Proximity and choice of College of Distance Education (CoDE) of the University of Cape Coast for further studies

2019 ◽  
Vol 33 (5) ◽  
pp. 1012-1034
Author(s):  
Moses Segbenya ◽  
George Kwaku Toku Oduro ◽  
Fred Peniana ◽  
Kwesi Ghansah
Keyword(s):  
Distance Education ◽  
Average Distance ◽  
Distance Learners ◽  
Cape Coast ◽  
Public And Private ◽  
Content Type ◽  
Electronic Learning ◽  
Face To Face ◽  
Study Centre ◽  
The University

Purpose The purpose of this paper is to investigate the proximity of study centres to the students of College of Distance Education, University of Cape Coast (CoDE/UCC) and whether further studies of distance learners who were teachers and employees could lead to absenteeism in their workplaces. Design/methodology/approach A sequential explanatory strategy was used. A self-administered questionnaire and unstructured interviews as well as observation guides were employed to collect data from 2,077 students pursuing business and education programmes of CoDE in all study centres across Ghana. Data were analysed with descriptive statistics and pattern matching of content analysis. Findings The study found that few teachers and other workers pursuing the distance education do absent themselves from the workplace or classroom on Fridays preceding their face-to-face session because they embarked on their journey to the study centres on Friday morning. Some teachers also absented themselves from work on Mondays after face-to-face sessions for a lack of means of transport on Sunday after lessons. The absenteeism of these respondents directly and indirectly affected their employers, students and customers. Practical implications It was therefore recommended that management of CoDE/UCC should open more study centres in all the regions especially Western, Ashanti, Upper East, Northern and Upper West Regions to reduce number of hours spent by students to their study centres and consider introducing the business programmes at the existing district centres to reduce average distance covered by these students to commute from their places of work to their respective centres in the regional capitals. It was also recommended that online/electronic learning and audio versions (impersonal communication) of the study modules should be introduced so that students would not necessary have to travel to the study centre to participate in lectures/face-to-face sessions. Originality/value The findings of this study will help managers and administrators of both public and private distance educational providers. In addition to providing basis and areas for establishing study centres for geographical proximity, findings of the study should prove helpful for designing and delivering electronic and audio versions of distance education modules to reduce the level of absenteeism in workplace for the students.

scholarly journals Study Centre Sanitary Conditions and Its Impact on Health and Academic Outcomes of Distance Learners at University of Cape Coast.

2019 ◽  
Vol 7 (12) ◽  
pp. 515-528
Author(s):  
CLARA AKUAMOAH-BOATENG
Keyword(s):  
Distance Education ◽  
Academic Outcomes ◽  
Personal Hygiene ◽  
Distance Learners ◽  
Cape Coast ◽  
Hygiene Practices ◽  
Study Centre ◽  
The University ◽  
Sanitary Conditions ◽  
The Impact

This study examined the impact of Study Centre Sanitary and hygiene conditions and its impact on health and academic outcomes of Distance Learners at the University of Cape Coast (UCC). The major objective of the study was to find out how sanitary conditions at the host institutions used by the College of Distance Education (CoDE), as study centers for distance education (DE) delivery, impact on the health and academic status of distance education learners. Data was gathered using mainly self-developed and administered questionnaire. The simple random technique was used to select 300 DE learners from 10 study centers in the Ashanti Region of Ghana. Data was analyzed using descriptive and inferential statistics. Approval by the Institutional Research and Ethics Committee of the University of Cape Coast and informed consent from study participants were sought. The results of the study indicated that the state of sanitary conditions and general hygiene practices at CoDE study centres was poor, unmaintained, and inadequate in almost all study centres. This demonstrated that investment in school infrastructure was not given the due priority. The negative impact on the health status and academic outcomes of learners were due to inadequate sanitary facilities despite learners’ knowledge on good personal hygiene and sanitation practices. The study concluded that physical sanitary facilities at CoDE study centres within the study area were in a deplorable state and inadequate for the learner population in the host institutions. Gaps were identified in school management of resources and enforcement of school health, hygiene and sanitation practices. It was recommended that (CoDE-UCC) collaborates with host institutions to improve sanitation and hygiene practices at the study centres for the benefit of learners.

scholarly journals Rethinking the rationale of open and distance education: a case of the UK Open University

2018 ◽  
Vol 13 (2) ◽  
pp. 169-178 ◽  
Author(s):  
Hanmo Jeong
Keyword(s):  
Distance Education ◽  
New Technologies ◽  
Open University ◽  
Content Type ◽  
Physical Constraints ◽  
Face To Face ◽  
Online Tutorials ◽  
Original Objective ◽  
The Uk ◽  
The University

Purpose The purpose of this paper is to describe how the introduction of new technologies has affected student support at the United Kingdom Open University (UKOU) particularly focusing on face-to-face tutorials and online tutorials, what this impact implies for open universities and in what direction the innovations toward the sustainability of open universities should proceed. Design/methodology/approach Research on the historical development of UKOU and a literature review was conducted. Findings The rationale behind the foundation of UKOU has been to provide higher education to those who have time and physical constraints. There is no doubt that the introduction of advanced technologies has played a significant role in the growth of the university. However, when the university attempted to replace face-to-face tutorials with online tutorials on the basis of its purpose, a number of students and faculty members opposed the decision even though online tutorials fit within its original objective. This paper suggests that face-to-face tutorials have become the essence of the university through the process of identifying the university in the past and the university’s identity may need to be distinguished from the rationale. Originality/value This paper emphasizes the necessity of rethinking the Open and Distance Education rationale and, on the basis of past studies on UKOU, offers a unique perspective about the changes that have taken place at the university.

scholarly journals Understanding the Early Adjustment Experiences of Undergraduate Distance Education Students in South Africa

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Jenna Mittelmeier ◽  
Jekaterina Rogaten ◽  
Dianne Long ◽  
Mwazvita Dalu ◽  
Ashley Gunter ◽  
...  
Keyword(s):  
South Africa ◽  
Distance Education ◽  
Distance Learning ◽  
Distance Learners ◽  
Face To Face ◽  
Similar Work ◽  
Qualitative Thematic Analysis ◽  
Higher Education Experiences ◽  
Additional Support ◽  
The University

Much research in face-to-face contexts outlines the importance of early adjustment on students’ higher education experiences. However, few studies have replicated this research in distance learning contexts to unpack the early multifaceted adjustments associated with studying in absence of a physical campus. This is particularly needed from a Global South perspective, where countries like South Africa have become regional hubs for distance learners. To explore distance learners’ adjustment experiences, this study analysed results from a Student Adaptation to College Questionnaire (SACQ) with 320 distance learners at the University of South Africa, mixed with qualitative thematic analysis of open-ended questions. The results outlined key factors that impact distance learning experiences for students in South Africa, including demographic variables, class, language, and access to resources. These findings, compared with similar work in face-to-face contexts, suggest areas in need of additional support from distance education providers in South Africa and beyond.

scholarly journals SUPPORTING DISTANCE LEARNERS’ FOR SUCCESS AT UNIVERSITY OF CAPE COAST, GHANA: LEARNERS’ PERSPECTIVE

2018 ◽  
Vol 6 (10) ◽  
pp. 65-80
Author(s):  
Josephine Sam-Tagoe ◽  
Clara Akuamoah-Boateng
Keyword(s):  
Support Services ◽  
Administrative Support ◽  
Simple Random Sampling ◽  
Distance Learners ◽  
Cape Coast ◽  
Face To Face ◽  
E Learning ◽  
The University ◽  
Professional Guidance ◽  
Structured Questionnaire

Abstract The study was titled Supporting Distance Learners’ for Success at the University of Cape Coast, Ghana: Learners Perspective. One hundred and seventy DE learners were used from nine out ten study centers in the Greater Accra region of Ghana. The proportional, purposive, stratified and simple random sampling techniques were used to select the sample. The instrument was a structured questionnaire of six sections based on various support services. The survey research design was used for the study. Frequencies, percentages, logistic regression analysis, Software Package for Social Sciences (SPSS) IBM version 21 and Excel were used in the analysis. Findings revealed that majority of the students are aware of some of the support services put in place by CoDE for them while others are not aware of some of the services. It also came out that most of the support services are appropriate and that students are satisfied with services such as Face-to-Face, modules or learning materials whereas they are not satisfied with the administrative support, guidance and Counselling as well as library services given to them. It was again revealed that the support services bring about success in the programme. Based on the findings the study recommends that professional guidance and counselling coordinators be employed in all the regional capitals. Library facilities, particularly E-Learning libraries should be provided for students to access.

When coming to campus is not an option: using web conferencing to deliver library instruction

2011 ◽  
Vol 39 (1) ◽  
pp. 58-65 ◽  
Author(s):  
Anne C. Barnhart ◽  
Andrea G. Stanfield
Keyword(s):  
Distance Education ◽  
Staff Development ◽  
Information Literacy ◽  
Literacy Skills ◽  
Library Instruction ◽  
Web Conferencing ◽  
Content Type ◽  
Face To Face ◽  
Online Library ◽  
The University

PurposeOwing to the growing number of online and commuting students at the University of West Georgia, the Instructional Services department at Ingram Library experimented with offering online synchronous library instruction. This paper aims to describe how it approached this problem and the findings from the initial attempts.Design/methodology/approachThe authors wanted to provide library instruction to online graduate students at the university. They worked with the staff development department to develop a pilot program for an online library instruction course using WIMBA web‐conferencing software.FindingsIt was found that due to the limitations of technology, the authors had to reduce the amount of information they deliver in the same amount of time. It was also discovered that it is easy to be distracted by the technology and forget that clear communication with the users (students and faculty) are the key to any successful instruction program regardless of the delivery method.Originality/valueMost libraries offer face‐to‐face library instruction and rely on tutorials to reach their distance education and non‐traditional students. Few libraries are using distance education tools to teach information literacy skills. As librarians begin to explore this avenue, they need to re‐evaluate how and what they teach students to better leverage the technology while reaching the same information literacy objectives.

Customer care practices at the University of Nairobi (UON), Jomo Kenyatta Memorial Library (JKML), Kenya

2019 ◽  
Vol 40 (3/4) ◽  
pp. 142-154 ◽  
Author(s):  
Josephine Orayo ◽  
Jane Maina ◽  
Jotham Milimo Wasike ◽  
Felicitas Ciabere Ratanya
Keyword(s):  
Sampling Technique ◽  
Simple Random Sampling ◽  
Target Population ◽  
Content Type ◽  
Face To Face ◽  
Customer Care ◽  
Care Practices ◽  
Library Staff ◽  
Ict Infrastructure ◽  
The University

Purpose The purpose of this paper is to provide an analysis of the customer care practices at the University of Nairobi, Jomo Kenyatta Memorial Library (JKML), Kenya. Design/methodology/approach A descriptive research design was used. Simple random sampling technique was used to derive at an appropriate sample from the target population. A structured questionnaire and face-to-face interview was used to collect both quantitative and qualitative data. A total of 384 questionnaires were distributed to students and library staff. Face-to-face interview was conducted among five section heads. Data were analyzed using Microsoft Excel and presented in tabulated summaries and figures. Findings JKML had not only put in place customer care practices but had also provided reliable services with notable professionalism among staff. Users were satisfied with the attention and information resources provided. Challenges encountered related to inadequate ICT infrastructure, lack of a written policy, lack of customer care skills among library staff and lack of managerial support. The study recommended inclusion of customer care in the mainstream of the strategic plan of the university. Research limitations/implications The major implication for this study is that sustainable customer care self-assessment needs to be explored in national and private libraries in Kenya. Practical implications This study provides a significant practical outlook on marketing-savvy approaches toward customer care and efforts made toward the achievement of the goals of the university. Originality/value This study provides insights on good practices on customer care which can be emulated by other academic libraries and adds value to the knowledge base.

Factors Influencing the Use of Digital Libraries in Distance Education in Ghana

Libri ◽  
2018 ◽  
Vol 68 (2) ◽  
pp. 125-135 ◽  
Author(s):  
Christopher M. Owusu-Ansah ◽  
Antonio Rodrigues ◽  
Thomas Van Der Walt
Keyword(s):  
Distance Education ◽  
Information Literacy ◽  
Digital Library ◽  
Digital Libraries ◽  
General Information ◽  
Distance Learners ◽  
Academic Tasks ◽  
Library Use ◽  
Library Resources ◽  
The University

Abstract The purpose of this study was to explore the extent to which individual factors such as academic tasks, preference for print sources and information skills influence distance learners’ use of digital libraries in a teacher distance education programme at the University of Education, Winneba in Ghana. The population of the study consisted of 1,834 distance students and from a sample size of 641 distance learners spread across three distance study centers, namely, Winneba (247), Kumasi (276) and Asante-Mampong (118). A total of 453 (70.67 percent) distance learners, selected randomly, completed a 31-item questionnaire. In addition, 30 distance education tutors, four coordinators and four librarians were purposively selected to participate in the study. The findings showed that academic tasks of distance learners did not require them to use digital library resources, which resulted in low or no academic use of digital libraries. The findings also pointed to a high preference for print resources among distance learners which resulted in the low use of digital library resources. Finally, it was noted that even though most of the distance learners possessed basic ICT skills, this did not result in their of use of digital library resources. To improve digital library use in distance education, it is recommended that academic librarians seek and foster collaboration in teaching information literacy and library instruction in distance education, an approach which must be backed by a policy that mandates the use of (digital) library scholarly resources in teaching and learning in distance education. It is also recommended that the Centre for Distance Education and the University Library collaborate to offer training programmes in specific digital resources and general information literacy courses for all distance education stakeholders in the university to boost digital library use.

scholarly journals Appraisal of Managerial Roles of Study Centre Coordinators of College of Distance Education, University of Cape Coast

2018 ◽  
Vol 8 (5) ◽  
pp. 1
Author(s):  
Moses Segbenya ◽  
Paul Dela Ahiatrogah
Keyword(s):  
Distance Education ◽  
Human Resource ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Human Relations ◽  
Regional Study ◽  
Cape Coast ◽  
Managerial Roles ◽  
Study Centre ◽  
Feedback Method

The study assessed how students and course tutors on distance education programmes of the College of DistanceEducation, University of Cape Coast appraised their study centre coordinators’ performance in terms of humanrelations, behaviour, organising teaching and learning facilities; and handling complaints. This type of appraisal,where students and tutors representing customers and subordinates respectively, is usually referred to as the360-feedback method in human resource management. Concurrent embedded study design from the pragmatists’epistemic approach was adopted for the study. Simple random and purposive sampling technique were respectivelyused to sample 1228 final year students and 217 course tutors from 53 study centres; and five coordinators from eachof the three Zones across the ten regions of Ghana for triangulation purposes. Data was analysed with descriptivestatistics, independent t-test and a one-way between-groups analysis of variance. The study found that coordinators’behavior and human relations were rated higher as compared to complaints handling and organising study centreactivities. This was blamed on lack of capacity to address most of students and tutors challenges; and teaching loadof coordinators. It was recommended that the management of College of Distance Education should increase thecapacity of coordinators for district and regional study centres as well as the Zones in terms of resources andtechnology to be able to take immediate steps to solve students and tutors’ complaints.

Factors contributing toward student performance in a distance education accounting degree

2014 ◽  
Vol 22 (2) ◽  
pp. 211-223 ◽  
Author(s):  
K. Papageorgiou ◽  
Abdel K. Halabi
Keyword(s):  
Distance Education ◽  
Student Performance ◽  
Financial Accounting ◽  
First Year ◽  
Content Type ◽  
Academic Aptitude ◽  
One Year ◽  
The University ◽  
Practical Implications ◽  
Measures Of Performance

Purpose – The purpose of this paper is to examine the effects of five determinates of performance in students (N = 677) who completed three years of financial accounting to obtain a Bachelor of Accounting Science (BCompt) degree by distance education through the University of South Africa. Design/methodology/approach – Regression analysis is used on three yearly measures of performance with five independent variables (age, gender, prior accounting knowledge, mathematics background and academic aptitude). Findings – Results show that mathematics background and academic aptitude are both significantly associated with student performance, throughout the financial accounting subjects. Prior accounting knowledge is also important in the first year of study but not thereafter. Research limitations/implications – Prior research has found that other factors may influence student performance, and future studies which include these variables will add to these findings. Practical implications – The results of this study have important implications for instructors, students and career advisers, particularly as research linking various factors with performance in accounting subjects over the length of a degree is limited. Originality/value – The current study considers the determinants of student performance over three financial accounting years (rather than one year or one subject) and from a distance education perspective. As distance education becomes a more important delivery method of study in the future, these results have important implications.

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