The University of Cape Coast Experience - South African Institute for ...
The University of Cape Coast Experience - South African Institute for ...
The University of Cape Coast Experience - South African Institute for ...
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We are submitting the following contribution to the Programme Committee <strong>for</strong><br />
consideration <strong>for</strong> presentation at the conference to be held at the North-West <strong>University</strong>,<br />
Potchefstroom Campus<br />
Title <strong>of</strong> Presentation:<br />
Creating Supportive Learning Environments<br />
<strong>for</strong> Quality Distance Education Programmes.<br />
<strong>The</strong> <strong>University</strong> Of <strong>Cape</strong> <strong>Coast</strong> <strong>Experience</strong><br />
Initials and Surnames <strong>of</strong> ALL authors<br />
J.Sam-Tagoe<br />
Number <strong>of</strong> words 4,293<br />
C.Akumamoah-Boateng<br />
Sub-topic <strong>of</strong> paper addresses<br />
Creating Supportive Learning Environment<br />
Details <strong>of</strong> author to whom feedback must be submitted<br />
Name<br />
Institution<br />
Josephine Sam-Tagoe (Mrs)<br />
<strong>University</strong> <strong>of</strong> <strong>Cape</strong> <strong>Coast</strong><br />
Work Telephone Number +233285402716<br />
Fax Number<br />
Cell Phone Number +233 24 4370878<br />
E-mail<br />
nsamtagoe@yahoo.com<br />
1
Abstract<br />
<strong>The</strong> study delves into the existing supportive learning environments put in place by the<br />
Centre <strong>for</strong> Continuing Education-<strong>University</strong> <strong>of</strong> <strong>Cape</strong> <strong>Coast</strong> (CCE-UCC) and how these<br />
systems impact on the students learning. <strong>The</strong> research design used <strong>for</strong> the study was<br />
the descriptive survey with the questionnaire as the research instrument. A sample <strong>of</strong><br />
580 students drawn from a population <strong>of</strong> 4,300 final year students <strong>of</strong> the distance<br />
learning wing <strong>of</strong> CCE-UCC served as respondents to the study. <strong>The</strong> quota and simple<br />
random sampling techniques were used in collecting needed data. Data was analyzed<br />
using frequency distribution and percentages. <strong>The</strong> study revealed that distance<br />
education students <strong>of</strong> UCC enjoy supportive learning environments such as facilitation<br />
by course tutors, face-to-face sessions, already prepared print modules and services<br />
rendered by course coordinators and Regional Resident Tutors. <strong>The</strong> study also<br />
revealed that students want Online, Tele and audio conferencing as well as teleseminar<br />
facilities to be added to the existing support systems at CCE-UCC. It is recommended<br />
that the creation <strong>of</strong> supportive learning environments <strong>for</strong> distance education students<br />
should be an integral part <strong>of</strong> the programme.<br />
Background to the study<br />
<strong>The</strong> provision <strong>of</strong> quality education is critical to the development <strong>of</strong> a nation as it serves<br />
as a source <strong>of</strong> better life <strong>for</strong> people. It is an acceptable principle that a country’s human<br />
resource development is paramount to the country’s own development. In view <strong>of</strong> this,<br />
some countries in Africa have come to the realization <strong>of</strong> creating educational<br />
opportunities <strong>for</strong> their citizens to update and upgrade their knowledge and skills in order<br />
to per<strong>for</strong>m creditably in their work environments. In Ghana, much as people from all<br />
facets <strong>of</strong> life would like to upgrade their qualifications, the conventional educational<br />
institutions all over the country are not enough to absorb all aspiring students into the<br />
various tertiary institutions available. Year after year, it is becoming increasingly difficult<br />
<strong>for</strong> the few public universities to admit all applicants who apply <strong>for</strong> admission. For well<br />
over a decade now, the universities have not been able to <strong>of</strong>fer admission to more than<br />
40 percent <strong>of</strong> qualified applicants (SRMIS, 2009). For example, at UCC, the total<br />
applicants <strong>for</strong> the 2007/2008 academic year were about 15,000. Out <strong>of</strong> this number,<br />
2
only 4,146 (27.6%) had admission to pursue various programmes at the university. In<br />
2008/2009 academic year, the total applicants were around 13,000 and 4,319 (33%)<br />
gained admission. Similarly, during the 2009/2010 academic year the applicants were<br />
about 13,964 with only 4,216 (30.2%) gaining admission into the university (SRMIS,<br />
2010).<strong>The</strong> question is “where do the rest go In<strong>for</strong>mal discussions with students in the<br />
classroom indicate that there are several thousands <strong>of</strong> adult workers who need higher<br />
education to consolidate their positions at their work places. This trend <strong>of</strong> affairs over<br />
the years necessitated a move <strong>for</strong> the <strong>University</strong> <strong>of</strong> <strong>Cape</strong>-<strong>Coast</strong> to establish her<br />
distance learning wing which is the CCE-UCC in 1997.<br />
Distance learning is any type <strong>of</strong> instruction in which the student and instructor are<br />
separated by physical distance, which implies that the student is not in the same<br />
classroom most <strong>of</strong> the time (Wahlstrom , C.; Williams, B.K.; & Shea, P.( 2003). It is a<br />
medium <strong>of</strong> teaching and learning using modern technology so that teachers and<br />
students do not have to be together in the classroom. Honeyman & Miller (1993) added<br />
that, distance education or distance learning is a field <strong>of</strong> education that focuses on the<br />
pedagogy, technology and instructional system designs that aim to deliver education to<br />
students who are not physically “on site” in a traditional classroom or campus. It has<br />
also been described as a process to create and provide access to learning when the<br />
source <strong>of</strong> in<strong>for</strong>mation and the learners are separated by time and distance or both<br />
(Honeyman and Miller, 1993). <strong>The</strong> Cali<strong>for</strong>nia Distance Learning Project (CDLP-2005)<br />
says Distance Learning is an instructional delivery system that connects learners with<br />
educational resources. <strong>The</strong> Higher Education Opportunities Act (2009) defines Distance<br />
Education as a <strong>for</strong>mal interaction which uses one or more technologies to deliver<br />
instruction to students who are separated from the instructor. It usually incorporates<br />
technologies such as the internet, one-way and two-way transmissions through open<br />
broadcast, closed circuit cable, broadband lines, satellite or wireless communication<br />
devices, audio conferencing and video cassettes in conjunction with any <strong>of</strong> the other<br />
technologies. From the perspective <strong>of</strong> the researcher, distance education can be<br />
defined as a system <strong>of</strong> education that allows students to be “on site” as a group at<br />
certain times and “<strong>of</strong>f site” at other times.<br />
3
Distance Education at UCC<br />
<strong>The</strong>re are a wide range <strong>of</strong> opinions concerning the appropriateness <strong>of</strong> distance learning.<br />
Some support the importance <strong>of</strong> face-to-face and classroom experiences in which<br />
students learn from one another through classroom interaction. Others contend that a<br />
hybrid configuration, that is, part <strong>of</strong> the course in the classroom and part in distance<br />
learning is much better than learning that is presented exclusively through distance<br />
learning (O’ Lawrence, 2007). Twiss & O’Lawrence (2002) opine that hybrid courses<br />
are a blend <strong>of</strong> face- to- face instruction and online learning that satisfy students’ need<br />
<strong>for</strong> convenient course <strong>of</strong>fering while making use <strong>of</strong> faculty facilities and resourses.<br />
According to the CDLP, there are two types <strong>of</strong> distance education delivery systems. <strong>The</strong><br />
first is synchronous instruction which demands a simultaneous participation <strong>of</strong> all<br />
students and instructors. Whatever is being done comes <strong>of</strong>f at the same time and<br />
students are expected to get connected at the scheduled time. <strong>The</strong> second one is<br />
asynchronous instruction. This does not need the simultaneous participation <strong>of</strong> students<br />
and instructors. Students do not need to gather at the same place at the same time <strong>for</strong><br />
instructions. Instead, students can choose or select their own instructional time frame<br />
and interact with their course materials and instructors according to their schedules.<br />
<strong>The</strong> CDLP continues to say that asynchronous instruction is more flexible than<br />
synchronous instruction but then time limits are necessary to maintain focus and<br />
participation. Any distance education programme that requires that students meet<br />
physically <strong>for</strong> face- to- face sessions, write examinations and or receive any other<br />
in<strong>for</strong>mation is said to be hybrid in nature. A critical analysis <strong>of</strong> the types <strong>of</strong> distance<br />
education delivery systems above reveals that the UCC Distance Education Programme<br />
is both synchronous and asynchronous in nature. <strong>The</strong> Centre <strong>for</strong> Continuing,<br />
Education, <strong>University</strong> <strong>of</strong> <strong>Cape</strong>-<strong>Coast</strong> (CCE-UCC) has 24 study centres spread all over<br />
the ten regions <strong>of</strong> Ghana. <strong>The</strong> Centre runs both Diploma and Degree programmes as<br />
well as a Post Graduate Programme in In<strong>for</strong>mation Technology (M.Ed.-IT). <strong>The</strong> courses<br />
CCE-UCC <strong>of</strong>fers include Basic Education <strong>for</strong> teachers, Management Studies,<br />
Commerce and Marketing courses <strong>for</strong> non teachers.<br />
4
Quality Assurance in Distance Education<br />
Quality assurance and control are crucial to any educational package in the sense that<br />
it is the level <strong>of</strong> standard set by the education enterprise that will determine the level <strong>of</strong><br />
success it will attain. If high educational standards are set and maintained, the<br />
probability is that, high educational achievements and success will be attained. <strong>The</strong><br />
Centre <strong>for</strong> Continuing Education, <strong>University</strong> <strong>of</strong> <strong>Cape</strong>-<strong>Coast</strong> follows certain measures<br />
that can guarantee quality. <strong>The</strong>se include entry requirements, course content, qualified<br />
facilitators, study centers, face-to-face sessions, registration <strong>of</strong> courses, writing <strong>of</strong><br />
quizzes and examinations among others. To make sure that good materials are<br />
admitted into the programme, CCE-UCC admits students whose qualification fall within<br />
the entry requirements <strong>of</strong> the regular students. A Special Entrance Examination (SEE)<br />
is conducted <strong>for</strong> some CCE applicants as the mature students’ component <strong>of</strong> the<br />
regular system and candidates who pass the entrance examination are admitted into<br />
the programme. On course content, Pr<strong>of</strong>essors, Senior Lecturers and Lecturers <strong>of</strong> the<br />
various faculties are recruited to write print materials (modules) <strong>for</strong> learners. <strong>The</strong>se<br />
follow the course outline <strong>of</strong> the regular students, and are edited and reviewed from time<br />
to time. Qualified course facilitators are recruited to facilitate students learning during<br />
face-to-face sessions that are organized <strong>for</strong> students. <strong>The</strong> staff <strong>of</strong> the centre visit these<br />
centers to interact with students. Regional Resident Tutors (RRT’s) have been placed<br />
in the regional capitals to cater <strong>for</strong> the needs <strong>of</strong> students and <strong>of</strong>fer counselling where<br />
necessary. At the headquarters, there are co-coordinators <strong>for</strong> the various units <strong>of</strong> the<br />
centre. <strong>The</strong> units include students and course tutors affairs, assessment, examination,<br />
teaching practice, project work, research, records and dispatch. <strong>The</strong> centre organizes<br />
three quizzes in a semester and an end <strong>of</strong> semester examination <strong>for</strong> all students. Those<br />
<strong>of</strong>fering Basic Education programmes do Teaching Practice and write Research Project<br />
Work. In order to build a unifying front, the students <strong>of</strong> CCE-UCC have an association<br />
captioned, Distance Education Students Association <strong>of</strong> Ghana (DESAG) which is a<br />
component <strong>of</strong> the Students Representative Council (S R C) <strong>of</strong> the conventional<br />
students. DESAG has there<strong>for</strong>e become a channel <strong>of</strong> communication <strong>for</strong> students <strong>of</strong><br />
CCE and the university authority. At the beginning <strong>of</strong> each semester students are<br />
expected to register personally at the study centres and to collect their learning<br />
5
materials. All these bring about quality in the distance education programme in the<br />
sense that students draw on these resources to enhance the learning process.<br />
Supportive Learning Environments <strong>of</strong> CCE –UCC<br />
In creating a supportive learning environment, it is necessary to look at all the factors<br />
that impact on the development <strong>of</strong> students. Consideration should be given to the<br />
physical, intellectual and emotional aspects <strong>of</strong> the environment (Thompson and<br />
Wheeler, 2008). <strong>The</strong> distance learning environment plays a key role in the success or<br />
failure <strong>of</strong> the student. Every effective distance education programme must there<strong>for</strong>e<br />
give a serious attention to the creation <strong>of</strong> supportive learning environment <strong>for</strong> students.<br />
Reddy (1988) explains that, the objective behind setting up the student support system<br />
is to minimize the potentials <strong>for</strong> conflict and help the student to proceed with the<br />
academic work in a systematic manner to achieve success. To do this effectively, the<br />
human element <strong>of</strong> the programme must be considered.<br />
Alias and Rahman (2005) after a study in some Malaysian Universities came out to say<br />
that learners indicated a conventional view <strong>of</strong> their learning facilitators and were waiting<br />
to be taught during monthly seminars. Some <strong>of</strong> the students expressed their needs <strong>for</strong><br />
continuous human contact and the presence <strong>of</strong> a teacher figure to guide their learning.<br />
It is worth noting that distance learners may need different kinds <strong>of</strong> help. <strong>The</strong>y may<br />
need help be<strong>for</strong>e, during and after the programme. Be<strong>for</strong>e they start learning, students<br />
may be supported to recognize that they need to learn and decide what they want from<br />
the learning and how best to achieve it (Lewis and Spencer, 1986). Rowntree (1992)<br />
stated that: “these support systems need to be planned at least as rigorously as the<br />
package materials. Learners without support are most liable to delay their completion <strong>of</strong><br />
a programme or to drop out completely. <strong>The</strong>y simply have no one to turn to when they<br />
run into problems. <strong>The</strong> sad thing is that their problems would <strong>of</strong>ten have been solved by<br />
a few minutes <strong>of</strong> a supporter’s time-perhaps just enough to say “yes, <strong>of</strong> course you can<br />
take longer over the project” or you’re doing fine, everybody has trouble with that<br />
section” (Rowntree, 1992:35). <strong>The</strong> <strong>for</strong>egoing indicates that learners can run into all<br />
kinds <strong>of</strong> anxieties, problems and difficulties when trying to learn under their own steam.<br />
6
It is based on some <strong>of</strong> these frustrations and expectations that CCE-UCC has created<br />
some support system <strong>for</strong> its learners. <strong>The</strong> Centre runs face- to-face session <strong>for</strong>tnightly<br />
<strong>for</strong> each year group. During such sessions, facilitators throw more light on what<br />
students have studied. <strong>The</strong>re are student-student as well as facilitator-student<br />
interactions. CCE-UCC also supports its students by assigning members <strong>of</strong> staff to visit<br />
all the 24 centres in the country weekly. <strong>The</strong>y solve students’ problems and enlighten<br />
them on issues that may be bothering them. Another supportive learning environment<br />
created by CCE-UCC is the placement <strong>of</strong> RRT’s in all the ten regions <strong>of</strong> Ghana. <strong>The</strong><br />
RRT’s are permanently based in the Regional capitals and are expected to handle all<br />
issues pertaining to students and facilitators welfare. <strong>The</strong>y disseminate all in<strong>for</strong>mation<br />
coming from the head quarters to the public including students and act as counsellors<br />
on academic, social, and emotional issues brought out by students in the course <strong>of</strong> their<br />
studies. Study centres that are located outside the regional capitals have course<br />
coordinators who see to the week to week activities <strong>of</strong> the centers. A supportive<br />
learning environment worth mentioning is the print material or modules used by<br />
students. <strong>The</strong>se are written in an interactive style and there<strong>for</strong>e are user friendly. <strong>The</strong><br />
collection <strong>of</strong> modules at the beginning <strong>of</strong> each semester alone brings students,<br />
facilitators and CCE-UCC staff together <strong>for</strong> effective interactions. <strong>The</strong>se measures are<br />
put in place to bring quality as well as making CCE-UCC students com<strong>for</strong>table and<br />
confident in their course <strong>of</strong> study.<br />
Statement <strong>of</strong> the Problem<br />
<strong>The</strong> assumption that adult learners could be largely self sufficient may not be correct<br />
(Coldeway, 1982). In most cases, adult students are studying part time and have to<br />
accommodate their studies within the demands <strong>of</strong> their families, jobs and established<br />
social life. This implies that their role as students is one <strong>of</strong> the many other roles they<br />
play. To complicate issues, most Distance Education Learners have been away from<br />
any kind <strong>of</strong> educational environment <strong>for</strong> at least a few years, so that their study habits, if<br />
not non-existent are, at least, rusty (Reddy, 1988). When they enroll into a distance<br />
education programme, the potential <strong>for</strong> conflict between the demands <strong>of</strong> their studies<br />
and those in other areas <strong>of</strong> their lives is great. It is there<strong>for</strong>e necessary to put certain<br />
7
measures in place in order to put the students at ease as well as ensuring quality in the<br />
system. <strong>The</strong> purpose <strong>of</strong> this study is to sort out the existing supportive learning<br />
environments put in place by CCE-UCC and to find out whether students also see them<br />
as support systems. <strong>The</strong> study also finds out whether the supportive learning<br />
environments lead to quality distance education programmes and unravel new support<br />
systems that CCE-UCC should add to the existing ones <strong>for</strong> course effectiveness.<br />
In view <strong>of</strong> this, the study delves into the existing supportive learning environments that<br />
have been created by CCE-UCC and whether these supportive environments impact<br />
positively on students learning and lead to quality distance education programmes, as<br />
well as looking at the new supportive environments that can be created. <strong>The</strong> following<br />
research questions guided the study.<br />
1. How do students view the existing supportive learning environments that have<br />
been created by CCE-UCC<br />
2. How do these existing supportive learning environments impact on students<br />
learning as index to quality distance education programmes<br />
3. Which other supportive learning environments could be created to enhance and<br />
maintain the programme<br />
METHODOLOGY<br />
<strong>The</strong> descriptive survey research method was used <strong>for</strong> the study. <strong>The</strong> design was<br />
chosen due to the fact that descriptive survey enables the collection <strong>of</strong> detailed and<br />
factual in<strong>for</strong>mation which describes existing phenomenon. It justifies current conditions<br />
and practice (Ulin, P.R.,Robinson,T.E., Tally, E.F.,& McNeill, E.T. (2002).<br />
<strong>The</strong> target population <strong>of</strong> the study consisted <strong>of</strong> all students <strong>of</strong> the Centre <strong>for</strong> Continuing<br />
Education, <strong>University</strong> <strong>of</strong> <strong>Cape</strong>-<strong>Coast</strong>. <strong>The</strong> accessible population comprised 4,300 final<br />
year students <strong>of</strong> the 2009/2010 academic year group <strong>of</strong>fering Commerce, Management<br />
Studies and Basic Education programmes. <strong>The</strong> group was selected because they have<br />
been in the system <strong>for</strong> about three years and understands the system better.<br />
8
<strong>The</strong> quota and the simple random sampling techniques were used to select 610<br />
students from the accessible population. Thirty to sixty <strong>of</strong> the instruments were allocated<br />
to each study center depending on the numerical strength <strong>of</strong> the final year students in a<br />
particular study centre. <strong>The</strong> simple random sampling technique was then used to select<br />
students to respond to the instrument.<br />
<strong>The</strong> main instrument used <strong>for</strong> the study was a twelve item questionnaire designed by<br />
the researcher. It had two sections –A and B <strong>for</strong> demographic data and in<strong>for</strong>mation on<br />
supportive learning environments respectively. <strong>The</strong> items include sex and age <strong>of</strong><br />
respondents, what students consider as supportive learning environments, the impact <strong>of</strong><br />
the support systems on students learning, how students rate their per<strong>for</strong>mance in<br />
relation to the support systems put in place as well as the new support systems that<br />
should be added to the existing ones.<br />
According to Bowling (1999), the questionnaire is the best instrument <strong>for</strong> collecting data<br />
<strong>for</strong> survey research because surveys are carried out in natural settings. <strong>The</strong> reliability<br />
level <strong>of</strong> the instrument was determined using the test-retest technique. Sixty (60)<br />
students were pre-selected and the instrument was administered to them. After one<br />
week interval, the instrument was re-administered and a co-efficient <strong>of</strong> 0.82 was<br />
obtained.<br />
Copies <strong>of</strong> the questionnaires were sent through CCE-UCC staff who visits the various<br />
centres each week end. Respondents were given one week to complete the<br />
questionnaires. Out <strong>of</strong> the 610 questionnaires sent out, 595 were retrieved but only 580<br />
were properly responded to. This gave about 96% return rate. Data was analyzed using<br />
descriptive statistics in the <strong>for</strong>m <strong>of</strong> frequency distribution and percentages.<br />
9
FINDINGS AND DISCUSSIONS<br />
Supportive Learning Environments Created by CCE-UCC<br />
Table 1: Supportive Learning Environments (N=580)<br />
Learning Environments Respondents Percentage<br />
Face-to-face Sessions 180 31.0<br />
Course Facilitators 200 34.5<br />
RRT’s & Course Coord,s 120 20.7<br />
Print Modules 80 13.8<br />
Total 580 100<br />
Research Question one sought to find out from students the supportive learning<br />
environments that CCE-UCC has put in place <strong>for</strong> them to facilitate their learning. Data<br />
in Table 1 indicate that 200 (34.5%) <strong>of</strong> the students see the role played by course<br />
facilitators as a Supportive Learning Environment while 180 (31.0%) see face -to- face<br />
sessions in the same vein. One hundred and twenty (20.7%) said the services rendered<br />
by Regional Resident Tutor’s and course coordinators is supportive while the rest 80<br />
(13.8%) talked <strong>of</strong> print modules. <strong>The</strong> implication is that students see the role played by<br />
course facilitators, face-to-face sessions, and the role <strong>of</strong> Regional Resident Tutors and<br />
course co-coordinators as well as print modules as supportive learning environments.<br />
One might have thought that most students will see the print modules as a support<br />
system but rather only a few students saw it that way. Perhaps students see the print<br />
modules as a package they are entitled to. On supportive learning environments, Cain,<br />
Darrell L., Marrara, C., Pitre, Paul E. & Armour Sabrina (2003), in a study came out to<br />
say that all the respondents used <strong>for</strong> their study discussed the need <strong>for</strong> some type <strong>of</strong><br />
interaction that would assist them in getting to know each other. <strong>The</strong>y agreed that some<br />
type <strong>of</strong> person-to-person contact was essential to having enjoyable learning. In the<br />
same vein, Wright, T.M.; Marsh, G. E. & Miller, M. T.(2000) are <strong>of</strong> the view that, the<br />
amount <strong>of</strong> student interaction is likely to, improve distance learners’ educational<br />
experiences.<br />
10
<strong>The</strong> impact <strong>of</strong> Supportive Learning Environments on students’ learning leading to<br />
Quality Distance Education Programme.<br />
Table 2: Supportive Learning Environment and Quality in Distance Education<br />
(N=580)<br />
Reasons <strong>for</strong> Quality Respondents Percentage<br />
Print modules facilitate understanding 201 34.7<br />
Course facilitators explain issues 199 34.3<br />
Human touch through face-to-face 88 15.2<br />
Regional <strong>of</strong>ficers solve students 92 15.8<br />
problems<br />
Total 580 100<br />
Research Question 2 tried to find out the impact <strong>of</strong> the support systems put in place by<br />
CCE-UCC on students’ learning. In table 2, 201 (34.7%) respondents said the print<br />
modules are well illustrated and there<strong>for</strong>e lead to quality in distance learning. One<br />
hundred and ninety nine (34.3%) said course facilitators throw more light on what<br />
students learn and this goes a long way to impact positively on their academic<br />
per<strong>for</strong>mance, while 92(15.8%) said the Regional Resident Tutor’s in the regional <strong>of</strong>fices<br />
help to solve students’ problems and act as cousellors when the need arises. <strong>The</strong><br />
remaining 88(15.2%) who talked <strong>of</strong> the periodic face-to-face sessions said such<br />
sessions bring both students and staff together giving the programme a human touch.<br />
<strong>The</strong> available result indicates that the print modules, presence <strong>of</strong> course facilitators,<br />
establishment <strong>of</strong> regional <strong>of</strong>fices and organized periodic face-to-face sessions all lead to<br />
quality distance education. Belton (1994) and Garland (1992) ascertained that distance<br />
education depended heavily on efficient support systems to provide quality education<br />
that meets student needs.<br />
11
New Supportive Learning Environments that can be Created <strong>for</strong> CCE-UCC<br />
Students<br />
Table 3: New Supportive Learning Environments (N.S.L.E)<br />
N.S.L.E Respondents Percentage<br />
Online 206 35.5<br />
Teleconferencing 120 20.7<br />
Audio Conferencing 143 24.7<br />
Tele-seminar 111 19.1<br />
Total 580 100<br />
Research Question 3 sought to identify new supportive learning environments that can<br />
be added to those that exist already. Data in table 3 indicate that 206 (35.5%) <strong>of</strong><br />
respondents said online facilities should be added to the support systems, while 143<br />
(24.7%) talked <strong>of</strong> audio conferencing. Out <strong>of</strong> the remaining respondents, 120 (20.7%)<br />
talked <strong>of</strong> teleconferencing and the remaining 111(19.1%) talked <strong>of</strong> teleseminar.<br />
Available results in table 3 show that CCE-UCC students want to be connected online.<br />
<strong>The</strong>y also need audio conferencing, teleconferencing and teleseminar. Online is the<br />
condition <strong>of</strong> being connected to a net work <strong>of</strong> computers or other devices. <strong>The</strong> term is<br />
frequently used to describe someone connected to the internet. Distance learners want<br />
to access their results and other in<strong>for</strong>mation online so that they may not have to move<br />
from their homes and <strong>of</strong>fices to regional and distance study centres. Audio<br />
Conferencing refers to meetings held by people in different places using devices that<br />
allow sounds to be sent and received. It allows multiple parties to connect using<br />
devices such as phones, the computer and the Internet. If the parties involved need<br />
only to listen, then they will need only speakers but if they will talk, then they will need<br />
microphones in addition (Dye, 2003). A teleconference is video or a telephone meeting<br />
between persons remote from one another but linked by a telecommunications system.<br />
<strong>The</strong> Sci-Tech Encyclopedia says a teleseminar is unutilized <strong>for</strong> educational purposes. It<br />
is primarily one way communication to many destinations from one source. It almost<br />
always uses audio communication and may also use video and some <strong>for</strong>m <strong>of</strong> graphics.<br />
12
A means is provided <strong>for</strong> the receiving locations to ask questions <strong>of</strong> the instructor via<br />
microphones or telephone handsets.<br />
Conclusion<br />
<strong>The</strong> study is limited to the twenty four centres <strong>of</strong> CCE-UCC that have final year<br />
students. <strong>The</strong> focus is on distance education students alone and the new supportive<br />
learning environments mentioned by students were grouped under four main headings:<br />
Online, Teleconferencing, Audio conferencing and teleconferencing. <strong>The</strong> new<br />
supportive learning environments are all electronically operated. Much as these<br />
supportive systems will enhance students’ learning and access to in<strong>for</strong>mation, they may<br />
not be <strong>of</strong> benefit to all CCE-UCC Students. This is due to the fact that some <strong>of</strong> the<br />
students reside and work in very remote areas with no source <strong>of</strong> electricity at all. Others<br />
do not have access to any <strong>of</strong> the electronic gadgets that can connect them online.<br />
<strong>The</strong>re is also the problem <strong>of</strong> power fluctuation in the country which may not make it<br />
possible <strong>for</strong> students to be connected at certain times. On the other hand, if these<br />
measures are put in place, there will be a broader access to students’ involvement in<br />
university activities. It will save time and travel costs. Audio conferencing, <strong>for</strong> instance,<br />
can be used to solve a number <strong>of</strong> problems that can arise when multiple parties need to<br />
meet. People who are distant and busy do not have to sacrifice the travel time since the<br />
meeting can be conducted from a nearby phone or computer. A person who will<br />
otherwise be excluded due to a bedridden illness can participate. Money that will be<br />
needed to book a meeting place can be saved <strong>for</strong> other pressing issues. In conclusion,<br />
one can say that creating supportive learning environment <strong>for</strong> distance education<br />
learners is crucial to the success <strong>of</strong> the programme.<br />
Recommendation<br />
Creating supportive learning environments <strong>for</strong> distance education students<br />
should be an integral part <strong>of</strong> the programme.<br />
<strong>The</strong> new support systems can be introduced by using electronic gadgets that can<br />
make use <strong>of</strong> dry cell batteries such as the radio.<br />
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Online facilities can start with students in the regional and district capitals that have<br />
access to some <strong>of</strong> the electronic gadgets needed.<br />
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