Tutor Support in an Open Distance Learning (ODL) Environment for Upgrading Teachers

Segoe, Bobo

doi:10.1080/09709274.2014.11906785

Cited by 5 publications

(6 citation statements)

References 1 publication

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“…However, the overall findings revealed that the respondents had a positive perception towards tutoring support provided by the University. This finding is in agreement with the findings of Alisha (2016), Mustafa (2018), Segoe (2014) and Zhan et al (2013), whose studies revealed a positive perception of students with the services of their tutors. The findings also confirm Kiguwa and Silva (2007) assertion that a tutor's attitude towards students, is essential for academic success and helps to keep students in school until graduation.…”

Section: Discussionsupporting

confidence: 93%

“…An implication given by Mori (2015) was that, students' retention was more likely to be dependent on other factors and not only on tutoring support. The finding from this research objective revealed inconsistent in the findings of Grillo and Leist (2013) and Segoe (2014), where a significant relationship exists between tutoring support and students' satisfaction to remain in school. The inconsistency in the findings of these studies may be due to differences between individual student characteristics and their educational culture.…”

Section: Discussionmentioning

confidence: 57%

“…In another study, Segoe (2014) investigated tutor support role in upgrading of the studentteacher at the University of South Africa, using a sample size of 25 out of 155 final year students. A qualitative approach was adopted.…”

Section: Literature Reviewmentioning

confidence: 99%

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Tutoring support as a predictor of student retention in distance learning: The case of a University in Ghana

Arhin

Laryea

2020

Open Praxis

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The tutor’s role in enhancing student retention in distance learning is paramount. This study aims to predict retention and not actual retention by investigating how tutoring support predicts student retention in distance learning at the University of Cape Coast in Ghana. Moore Transactional Distance Theory underpinned the theoretical framework of this study. The correlational research design was adopted for the study. The multistage sampling technique was used to sample 727 student participants from a sampling frame of 8731 out of which 625 was used for the analysis. A structured questionnaire was used to collect data. Data were analysed using descriptive and inferential statistics. The findings of the study revealed that the respondents had a positive perception towards tutoring support offered at the University. However, at an alpha level of .05 tutoring support made a non-significant contribution to prediction (p = .11). The findings further, revealed that a unit increase in tutoring support will improve student retention by 1.42 times. Implications of the study were also discussed.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 57%

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Tutoring support as a predictor of student retention in distance learning: The case of a University in Ghana

Arhin

Laryea

2020

Open Praxis

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“…As such, the study only included students that participated in the 2020/2021 examinations conducted through Zoom and physical space. Inclusion of tutors was based on their roles as academic advisors, facilitators, and counsellors (Segoe, 2014). These respondents provided data that complemented what was learned from OUT students.…”

Section: Methodsmentioning

confidence: 99%

“…Students also contend with exorbitant costs of internet bundles, limited access to tutor support and inadequate time for learning (Musingafi et al, 2015;Mutatana, 2019;Khan et al, 2019;Zuhairi et al, 2020). Indeed, students need tutor support in content mastery, and getting feedback on assignments and tutorials (Mahai, 2020;Segoe, 2014). The absence of such support can derail students' academic progress since not all students can learn without tutor support.…”

Section: Students' Online Learning Challengesmentioning

confidence: 99%

Overcoming the Odds

Mahai

2022

udslj

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This paper reports the findings of a qualitative study that has explored rural students’ experiences with online learning in Tanzania. The study used purposive sampling to select twenty-five participants. It employed a phenomenological design, primarily using semi-structured interviews coupled with document review, to obtain data on students’ lived experiences. The data was then subjected to thematic analysis to generate study findings which show that rural students used the Moodle system to support their online learning. Moreover, they had Zoom meetings, discussion forums and WhatsApp as recourse to the Moodle system. According to the findings, the students faced challenges such as poor access to the Internet, prohibitive costs of learning infrastructure, and limited technical skills. Furthermore, these students faced inflexible schedules and limited access to assistive technologies. As a result, they complemented their study processes with downloaded materials, printed learning materials, regional centre physical visits and university graduates’ additional support. The study concludes that the complex nature of the rural environment marked by limited infrastructural and technological development makes studying through ODL doubly daunting for rural-based students. The paper, therefore, recommends instituting transformative strategies aimed to enhance the quality of rural students’ lived experiences of ODL online learning.

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The use of social media applications for learning and teaching in the open distance learning: user experience

Mwalwanda

Mhlana²

2022

SN Soc Sci

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Tutor Support in an Open Distance Learning (ODL) Environment for Upgrading Teachers

Cited by 5 publications

References 1 publication

Tutoring support as a predictor of student retention in distance learning: The case of a University in Ghana

Tutoring support as a predictor of student retention in distance learning: The case of a University in Ghana

Overcoming the Odds

The use of social media applications for learning and teaching in the open distance learning: user experience

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