Learner support services for open and distance learning secondary education students: evidence from the institute of adult education

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dc.contributor.author James, Kulwa
dc.date.accessioned 2019-08-08T08:20:23Z
dc.date.available 2019-08-08T08:20:23Z
dc.date.issued 2015
dc.identifier.citation James, K. (2015). Learner support services for open and distance learning secondary education students: evidence from the institute of adult education. Dodoma: The University of Dodoma. en_US
dc.identifier.uri http://hdl.handle.net/20.500.12661/650
dc.description Dissertation (MA Education) en_US
dc.description.abstract This study primarily investigated the kinds of Learner Support Services (LSS) which are provided by the Institute of Adult Education (IAE) to secondary education through Open and Distance Learning (SE-ODL) students, specifically in Dodoma Region; it also measured the usefulness of these LSS to SE-ODL students and sought to find the best LSS that may be employed by IAE to SE-ODL students. The study was guided by Vygotsky‟s Social-Cultural Theory (SCT) and Holmberg‟s Theory of Distance Education. The sample size was limited to seventy respondents from the IAE in Dodoma Region. This study was qualitative in nature and it employed a case study design using four data collection methods, including questionnaires, interviews, documentary review and observation. Lastly, a thematic analysis technique was used to analyze data through reading, coding and organizing themes and concepts in manageable units. Findings from the study revealed that, in Dodoma Region, the IAE does better in the provision of both academic and non-academic LSS to SE-ODL students. Here services such as face to face tutoring sessions, peer contacts and provision of assignments were found to be well provided and used by the majority of the students. On non-academic LSS, counselling services and orientation programmes were also provided but averagely used by the students. However, it was revealed that the IAE in Dodoma Region provides less ICT-based LSS with minimal usefulness, and also it suffers from insufficient premises and manpower, especially tutors. Lastly, the establishment of new centres in other districts and students bulletin board in centres were other new LSS suggested by respondents to be employed by IAE to SE-ODL students. The study recommends that the IAE should allocate an annual budget for employing tutors and build its own premises, including classrooms. It should also collaborate with other stakeholders towards improving ICT-based LSS to SE-ODL students. en_US
dc.language.iso en en_US
dc.publisher The University of Dodoma en_US
dc.subject Learner support services en_US
dc.subject Institute of adult education en_US
dc.subject Secondary school en_US
dc.subject Distance learning en_US
dc.subject Dodoma en_US
dc.subject Annual budget en_US
dc.subject Educational stakeholders en_US
dc.subject Distance Learning en_US
dc.subject Open Learning en_US
dc.subject Learning en_US
dc.title Learner support services for open and distance learning secondary education students: evidence from the institute of adult education en_US
dc.type Dissertation en_US


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