Abstract
The provision of learner support is pivotal in understanding the development trend in distance education. A survey of the literature indicates limited incorporation of the student perspective in learner support strategies in Open and Distance Education in Uganda. To investigate the students’ perspective of the university learner support practices, this study used a quantitative approach involving a 45 questionnaire items to collect the students’ views. Using factor analysis technique, findings from the study revealed four constructs of learner support, namely; academic advising support, library and technology support, counselling and career support, and communication service support. The study concludes that analysing and incorporating the views of the students in decision making at faculty and institution level help to consolidate learner support efforts, nurtures a relevant learner support culture and creates a pathway to improved learning in Open and Distance Education. It therefore recommends that the views/voice of the students should be considered in the planning and delivery of Open and Distance Education. In addition, investment in affordable ICTs is key to the effectiveness of learner support management and delivery in Open Distance Education.
Highlights
The role of learner support in distance education cannot be underestimated (Tait, 2000; Brindley, 2014) efforts to enhance learner support in distance education are seen in both developed and developing countries, there are some differences in the nature of service delivery
The strong loading of academic advising support from factor analysis highlights the students’ perceptions that the faculty had supported them mainly on academic issues manifested in form of provision of modules, giving timely feedback on coursework and exams, conducting course evaluations, instructors giving comments on coursework, easy to meet the instructors, provision of induction and face-to-face workshops; provision of adequate information on admissions, giving examinations taking tips, introduction of new subject content, provision of faculty/student handbook, giving field support and study guides; giving modules and coursework in time; pedagogy support and effective school practice provision; and easy to interact with fellow learners
With a lowest factor loading of .357, the finding on easy to interact with fellow learners corroborates those of Mutonyi and Norton (2007) and Mayende et al (2014) which point out the limited use ICTs in learner-learner interaction in Uganda
Summary
The role of learner support in distance education cannot be underestimated (Tait, 2000; Brindley, 2014) efforts to enhance learner support in distance education are seen in both developed and developing countries, there are some differences in the nature of service delivery. In the USA for instance, the Institute for Higher Education Policy of USA focuses learner support in distance education on issues of institutional support (including electronic security measures like password protection, encryption and back-up systems); course development (involving guidelines used in course development, design, and delivery, and review of instructional materials); teaching and learning (including students’ interaction with tutors and peers through a voice-mail, email, feedback on assignments, and methods of effective research); course structure (outlining course objectives, concepts, and learning outcomes); student support (information on admission requirements, tuition, books); faculty support (tutor training and peer mentoring); and assessment (based on enrolment data, costs, innovative uses of technology, intended learning outcomes) (Phipps and Merisotis, 2000; Stella and Gnanam, 2004) Though these are considered the main learner support services to improve internet-based distance education, their provision varies between institutions depending on availability of support infrastructure like ICTs and staff skills. This challenge is faced by students world-over but prominent in developing countries where many students are novices in using computers and web applications
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