Overcoming obstacles to learning: Guidelines for teaching, learning and support in open distance learning

Abstract

Whilst open distance learning (ODL) has undertaken many initiatives to address the problems associated with low pass rates, student performance remains poor. The research reported in this article was aimed at the provision of teaching and learning support services to overcome obstacles faced by students. A mixed-methods research approach was used to obtain data. The analyses of the data led to the development of a set of guidelines and an integration methodology to assist lecturers. Empirical evidence indicated that students felt that studying through open distance learning disadvantaged them. The quality of study guides was further found to be inadequate and not designed with the student in mind. Support services, which students rely upon, were also inadequate and inefficient. There was a need to inculcate a culture of the importance of the student and train staff to be sympathetic to their needs. There was an urgent need to bridge the gap between the student and the institution via the provision of teaching and learning support services in order to improve student performance. It is envisaged that lecturers consider the guidelines reported in this article and/or seek alternatives to ensure that students’ learning is successful. Key words: Open distance, student performance, learning and teaching.