceived satisfaction with the learner support services provided for them.Keywords: distance education students, learner support services, perceived satisfaction

Highlights

Systematic continuous learning opportunities for teachers can have a positive effect on their performance
The overall high perceived satisfaction with available learner support services observed among most student respondents provides a positive signal for students‟ persistence and continuous patronage of UEW distance education programme
Significant differences found among the proportions of students of the different study centres in terms of their perceived satisfaction with their learner support services indicate discrimination in the provision of such support at various study centres

Summary

Introduction

Systematic continuous learning opportunities for teachers can have a positive effect on their performance. Until the 2002/2003 academic year, certificated teachers in the country who had done three years of teaching qualified for study leave with pay if they wished to pursue further studies in education related courses at the tertiary level. This motivated most teachers to pursue further studies which resulted in very alarming proportions of teachers leaving the classrooms without corresponding replacement (Budu-Smith 2002). For teachers who did not obtain study leave with pay, the availability of distance education programmes mounted for teachers by the Universities granted them the opportunity to study while working

Methods

Results

Conclusion