Students Perceptions on Distance Education in Ethiopian Higher Education

Abstract

The study explores students’ perceptions in open and distance education at Haramaya University. A total of 120 students (90 male and 30 female) represent the study sample. Data were collected from the audience through a questionnaire which consisted of open ended items with a reliability of a equal to 0.96. The collected data were analyzed using t-test, ANOVA (One-way &Two-way) and the Pearson Product Moment Correlation(r). The results disclosed a considerable proportion of students’ have the perceptions that the quality of distance education system in general and the distance teacher training program in particular ranges from moderate to poor. Female learners’ demonstrate lower perceptions of the quality of the program while their male counterpart demonstrates high quality perceptions. There is a positive correlation between academic score and perceptions score. Married learners show a lower level of academic achievement compared to those who are unmarried. The natural science students have better academic performance and higher perceptions scores than social science and language students. And, high achievers show significant higher perceptions than the low and average achievers. In addition, diploma students demonstrate higher perceptions scores than the BA/BSC or certificate students with regards to the ODL system of education.

Zooming into the Barriers and Motivations of the Ethiopian University Instructors for Designing and Delivering Content Online: An Institutional Case Study of the University of Gondar

“…In addition, many studies conducted in Ethiopia focused on how students and instructors perceived e-learning (Seyoum, 2012;Tegegne, 2014); Nihuka & Voogt, 2011). These literary works, however, did not focus on the current difficulties faced by university instructors in creating and delivering online content, and they paid little attention to the extent to which content online has importance in addressing the educational gaps of minority groups in Ethiopia.…”

“…The available research on the issue is limited, and much of it focused only on knowledge (Dai et al, 2020) and attitude (Ta'amneh, 2021) of content online considered the challenges of it. Third, much of the research conducted in Ethiopia focused on the perceptions of students (Seyoum, 2012;Tegegne, 2014) and both students and instructors (Nihuka & Voogt, 2011) on e-learning. However, there is a paucity of research that examines the extent to which the prospects of university instructors in structuring content online in public universities of Ethiopia.…”

Exploring PBL Online Teaching to Enhance Students’ Meta-Learning Skills

“…While online learning is an increasing essential element of education, many countries are using it as a powerful tool for human resource development [2] [3]. However, it is difficult for professors to assist students in concentrating and participating in an online course in a circumstance with Internet appeal, with its plethora of shopping websites, free online games, and social networking websites [4].…”

Öğretmenlerin Psikolojik Danışma ve Rehberlik Faaliyetlerine Yönelik Tutumlarının Açıklanmasında Mesleki Profesyonelliklerinin Rolü

“…Bu çalışmaların bazılarında öğretmenlerin bu hizmetlere yönelik görüşlerinin olumlu yönde olduğu bulunmuştur (Camadan vd., 2018;Keskin, 2022;Tuzcuoğlu, 1995;Uzun, 2018). Bazı araştırmalarda ise PDR hizmetlerine yönelik görüşlerin olumlu yönde olmadığı belirlenmiştir (Abid, 2006;Cooper vd., 2005;Çöp vd., 2023;Kızıl, 2007;Parmaksız & Gök, 2018;Seyoum, 2011;Terzi vd., 2011). Bu durumun nedeninin belirlenmesine yönelik yapılan bir araştırmada öğretmenlerin, PDR servislerine yönelik olumsuz ve peşin hükümlü oldukları, ilgi ve bilgi düzeylerinin yetersiz olduğu ortaya koyulmuştur (Tuzgöl Dost, 2020).…”