scholarly journals An investigation into the study habits of distance learners: Implications for personal guidance and counselling at University of Nairobi, Kenya

2020 ◽  
pp. 65-74
Author(s):  
Janet Obiero ◽  
Anne Assey ◽  
Charles Kimamo
Keyword(s):  
Distance Education ◽  
Pearson Correlation ◽  
Study Habits ◽  
Distance Learners ◽  
Guidance And Counseling ◽  
Guidance Counseling ◽  
Bachelor Of Education ◽  
Level Of Significance ◽  
The University

Quality and sustainability have been unresolved issues since the repercussion of the commercialization of distance education. Personal guidance, counseling and study habits, which are critical in maintaining the quality of distance education, have been underrated in most distance education. The study investigated the influence of personal guidance and counseling on study habits of distance learners in Bachelor of Education at the University of Nairobi. 319 respondents participated in the study by filling in questionnaires. The results of the Pearson Correlation Coefficient showed a positive correlation R= 0637 between personal guidance and counseling and study habits. The hypothesis was tested at α=.05 level of significance and the results H01: Personal guidance and counseling do not significantly influence study habits of distance learners was rejected since P=0.000<0.05. Therefore, the study concluded that there is a significant influence of personal guidance and counseling support services on the study habits of distance learners in Bachelor of Education studies of the University of Nairobi. The study recommends a paradigm shift through face to face and digital technology in the provision of personal guidance and counseling for study habits to maintain the quality of distance education.

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 TASK AND MANAGEMENT SUPERVISION OF GUIDANCE AND COUNSELING

2014 ◽  
Vol 4 (1) ◽  
pp. 22
Author(s):  
Tri Anjar
Keyword(s):  
Counseling Supervision ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
Guidance Counseling ◽  
Process Guidance

Abstract: Improving the quality of guidance and counseling services in the educational unit requires the support of other parties. Process guidance and supervision right, and carried out by competent and professional personnel are needed to support the quality of counseling services performed by teachers BK. BK control activities include activities supervisor, educator, and motivator. The pattern of structured supervision, honest, and based on the analysis of the problems the ministry guidance and counseling in schools, will be able to give a good contribution to the improvement, evaluation, and improvement of guidance and counseling services, as well as the professionalism of teachers BK as a service provider.Keyword: guidance, counseling, supervision, management

scholarly journals PKU BAGI GURU BK SMK KABUPATEN MAGELANG UNTUK OPTIMALISASI KOMPETENSI, KINERJA DAN LAYANAN GURU BK BERBASIS FLOP SMART

2019 ◽  
Vol 4 (2) ◽  
pp. 123
Author(s):  
Hijrah Eko Putro ◽  
Tawil Tawil
Keyword(s):  
School Environment ◽  
Analysis Data ◽  
Guidance And Counseling ◽  
Teacher Competence ◽  
Guidance Counseling ◽  
Counselling Services ◽  
University Partnership ◽  
And Performance ◽  
The University ◽  
Partnership Program

<p><strong><em>Abstract.</em></strong> <em>University partnership program aims to: (1) enhance the quality, performance and service teacher BK in the school environment; (2) Improving the competence of teachers BK in carrying out guidance and counseling services to students; (3) Increase of innovations in managing the administration of BK-based smart flop.University partnership program was conducted in the laboratory of the Faculty of Economics and business Internet Muhammadiyah University of Magelang, on December 13-14 March 2019. Trainees are teachers BK CMS in Magelang Regency. In order to achieve the goals that have been mentioned before, then taken steps as follows: (1) contact the headteacher and Chair of guidance counseling Teacher Magelang to know the extent to which teachers utilize smart looking and flop analysis data related training needed in increasing competence, service and performance teacher BK through the analysis of a smart flop; (2) organized a training program that includes the stage introduction, the training phase, and the phase of evaluation results; (3) the stage of introduction and training is done in groups.Based on the results of the University partnership program can be concluded: (1) this activity can improve the understanding and skill in the use of a smart flop analysis; (2) these activities are able to improve and optimize the performance of teacher competence, BK in providing guidance and counselling services in particular related patterns service BK to the students; (3) the activity is able to foster a spirit of improvements to independently by utilizing technology-based smart flop.</em></p><p><strong><em> </em></strong></p><p><strong>Abstrak.</strong> Program kemitraan universitas ini bertujuan untuk: (1) Meningkatkan layanan, kinerja dan kualiatas guru BK di lingkungan sekolah; (2) Meningkatkan kompetensi guru BK dalam melaksanakan layanan bimbingan dan konseling kepada siswa; (3) Menambah inovasi dalam mengelola administrasi BK berbasis flop smart (from laptop to smartphone).Program kemitraan universitas ini dilaksanakan di Laboratorium Internet Fakultas Ekonomi dan Bisnis Universitas Muhammadiyah Magelang, pada tanggal 13-14 Maret 2019. Peserta pelatihan adalah guru BK SMK di Kabupaten Magelang. Dalam rangka mencapai tujuan yang telah disebutkan sebelumnya, maka ditempuh langkah-langkah sebagai berikut: (1) Menghubungi Kepala Sekolah dan Ketua Musyawarah Guru Bimbingan Konseling untuk mengetahui sejauh mana guru memanfaatkan analisis flop smart (from laptop to smartphone). dan mencari data terkait  pelatihan yang dibutuhkan dalam peningkatan kompetensi, layanan dan kinerja guru BK melalui analisis flop smart (from laptop to smartphone); (2) Menyelenggarakan program pelatihan yang meliputi tahap pengenalan, tahap pelatihan, dan tahap evaluasi hasil; (3) Tahap pengenalan dan pelatihan dilakukan secara kelompok.Berdasarkan hasil program kemitraan universitas dapat disimpulkan: (1) Kegiatan ini dapat meningkatan pemahaman dan keterampilan dalam penggunaan analisis flop smart (from laptop to smartphone), (2) Kegiatan ini mampu meningkatan dan mengoptimalkan kompetensi, kinerja guru BK dalam memberikan layanan bimbingan dan konseling khususnya terkait pola pelayanan BK kepada siswa. (3) Kegiatan ini mampu menumbuhkan semangat dalam peningkatan kinerja secara mandiri dengan memanfaatkan teknologi berbasis flop smart (from laptop to smartphone).</p>

scholarly journals An elaborated model of student support to allow for gender considerations in Asian distance education

2014 ◽  
Vol 15 (2) ◽  
Author(s):  
Insung Jung ◽  
Seongyoun Hong
Keyword(s):  
Distance Education ◽  
Online Survey ◽  
Student Support ◽  
Distance Learners ◽  
Learner Support ◽  
Support Provision ◽  
Distance Learner ◽  
Hong Kong Sar ◽  
And Gender

<p align="left">Research indicates that distance education (DE) students regard learner support systems as the key element in quality provision. This study sought to identify the key concerns of Asian DE students regarding support provision in different types of DE and dual-mode providers and formulate a student support model which took account of gender issues. An online survey was conducted with 1,113 distance learners in Japan, Korea, Hong Kong SAR China, Malaysia, India, Pakistan, Philippines, Singapore, and Thailand which required them to respond to open-ended questions regarding their main concerns over the quality of distance education. Their responses were analyzed with Nvivo 2.0 based on the framework of the Atkins (2008) ARCS model of distance learner support. It was found that in assessing the quality of DE the students valued 13 types of student support across five domains: affective, reflective, cognitive, systemic, and gender-considerate. It was also confirmed that there were gender differences in the students’ perceptions of the need for student support. Building on these findings, an elaborated model for student support for Asian distance learners was developed from a systems perspective, and from this, a list of supporting strategies was proposed. <br /><strong></strong></p>

scholarly journals Implications of Academic Staff Participation in Teaching Practice on the Quality of Bachelor of Education Program in Selected Public Universities in Kenya

2019 ◽  
Vol 6 (1) ◽  
pp. 68
Author(s):  
Anthony Njoroge Johnson ◽  
Gathara Peter ◽  
Kirimi Francis
Keyword(s):  
Education Program ◽  
Public Universities ◽  
Teaching Practice ◽  
Academic Staff ◽  
Research Question ◽  
University Education ◽  
Validity And Reliability ◽  
Bachelor Of Education ◽  
The University

One of the major determinants of quality education in the Bachelor of Education program is the Teaching Practice component. Globally teaching practice is a mandatory undertaking, at both universities and tertiary teacher training colleges. Various universities adopt different modes of teaching practice especially with regards to its supervision. The exercise of teaching practice supervision is often faced by a number of challenges, for example, inadequate staffing which means that teacher trainees may not be adequately supervised. As such, this study aimed at establishing the implications of academic staff participation in teaching practice on the quality of B.Ed program. Hence, this study sought to answer the research question: how does academic staff participation in teaching practice influence the quality of Bachelor of Education program in public universities in Kenya? The study employed a descriptive survey research design. The scope of the study was the University of Nairobi and Kenyatta University. The target population of the study comprised 12,342 respondents, where 30 percent of them (433) were sampled. Moi University was used for piloting, after which instruments were modified to ensure highest validity and reliability. The research instruments used in the study comprised questionnaires, interview guide and document analysis schedule. Data collected was analyzed using SPSS. The study findings were presented by the use of frequency tables. The study established that, other than the normal teaching load, academic staff were also tasked with the duty of supervising students while in teaching practice. The study established that on average each lecturer was to supervise at least 20-25 supervision over a two weeks period. In fact, some supervisors devised their own mechanisms of handling a large number of students in teaching practice, for instance, some of them would assemble students in a common hall, mostly away from their stations of practice. Such mechanisms can only be inappropriate as far as quality of assessment is concerned. The challenges surrounding participation of Bachelor of Education academic staff in teaching practice, such as a large number of students, remoteness of some stations as well as inadequate facilitation of academic staff makes it difficult for them to ensure quality experience is gained by students in teaching practice, and as such, this study concludes that teaching practice has not modeled B.Ed. students as expected by CUE. The study recommends Commission for University Education to come up with standard guidelines, which defines the kind of teaching practice Bachelor of Education students should be subjected into, the qualification of academic staff expected to conduct the preparation and assessment as well as the nature of the schools where students can undertake the teaching practice. In so doing, they will compel all the universities offering the degree to ensure quality standards are adhered to at all times. The study further recommends the university management to incorporate the model of mentor supervisors and regulate their recruitment, incentives and reporting in order to reduce the burden of B.Ed Academic Staff participation in teaching practice.

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.

Quality Processes in Distance Education

2011 ◽  
pp. 1728-1733
Author(s):  
Alistair Inglis
Keyword(s):  
Distance Education ◽  
Course Design ◽  
Teaching Staff ◽  
Failure Rates ◽  
Broadcast Media ◽  
History Of ◽  
New Type ◽  
The Uk ◽  
The University

Practitioners and providers in distance education owe a great debt to the founders of the UK Open University (UKOU). The history of distance education can be broken into two eras, each separated by the successful establishment of the UKOU. The UKOU had as strong an incentive as any institution to improve quality — its very survival is dependent on its success. Prior to the establishment of the UKOU, distance education (or correspondence education, or extramural studies or external studies, as it was then known) was characterized by high attrition and high failure rates (White, 1974). The UKOU planners recognized this fact. They realized that, for the University to succeed, the causes of the high attrition and high failure rates had to be addressed. The fact that the University continues to this day is testament to its success. The way in which the UKOU tackled the issue of quality, carries some lessons for distance education providers today. It did so, not by targeting one key area, but by tackling the range of factors that affect the quality of a student’s experience of studying at a distance: by investing heavily in the presentation quality of materials; by making innovative use of media, (particularly the broadcast media); by putting in place a new type of organisational structure to support teaching staff in the work of course design, teaching, and assessment; and by building up a range of other support functions: establishing local study centres, employing local tutors, and instituting a program of residential schools.

Researching Distance Education and E-Learning

2011 ◽  
pp. 191-200
Author(s):  
Fanuel Naidu
Keyword(s):  
Distance Education ◽  
Course Design ◽  
Educational Practice ◽  
Human Cognition ◽  
Distance Learners ◽  
Learning And Teaching ◽  
Study Guides ◽  
Descriptive Research ◽  
E Learning

An overview of the distance learning (DE) literature from the past few decades shows a great deal of attention being focused on “descriptive” research, which was work that aimed to describe the DE phenomenon. This focus led to some interesting and groundbreaking work on defining the nature of distance education, and theorizing about learning and teaching at a distance (see Keegan, 1996). With more experience, both in the practice of DE and its study, there has been growing interest on evaluating the quality of learning and teaching at a distance, and on the influences of various forms of technology in this regard. This research has drawn from what we know about human cognition, learning, and teaching, and about the effects of educational technology, including how to go about ascertaining their effects validly and reliably. One of the most noteworthy contributions to educational practice of distance education has been the awareness and interest in learning and instructional design processes, and course design and development more generally. Mostly because of the need to pay greater attention to distance learners, educators have come to realize that “shoveling” lecture notes and class schedules (known as “shovel ware”) into printed study guides and online learning environments is not going to be enough. A lot more is necessary to engage learners and support them in their learning.

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