|dc.contributor.advisor||Kapp, C. A.||
|dc.contributor.advisor||Troskie-de Bruin, C.||
|dc.contributor.author||Mowes, Delvaline Lucia||en_ZA
|dc.description.abstract||Distance education and open and flexible learning policies have done much to
extend accessibility to higher education throughout the world. However, distance
education is not just a move away from learning in the classroom. It is a complete
paradigm shift and when delivering learning materials outside the classroom
across any distance, it is important that technologies and techniques support
students. Against this background, the case has been made that the provision of
student support services, according to the diverse needs and expectations of
adult distance education students, should be an integral part of the provision of
open and distance learning.
The focal point of this study was to evaluate student support services, provided
at the northern campus of the University of Namibia, from a student perspective.
A combination of both quantitative and qualitative methodologies was chosen
and data were collected by means of a literature review and a questionnaire,
supplemented with open-ended questions. The subjects of the study were
second- and third-year B.Ed. students from the northern campus of the University
The results of this study have provided evidence that adult distance education
students indeed value the provision of student support services. Specifically,
students in this study placed the greatest importance on student support services
related to getting started with their studies, for example orientation sessions
about available student support services and contact and communication with
tutors and fellow students by means of vacation schools, face-to-face tutorials on
Saturdays at regional centres and support through study groups. One of the conclusions of the study was that the institutional policy and the role
of management are crucial in the establishment of an effective student support
model to facilitate distance learning.
The following recommendations were formulated:
The University’s Centre for External Studies (CES) should conduct periodic and
regular evaluation studies of its distance education students to design, develop
and provide student support services that will be tailored to students’ specific
needs and expectations.
CES should pay attention to support services that help reduce barriers if it is to
attain its mission of making quality higher education more accessible.
CES should provide adequate training to tutors to prepare them for the special
challenges presented by open and distance learning.
CES should design and implement an appropriate Information and
Communication Technology (ICT) course to empower distance education
students adequately for the use of modern ICT.||en_ZA
|dc.publisher||Stellenbosch : University of Stellenbosch||
|dc.subject||Dissertations -- Curriculum studies||
|dc.subject||Theses -- Curriculum studies||
|dc.subject||Theses -- Education||en_ZA
|dc.subject||Dissertations -- Education||en_ZA
|dc.subject.lcsh||Distance education -- Namibia --Computer-assisted instruction -- Case studies||
|dc.subject.lcsh||Teacher-student relationships -- Namibia -- Case studies||
|dc.title||An Evaluation of student support services in open and distance learning at the University of Namibia||en_ZA
|dc.rights.holder||University of Stellenbosch||