ERIC Number: EJ1243489
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2331-186X
EISSN: N/A
Transforming University Learner Support in Open and Distance Education: Staff and Students Perceived Challenges and Prospects
Cogent Education, v6 n1 Article 1658934 2019
This article cross-examines the views of the university staff and selected students on institutional challenges in managing and delivering learner support for in-service teachers engaged in distance education in Uganda. A qualitative approach using in-depth interviews and reflective logs provided the study framework. The results showed several challenges faced by the university in administering learner support: a limited number of full-time staff at the faculty, lack of a reading culture, poor citations and referencing styles by students, untimely communication, and failure of some students to attend faculty field support. Further analysis revealed challenges of organising successful face-to-face workshops, inadequate counselling and guidance, inadequate action research supervision, students' lack of ICT skills, inadequate library support, limited financial resource base, inadequate faculty support from the university management, and limited distance learners' representation in their leadership and governance. The article concludes that building institutional capacity for distance education should be a driver to transform learner support challenges into opportunities for enhanced service delivery.
Descriptors: Open Education, Distance Education, Student Attitudes, Teacher Attitudes, College Students, College Faculty, Foreign Countries, Barriers, Delivery Systems, Capacity Building, Teacher Education, Reading Attitudes, Citations (References), Communication Problems, Attendance, Teacher Student Relationship
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Uganda
Grant or Contract Numbers: N/A