Do or die: student support interventions for the survival of distance education institutions in a competitive higher education system

Netanda, Rendani Sipho; Mamabolo, Joel Moketla; Themane, Mahlapahlapana

doi:10.1080/03075079.2017.1378632

Cited by 38 publications

(29 citation statements)

References 40 publications

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“…The findings of the study are consistent with those of (Padmanabhan, 2001;Johan, 2004;Uyagu, 2009 andMomoh, 2010) who in their separate studies indicated that students performed better when appropriate and improvised materials were made available. The findings of this study are in line views expressed by Abdo and Semela (2010).…”

Section: Discussion Of Findingssupporting

confidence: 88%

“…The current study touched on the semi-urban centres such as; Assin Fosu, Dunkwa-On-Offin and Twifo Praso study centres. From the review of the literature, it has been observed that effects of student (Netanda, Mamabolo, & Themane, 2019)support services on academic achievement have not been fully explored (Accardo, Kuder, & Woodruff, 2019). Therefore this current study is an attempt to fill the research gap in the literature.…”

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confidence: 99%

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Effects of Student Support Services on Academic Achievement of Distance Education Students of the University of Cape Coast, Ghana

Kwabena¹,

Agyiri²

2020

ijird

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The availability of educational opportunities in developing countries has become a major challenge, which is noted for its highest population growth rate in the world(Carr & London, 2019). High populace growth rates in developing countries is because of a various of components, most remarkably, the occurrence of high birth rates (Haub & Gribble, 2011). The endeavours of different governments to expand access to education for its kin have demonstrated fruitless throughout the years. Problems that governments face in response to the rapid surge in education include the cost of putting up classrooms, providing modern scientific laboratories, providing residential facilities for teachers as well as salary for lecturers (Ahmed, 2011). In spite of the fact that most students lean toward conventional education, a significant number of students likewise incline toward distance education. Distance Education is certifiably not a new concept. It began in the late 1800s, at the University of Chicago (McIsaac & Gunawardena, 1996). This institution was the first to establish a correspondence programme between the teacher and learner at different locations. Policies pursued by colonial and post-colonial regimes on the educational front have been enormous. University education started in Ghana during the colonial era. The first public university in the country was established in 1948 as the University College of the Gold Coast, now called University of Ghana, Legon (University of Ghana, 2009). Since then there has been eight additional public funded traditional universities. Nonetheless, for the past two decades, public universities in Ghana had rejected many applicants who otherwise are qualified by virtue of the National Accreditation Board's entry requirements to pursue university education in the country. Averagely, about 49% of qualified candidates gain admission to the state funded universities, making demand-supply gap of about 51% (Oduro, 2008). For example, in the 2005/2006 academic year just 55% of qualified candidates were conceded into all the Public Universities in Ghana (Oduro, 2004).In the past, the following distance education programmes were run by national and international bodies in Ghana. These included the following; The Correspondence Programme by the Institute of Adult Education (IAE) University of Ghana; Kumasi Institute of Tropical Agriculture (KITA) Home Study Centre, the Rapid Results College of the Trades Union Congress, the Pupil Teacher Modular Course and the Rural Radio Forum (COL. 1992). The term 'Distance Education' was instituted in 1972 by the International Council for Correspondence Education (Moore, 1990). Moore (1990) characterized Distance education as institution-based, formal education where the learning bunch is isolated, and where interactive telecommunications systems are utilized to connect students, resources, and

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Section: Discussion Of Findingssupporting

confidence: 88%

mentioning

confidence: 99%

Effects of Student Support Services on Academic Achievement of Distance Education Students of the University of Cape Coast, Ghana

Kwabena¹,

Agyiri²

2020

ijird

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“…○ self-improvement of learning skills and time management to better balance study, work and life (eg, Kibelloh & Bao, 2014;Romero, 2011). Furthermore, despite the plethora of research, the high dropout rates of non-traditional online students remain an ongoing challenge, with continued calls for further detailed investigation (eg, French, 2019;Lamon et al, 2020;Netanda et al, 2019;Xavier & Meneses, 2020). This paper consequently expands on existing global knowledge via its in-depth investigation of online student dropout reasons, with OUA as the case study, including their personal opinions on how the education providers could have prevented their attrition.…”

Section: Liter Ature Re Vie Wmentioning

confidence: 99%

Large qualitative sample and thematic analysis to redefine student dropout and retention strategy in open online education

Greenland

Moore

2021

Brit J Educational Tech

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“…A panel of distance learning experts indicated that support services were important in student retention (Heyman, 2010). Students themselves indicated a great need for technical support services (Netanda, Mamabolo, & Themane, 2017). In a study about the availability of student support services, the data indicated that institutions with higher graduation rates for the on-campus students were more likely to graduate the online-only students as well.…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

A Statewide Study of Perceptions of Directors on the Availability of Online Student Support Services at Postsecondary Institutions

Brown

Strigle

Toussaint³

2020

OLJ

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As a state university system planned for growth in the availability of distance education degrees, the presidents and the provosts decided to include consideration for the availability of student support services. To ensure availability of student support services for online students, college and university systems in the state developed and implemented a self-reporting tool, the Online Student Support Scorecard to measure the availability of those services at both the college and the university levels. Although institutions were offering many of the services identified in the scorecard as essential, institutions were struggling to provide some of the services. Differences also were identified between the types of services available at the state college system compared with the university system.

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Do or die: student support interventions for the survival of distance education institutions in a competitive higher education system

Cited by 38 publications

References 40 publications

Effects of Student Support Services on Academic Achievement of Distance Education Students of the University of Cape Coast, Ghana

Effects of Student Support Services on Academic Achievement of Distance Education Students of the University of Cape Coast, Ghana

Large qualitative sample and thematic analysis to redefine student dropout and retention strategy in open online education

A Statewide Study of Perceptions of Directors on the Availability of Online Student Support Services at Postsecondary Institutions

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