scholarly journals Learner Support Services and Retention of Distance Learners: The Case of Bachelor of Education Programmes of the University of Nairobi

2019 ◽  
Keyword(s):  
Support Services ◽  
Distance Learners ◽  
Learner Support ◽  
Bachelor Of Education ◽  
The University

scholarly journals Library Support to Distance Learners

2011 ◽  
pp. 122-134
Author(s):  
Kshema Prakash
Keyword(s):  
Social Networking ◽  
Information Literacy ◽  
Support Services ◽  
Distance Learners ◽  
Library Services ◽  
Distance Learner ◽  
Library Support ◽  
The University ◽  
Distance Education System ◽  
Social Networking Tools

The chapter discusses library support services in a distance education system and their value and importance in the overall development of a learner in general and a distance learner in particular. The chapter also traces how emerging digital technologies allow libraries to offer efficient support services to distance learners. This case of Distance Library Services at a university in India describes the evolution, experiences and challenges of offering distance library services through the university. The chapter focuses on information literacy and use of social networking tools. Development of information literacy is critical for distance learners, and social networking tools based on Web 2.0 technologies may provide library services and impart information literacy to distance learners. The chapter concludes with some suggestions pertaining to opportunities and future propositions.

scholarly journals ACADEMIC COUNSELLING SERVICES IN INDIRA GANDHI NATIONAL OPEN UNIVERSITY (IGNOU).

2020 ◽  
Author(s):  
PRAVAT KUMAR JENA
Keyword(s):  
Support Services ◽  
Formal Education ◽  
Matter Content ◽  
Distance Learners ◽  
Open University ◽  
Learner Support ◽  
Counselling Services ◽  
Geographical Separation ◽  
Subject Matter Content ◽  
National Open University

Academic counselling is an important activity of learner support services offered by Open and Distance Learning (ODL) system. It is the key to the learners' success in ODL system. The geographical separation of the teachers and learners along with socio-psychological constraints i.e. language, culture, motivation, inadequate skill, anxiety etc., affects the distance learners in completing the courses successfully. The counselling sessions also offer the students an opportunity to interact with their peers. The counsellors perform various roles, such as facilitating learners about the subject matter content, assessing assignments, providing motivation and encouragement and supervising research papers/project works. Since counselling is an important component of distance education, it is necessary to understand the concept. The Indira Gandhi National Open University (IGNOU) provides highly integrated learner support services through the network of study centers, regional centers and the headquarters. One of the major objectives of IGNOU has been to provide opportunities of higher education to a large segment of population and to develop new programme for adult learners for whom formal education system was quite difficult or impossible.

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.

Strengthening Academic Learner Support at the University of Botswana

2020 ◽  
pp. 1-28
Author(s):  
Dineo Phana Motswagosele ◽  
Chandapiwa Butale
Keyword(s):  
Support Services ◽  
Academic Literacy ◽  
Success Strategies ◽  
Academic Excellence ◽  
Situational Analysis ◽  
National Context ◽  
Learner Support ◽  
University Of Botswana ◽  
Student Profiles ◽  
The University

This chapter provides a situational analysis of academic language and learning (ALL) support at the University of Botswana (UB) with the view to assess how the university is doing in this regard and the implications for student retention and success. Strategies for enhancing academic literacy and learner support are discussed based on current issues related to changing student profiles in the international higher education (HE) arena facilitated by globalization and technology. The national context of Botswana, as well as UB, will be discussed in this chapter. The need for ALL in HEIs will also be discussed and recommendations made to the UB on how to best structure their support services. Finally, an academic literacy model for the UB geared at equipping students with requisite skills for academic excellence will be proposed.

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.

scholarly journals ICT IN OPEN AND DISTANCE EDUCATION: A TOOL FOR LEARNER SUPPORT SERVICES AND POLICY DEVELOPMENT

2020 ◽  
Vol 8 (5) ◽  
pp. 275-284
Author(s):  
Gagan Singh ◽  
Gopal Datt
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Best Practices ◽  
Support Services ◽  
Institutions Of Higher Education ◽  
Learner Support ◽  
Open And Distance Learning ◽  
The University ◽  
Learning Institutions

Purpose of the study: The purpose of this study is to highlight the role of Information and Communication Technology (ICT) in open and distance learning system of education at Uttarakhand Open University. This paper also highlights the best practices of ICT in learner support services offered by the University and areas of distinctiveness in utilizing ICT applications. Methodology: This study is a descriptive-analytical in nature and adopts a case-study approach in presenting the various ICT facilities offered by the Uttarakhand Open University at its Headquarters, Regional Centers, and Learning Support Centers. It has been carried out to examine the role of ICT in Open and Distance Learning to strengthen the learner support services and analyze the best practices of ICT offered by the University. Main Findings: The huge increase in online enrollments has been noticed from the year 2015-16 to 2019-20. Simultaneously the noticeable growth has been noted in total enrollments from urban and as well as from rural areas due to University e-services and support. Applications of this study: This study helps all the Institutions of Higher Education, especially for the Open and Distance Learning Institutions. The applications of ICT in education increase in the Gross Enrollment Ratio and also reduces the skill gap among institutions of higher education. During this study, author(s) found that the optimal utilization of ICT in Open and Distance Learning Institution, can reduce the complexity of physical data handling at headquarters and leads fast decision making towards learner support strategies, etc. Originality: This study describes the various initiatives taken by the University regarding the use of ICT to facilitate learner support services, and also strengthen the reachability of higher education to the remotest areas of the state. This study highlights recommendations for Open and Distance Learning Institutions to the optimal utilization of ICT applications.

scholarly journals ‘I got content with who I was’: Rural teachers’ encounters with new ways of practising literacy

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Toni Gennrich
Keyword(s):  
Literacy Practices ◽  
Limpopo Province ◽  
Literacy Teachers ◽  
Rural Teachers ◽  
Bachelor Of Education ◽  
Teacher Students ◽  
The University ◽  
Personal Literacy ◽  
Critical Imagination

In a context where Foundation Phase literacy teachers’ personal literacy often involves operational and technicist practices rather than creative, this paper argues that it is by exposing teachers to experiences of working with different genres of text for an extended time, in different fields, that teachers are able to imagine the possibilities these genres afford. Using a Bourdieusian framework of habitus, field, capital and doxa and applying imagination to the theorisation of these concepts, I examine the effect on a group of rural teachers from Limpopo province of being removed from their classrooms, and being given the opportunity to complete a 4-year Bachelor of Education degree at the University of the Witwatersrand. This case study used reflective journals and focus groups to trace shifts in the ways these teacher-students enacted literacy and thought about teaching literacy. Findings from this study suggest that teachers of literacy can change deeply entrenched ways of thinking about and valuing literacy by reflecting on the discontinuities between old and new ways of practice and, through anticipatory reflection, to imagine possibilities of teaching and enacting literacy differently. This requires critical imagination, awareness and agency. This paper discusses, in particular, Elela’s experience with poetry and Kganya’s experience with a drama script, assessing the effect this had on their personal literacy practices and how they imagine teaching literacy in the future.

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