The Dynamics and Challenges of Distance Education at Private Higher Institutions in South Ethiopia

Lerra, Mulatu Dea

doi:10.18034/ajhal.v1i3.362

Cited by 11 publications

(4 citation statements)

References 14 publications

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“…Muilenburg and Berge (2005) listed the problems encountered in distance education as managerial problems, social interaction, academic competence, technical skills, learning motivation, technical support and internet access costs, in line with the findings of this study. While Lerra (2014) lists the main difficulties in distance education as connection problems and access to the internet, Gökbulut (2020) states that these difficulties have been largely eliminated in university-level education. Also in higher education, students" online presence was found to be related with student performance and there is evidence that both frequency and duration of students" online presence have a statistically significant impact on their final marks (Sharma, Nand, Naseem, & Reddy, 2020).…”

Section: Discussionmentioning

confidence: 99%

What Has Changed in Teaching Environments After Distance Education? Student and Teacher Opinions

Büyükbayraktar¹

2022

eqr

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The effects of the changes experienced with the Covid-19 pandemic on the education-teaching process have been the subject of many studies. It is seen that researches generally focus on distance education. On the other hand, with the decrease of the effect of the pandemic, face-to-face education started. In this process, teachers are expected to transfer their distance education experiences to face-to-face education environments. In this study, the effects of distance education on face-to-face education environment were investigated. Within the scope of the qualitative case study, the opinions of students and teachers who shared the same teaching environment during face-to-face education before distance education, face-to-face education after distance education and post-distance education were taken. The study group consists of twelve students who study in a high school affiliated to the Ministry of National Education in Türkiye/Ordu and are selected on a voluntary basis, in accordance with the purposeful sampling qualifications, and the teachers who attend the classes of these students. From the analysis of the interview data, findings such as the opinions of students and teachers about the face-to-face education environment, in-class communication, and materials used in teaching environments were obtained. It was concluded that the content used by the teachers on the smart board became richer after the distance education. However, it was determined that the teachers did not use a new application in the process. It has been determined that some students have different expectations about education life as a result of their distance education experiences.

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Section: Discussionmentioning

confidence: 99%

What Has Changed in Teaching Environments After Distance Education? Student and Teacher Opinions

Büyükbayraktar¹

2022

eqr

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“…The Distance Education Enrolment Report 2017 directed by the new Digital Learning Compass organization, revealed that the quantity of advanced education students taking at least one distance education course in 2017 topped six million in USA. The number of students opting for oncampus study has dropped by almost one million (9,31,317) between 2012 and 2015. More than one in four students (29.7 percent) now opt for at least one distance education course (a total of 60,22,105 students).…”

Section: Discussionmentioning

confidence: 99%

“…Lerra 9 in the paper titled "The Dynamics and Challenges of Distance Education at Private Higher Institutions in South Ethiopia" explored the dynamics and challenges of distance education at Private Higher Institutions in South Ethiopia. The findings revealed that, the number of students in a class amid instructional programs was not to the standard, assignments were excessively troublesome for the capacity of students on the courses, modules were not given sufficiently long ahead of time of the actual tutorial sessions in this manner indicating less responsibility of stakeholders to understand the DL program.…”

Section: Literature Reviewmentioning

confidence: 99%

Emerging trend of distance education globally and its underlying challenges

Nair¹

2019

JMRA

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The motive of distance education is to provide flexibility to the learners in terms of access, course curriculum or any other elements of educational framework. It is a force which contributes towards the social and economic development of any nation. Over years, developed as well as developing countries have embraced it as an indispensable part of educational system. Increased globalization of distance learning has enabled countries to attain their educational objectives. The ever growing requirements for continuous skill up-gradation and advances in technology have exploited the interests of people in distance learning. However, distance education mode has got various challenges which need to be addressed by the associated stakeholders in order to make distance programmes successful, effective and contribute towards the educational up-liftment of learners. This paper discusses the trends and problems of distance education and also suggests possible actions to eliminate the inefficiencies of distance education system.

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“…Parker (2008) observed that in trying to define the quality of any product or service, quality must be seen as a relative experience realised mostly through an individual's level of experience. Distance education quality assurance systems should, thus, offer opportunities for assessing the views and perceptions of the people who are involved (Lerra, 2014). Thus, moving into the future, quality assurance policies and practices for distance education programmes must incorporate the perceptions of the various user groups, well-structured and effective quality mechanism that have the potency to improve institutional performance and customer satisfaction.…”

Section: Introductionmentioning

confidence: 99%

An Examination of Differences between the Mean Indicator Ratings by Different Stakeholders in Distance Education Programme

Adu-Gyamfi¹,

Addo²,

Asamoah-Boateng³

2019

IJHE

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The continued rapid growth of distance education programmes in higher education has brought concerns regarding how stakeholers perceive quality in distance education. The study examined the differences between the mean indicator ratings by different stakeholders in a distance learning programme. The study adopted a case study research design to collect data from 320 students, 56 facilitators and 24 administrative staff selected randomly from the Institute of Distance Learning, Kwame Nkrumah University of Science and Technology in Ghana. The data collected through questionnaires were analysed using the statistical package for the social sciences (SPSS) software, version 20. Mean indicator rating analysis revealed that students’ highest perception of quality was on support services and the lowest was academic integrity and institutional prestige. Whilst both facilitators and administrators rated support services as the highest, infrastructure scored the lowest. The results of the study therefore, revealed common benchmarks and quality indicator (support services) that all parties deem important in designing, implementing, and evaluating distance education programmes. Respondents noted the lack of appropriate tools and media; unavailability of reliable technology and technological plan; ineffective communication and co-ordination; and, time constraints as some of the quality challenges for distance education at the Institute. The study recommends monitoring and evaluation of service delivery for distance learning programmes to ensure fitness for purpose, value for money and customer satisfaction.

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The Dynamics and Challenges of Distance Education at Private Higher Institutions in South Ethiopia

Cited by 11 publications

References 14 publications

What Has Changed in Teaching Environments After Distance Education? Student and Teacher Opinions

What Has Changed in Teaching Environments After Distance Education? Student and Teacher Opinions

Emerging trend of distance education globally and its underlying challenges

An Examination of Differences between the Mean Indicator Ratings by Different Stakeholders in Distance Education Programme

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