Students’ perceptions of the open and distance learning mode for initial primary teacher training in Malawi: A case of Lilongwe Teachers’ College

Kaphesi, Elias; Banda, Grace Mkandawire

doi:10.26841/2017e05

Cited by 3 publications

(1 citation statement)

References 22 publications

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“…This is not the case in most distance education Universities especially in Africa [10] internet connectivity and resource is a challenge. Personal guidance and counselling are not considered as an integral part of the core business in African Universities that offer distance education [11]. In Kenya, the utilization of personal guidance and counselling support services in public universities is mirage, though there has been considerable effort to make personal guidance and counselling support services available to all learners [12].…”

Section: Introductionmentioning

confidence: 99%

An investigation into the study habits of distance learners: Implications for personal guidance and counselling at University of Nairobi, Kenya

Obiero

Assey

Kimamo

2020

IMRJ

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Quality and sustainability have been unresolved issues since the repercussion of the commercialization of distance education. Personal guidance, counseling and study habits, which are critical in maintaining the quality of distance education, have been underrated in most distance education. The study investigated the influence of personal guidance and counseling on study habits of distance learners in Bachelor of Education at the University of Nairobi. 319 respondents participated in the study by filling in questionnaires. The results of the Pearson Correlation Coefficient showed a positive correlation R= 0637 between personal guidance and counseling and study habits. The hypothesis was tested at α=.05 level of significance and the results H01: Personal guidance and counseling do not significantly influence study habits of distance learners was rejected since P=0.000<0.05. Therefore, the study concluded that there is a significant influence of personal guidance and counseling support services on the study habits of distance learners in Bachelor of Education studies of the University of Nairobi. The study recommends a paradigm shift through face to face and digital technology in the provision of personal guidance and counseling for study habits to maintain the quality of distance education.

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Section: Introductionmentioning

confidence: 99%

An investigation into the study habits of distance learners: Implications for personal guidance and counselling at University of Nairobi, Kenya

Obiero

Assey

Kimamo

2020

IMRJ

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Online Learning Amidst COVID-19 Emergency: A Case of the University of Malawi’s School of Education

Maseko

Gondwe

Winiko³

et al. 2021

AJOTE

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This paper explores faculty members’ concerns and level of preparedness for open and distance learning (ODL) at the University of Malawi’s School of Education during the recent Covid-19 pandemic within a context that considers ODL as a means of mitigating the impact of the pandemic on teaching and learning. Data were gathered through semi-structured interviews with four experienced academic leaders within the school of education. The Concerns Based Adoption Model (CBAM), particularly stages of concerns, served as a framework to understand the faculty’s concerns about the implementation of ODL initiatives. Inductive and deductive analysis approaches were used to analyse the interview transcripts to identify emerging themes. Deductive analysis revealed that faculty members expressed several concerns such as awareness, informational, as well as consequences concerns as they talked about their feelings and attitudes towards the implementation of ODL. Inductive analysis on the other hand revealed that faculty members’ perceptions such as minimal preparation, negative orientations, and lack of policy awareness hamper the implementation of ODL. These findings underscore the importance of members’ orientation change to ensure effective implementation of ODL in contexts like the institution under study. We discuss these and propose that professional development could help members develop positive attitudes towards ODL.

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Social guidance and counselling support services on the study habits of distance learners: A case of learners in Bachelor of Education programmes by distance learning of University of Nairobi, Kenya

Obiero¹,

Kimamo²,

Assey³

2020

Int. J. Psychol. Couns.

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Distance learners in some studies have reported feelings of isolation and lack of direction in developing effective study habits. The purpose of this study is to establish the extent to which social guidance and counselling influence study habits of learners in Bachelor of Educational programmes by distance learning of the University of Nairobi. Data were collected using structured questionnaire. Simple random and stratified random sampling methods adopted to select the 327 participants from a target population of 2199. Cronbach's alpha of α =0.76 zero was attained as the reliability coefficient of the pre-test instruments. Simple and multiple linear regression and Pearson Correlation Coefficient models determine the predictor variable. Results show that social guidance and counselling mean score of 3.29 and standard deviation of 1.297 were similar to composite mean score of 3.29 and standard deviation of 1.297. Therefore, the results of the study demonstrate that social guidance and counselling is critical in enhancing study habits of distance learners. The study recommends that education policy makers and universities should integrate social guidance and counselling in the curriculum to address myriad challenges facing distance learners in connection to their study habits.

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Students’ perceptions of the open and distance learning mode for initial primary teacher training in Malawi: A case of Lilongwe Teachers’ College

Cited by 3 publications

References 22 publications

An investigation into the study habits of distance learners: Implications for personal guidance and counselling at University of Nairobi, Kenya

An investigation into the study habits of distance learners: Implications for personal guidance and counselling at University of Nairobi, Kenya

Online Learning Amidst COVID-19 Emergency: A Case of the University of Malawi’s School of Education

Social guidance and counselling support services on the study habits of distance learners: A case of learners in Bachelor of Education programmes by distance learning of University of Nairobi, Kenya

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