Learner Support Practices in Open and Distance Learning Institutions in Gaborone, Botswana
DOI:
https://doi.org/10.24059/olj.v30i1.4765Keywords:
learner support, Open and Distance Learning, technological infrastructure, Sustainable Development Goal 4 (SDG 4), Botswana, qualitative researchAbstract
The Government of Botswana has embraced open and distance learning (ODL) as a strategic approach to achieve universal access to quality education. However, a notable discrepancy between enrollment and completion rates in ODL institutions threatens the fulfillment of Sustainable Development Goal 4 and the establishment of a skilled workforce. This study investigates the importance of robust learner support systems in bridging this gap. Employing a qualitative multiple-case study design, data were collected from 42 ODL practitioners using open-ended questionnaires and individual interviews. Although this design provided in-depth insights into learner support, findings are limited in generalizability and reflect the perspectives of ODL practitioners in a specific context only. The findings reveal that effective learner support—comprising online technical assistance, improved Internet accessibility, virtual learning evaluation, and fostering learner communities—is essential for enhancing completion rates. This study emphasizes the need for ODL institutions to invest in technological infrastructure and implement comprehensive learning management systems to effectively support learners. Although these findings are similar to those of studies conducted in developing countries, they provide valuable guidance for improving learner support practices in ODL programs, particularly in the context of Botswana’s educational landscape.
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