Exploring student support services of a distance learning centre at a Namibian university

Shikulo, Lukas; Lekhetho, Mapheleba

doi:10.1080/23311886.2020.1737401

Cited by 23 publications

(19 citation statements)

References 20 publications

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“…Subsequently, they remain less attractive for SVI to students seek admission to their programmes. Similar sentiments were echoed by (Reed and Curtis 2012;Shikulo and Lekhetho 2020) who state that students shy away from seeking admission to most HEIs because they are less prepared and there is lack of assurance of student support in some institutions.…”

Section: Discussionmentioning

confidence: 76%

Including the excluded in Open and Distance Learning in Namibia: Policy transformation to maximise the inclusion of students with visual impairments

Green¹,

Sheyapo²

2021

Preprint

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It is evident that there is an increase in the enrolment of students with disability in Higher Education, particularly Students with Visual Impairments (SVI). However, it is also sad to note that, this group of students remain excluded and thus are less visible in Open and Distance Learning (ODL). The current pandemic (COVID-19) has put to test, the preparedness and pro-activeness of most higher education institutions to include students with disabilities in different modes of teaching and learning. This paper observed, reviewed, and analysed various legislatives to determine the preparedness of different ODL Centres of selected HEIs in Namibia. Amongst others, some national and institutional legislatives revealed lack of obliging guidelines to compel HEIs to commit to the inclusion of students with disabilities particularly the SVI. The paper concludes that there is lack of policy guidelines in HEIs toward inclusive education and consequently most institutions remain reluctant to prepare and be proactive to include SVI in the ODL programme. The paper calls for policy transformation at national, ministerial, and institutional, to move toward inclusive education through all modes of learning.

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Section: Discussionmentioning

confidence: 76%

Including the excluded in Open and Distance Learning in Namibia: Policy transformation to maximise the inclusion of students with visual impairments

Green¹,

Sheyapo²

2021

Preprint

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“…Recent studies confirm the higher failure rates of e-learning students, despite being their first choice vs. traditional in-person teaching [ 19 ]. A cross sectional study during the Covid-19 pandemic reported a positive correlation between student´s technology addiction and their e-learning academic engagement [ 20 ].…”

Section: Literature Reviewmentioning

confidence: 97%

Managing university e-learning environments and academic achievement in the United Arab Emirates: An instructor and student perspective

et al. 2022

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The present research evaluates how E-learning environment, E-learning adoption, Digital readiness, and Students attitudes towards E-learning, affect Academic achievement. The study focuses on a much-neglected cultural context, Gulf Cooperation Council countries (GCC), since Student’s readiness as well as institutions and professors’ endowments greatly varied within countries and among universities. The study further incorporates Instructors attitudes and evaluates the mediation effect of Academic engagement on Academic achievement. The methodology relies on Partial Least Squares structural equation modelling (PLS-SEM). The research findings emphasize the role of E-learning environment, Digital readiness, Academic engagement, students as well as instructors E-learning attitude as the decisive factors that determine students’ Academic achievement. This implies that institutions who adapt to a changing environment by aligning students and instructors’ goals to develop a positive and supportive E-learning environment, will foment Academic engagement and promote students’ Academic achievement.

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“…This may be attributed to the lack of hands-on activities, experiments, and investigative projects which were considered as the keys of science learning to maintain their motivation and engagement (Manalo, 2021) by considering learners' contexts such as their personality, situations at home, and fondness. Support system is a critical component of students' learning so that they are able to cope with academic and personal demands of remote learning (Shikulo & Lekhetho, 2020). Results revealed that majority of the students received the support they need in terms of the provision of resources and learning space, accomplishing tasks, using unfamiliar tools, and supervision.…”

Section: Students' Perceived Challenges In Ibl Odlmmentioning

confidence: 99%

Challenges in Inquiry-Based Science Learning in Online Distance Learning Modality: Input to Action Plan

Manalo

2022

SciEd

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The K-to-12 science curriculum promotes the use of Inquiry-Based Science Learning (IBSL) as a pedagogy to achieve scientific literacy. However, the COVID-19 pandemic has disrupted the conventional education approach in migration to new normal. This sequential explanatory research was conducted to explore the students’ challenges encountered in IBSL in Online Distance Learning Modality (ODLM) at a public integrated high school. Stratified random sampling was used to select the 261 students as respondents from Grades 7 to 12. Researchers-developed survey questionnaires was administered online. Descriptive statistics was employed to analyse the collected data. Results revealed that majority of the students encountered not much challenges in learning resources, competence to technology tools, online self-efficacy, teachers’ pedagogy, motivation, and support system. However, specific indicators received higher mean, implying that certain challenges still existed. To further explore such challenges, in-depth interview was conducted among 12 purposively selected participants. Thematic analysis was utilised to interpret the data. Results disclosed other domains of challenges. Some students experienced limited interaction and received minimal assistance among peers. Meanwhile, lack of constant communication impeded continuous science learning. Fundamental science topics were not rigorously discussed, while the absence of experiments resulted to poor laboratory skills. Furthermore, online science pedagogies were not fully utilised. Challenges are evident; hence, these findings provide pedagogical insights to enhance the use of IBSL in new learning modality. An action plan is hereby proposed to reduce the challenges in IBSL in ODLM.

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Exploring student support services of a distance learning centre at a Namibian university

Cited by 23 publications

References 20 publications

Including the excluded in Open and Distance Learning in Namibia: Policy transformation to maximise the inclusion of students with visual impairments

Including the excluded in Open and Distance Learning in Namibia: Policy transformation to maximise the inclusion of students with visual impairments

Managing university e-learning environments and academic achievement in the United Arab Emirates: An instructor and student perspective

Challenges in Inquiry-Based Science Learning in Online Distance Learning Modality: Input to Action Plan

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