This study examined perspectives of distance education students on online learning based on their access gadgets (availability and functionality), online presentation or teaching methods, actual use of online learning coupled with its challenges. A quantitative approach and descriptive survey design were adopted for the study. A sample of 1061 was drawn from a study population of 44,134 distance learners across sixteen administrative regions and data collected using a questionnaire. Partial least squares structural equation modelling (PLS-SEM) was used to analyse the hypotheses of the study, and descriptive statistics were deployed to analyse students perceived challenges. The study found a statistically significant relationship between the availability and functionality of online gadgets, availability of online gadgets and online presentation methods, functionality and online presentation methods and functionality and online learning usage. Thus, these factors are necessary for successful online learning. Four main perceived challenges identified were unreliable power/electricity and internet connectivity, lack of collaboration and motivation during online learning. Therefore, it was recommended that steps are taken to resolve the perceived challenges while adopting the blended approach comprising face-to-face and online learning. The blended learning approach would enable students to adjust better and appreciate its usefulness in distance education.

Purpose The purpose of this paper is to investigate the proximity of study centres to the students of College of Distance Education, University of Cape Coast (CoDE/UCC) and whether further studies of distance learners who were teachers and employees could lead to absenteeism in their workplaces. Design/methodology/approach A sequential explanatory strategy was used. A self-administered questionnaire and unstructured interviews as well as observation guides were employed to collect data from 2,077 students pursuing business and education programmes of CoDE in all study centres across Ghana. Data were analysed with descriptive statistics and pattern matching of content analysis. Findings The study found that few teachers and other workers pursuing the distance education do absent themselves from the workplace or classroom on Fridays preceding their face-to-face session because they embarked on their journey to the study centres on Friday morning. Some teachers also absented themselves from work on Mondays after face-to-face sessions for a lack of means of transport on Sunday after lessons. The absenteeism of these respondents directly and indirectly affected their employers, students and customers. Practical implications It was therefore recommended that management of CoDE/UCC should open more study centres in all the regions especially Western, Ashanti, Upper East, Northern and Upper West Regions to reduce number of hours spent by students to their study centres and consider introducing the business programmes at the existing district centres to reduce average distance covered by these students to commute from their places of work to their respective centres in the regional capitals. It was also recommended that online/electronic learning and audio versions (impersonal communication) of the study modules should be introduced so that students would not necessary have to travel to the study centre to participate in lectures/face-to-face sessions. Originality/value The findings of this study will help managers and administrators of both public and private distance educational providers. In addition to providing basis and areas for establishing study centres for geographical proximity, findings of the study should prove helpful for designing and delivering electronic and audio versions of distance education modules to reduce the level of absenteeism in workplace for the students.

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PurposeOne of the means to enhance the employability skills of tertiary graduates transiting into the job market has been the compulsory national service instituted by the Government of Ghana. The purpose of this study, therefore, is to examine the contribution of the mandatory national service to enhance the employability of tertiary graduates in Ghana.Design/methodology/approachThe study used the longitudinal descriptive survey design to sample 375 national service personnel (2018 and 2019 batches) of 13,874 service personnel posted to the Central Region of Ghana, and 31 employers.FindingsThe study found human relation, communication and experience to enter the job market were perceived higher by tertiary graduates in Ghana. It was also found that the preferred employers amongst tertiary graduates were the government, multinational companies and public schools. Skills mismatch between the acquired skills of tertiary graduates and the skills required by employers was also found. Responsible factor identified was the posting of personnel for national service without considering their academic background and future job aspirations. Tertiary graduates transiting into the job market after the national service preferred to be employed by the government because of the lack of entrepreneurial skills.Practical implicationsTherefore, it was recommended that the national service secretariat post national service personnel to organisations that reflect personnel's career aspiration.Originality/valueThis is original research carried out by the researchers and was not sponsored by any organisation/institution.

The study assessed how students and course tutors on distance education programmes of the College of DistanceEducation, University of Cape Coast appraised their study centre coordinators’ performance in terms of humanrelations, behaviour, organising teaching and learning facilities; and handling complaints. This type of appraisal,where students and tutors representing customers and subordinates respectively, is usually referred to as the360-feedback method in human resource management. Concurrent embedded study design from the pragmatists’epistemic approach was adopted for the study. Simple random and purposive sampling technique were respectivelyused to sample 1228 final year students and 217 course tutors from 53 study centres; and five coordinators from eachof the three Zones across the ten regions of Ghana for triangulation purposes. Data was analysed with descriptivestatistics, independent t-test and a one-way between-groups analysis of variance. The study found that coordinators’behavior and human relations were rated higher as compared to complaints handling and organising study centreactivities. This was blamed on lack of capacity to address most of students and tutors challenges; and teaching loadof coordinators. It was recommended that the management of College of Distance Education should increase thecapacity of coordinators for district and regional study centres as well as the Zones in terms of resources andtechnology to be able to take immediate steps to solve students and tutors’ complaints.