See Full Article [pdf] - prime journals limited

More documents

Recommendations

Info

study disagrees with Clark‟s conclusion markedly. Thepresent study records a high students perception ofmultimedia as a support service in agreement withKozama (1991), Butler and Mants (1996) who refutedClark (1983) and asserts that media play significant rolein the delivery of the Open and Distance Learning Systemand have affect students learning. NOUN studentsposted high perception score for multimedia as a supportservice.The study also shows negative students‟ perceptionscore for course material as a support service. This resultis similar to how distance learning students at the BotswanaOpen University perceived the content of coursematerials as revealed by the findings of Masalela (2009).Masalela (2009) studied students‟ perception of content,design and usability of Distance Education Course Materialsat the Botswana Open University. While the findingsshow overall learners positive perception of contentrelevance and desirability, it also revealed that learnerswere not only dissatisfied with „draft‟ study materials, butare discouraged as they consider them as of very lowquality. While the present study did investigate thecontent of course materials, NOUN students‟ low perceptionof course materials is significant as this mayspeak volume of effective distribution, availability, costlanguage, and possible abuse as highlighted by theSPLSSQ.This is not an isolated finding, as the following studiesshow:- Kanga, Rupande and Rugonye (2011) established a linkbetween students‟ academic outcomes and counseling inZimbabwe Open University.Butler and Mants (1996) asserts that media play significantrole in the delivery of Open and Distance learningsystem and have effect on students learning.Masalela (2009) established that the content, designand usability of Distance Education Course Materialshave effect on the way students learn.The findings and results of this study lead to thefollowing conclusions:- NOUN students show high perception scores for coursefacilitation information, counseling, assessment/evaluation,multimedia and support staff as support services.- NOUN students show low perception score for orientation,registration, course materials as support service.Another support service in which the result show negativepercentage perception score is registration. One of thefactors that militated against students‟ use of multimedialearning is the problem of “low server” as recorded byKarupan (2001). NOUN students‟ perception scoreagrees with Karupan (2001). While the various factors ofmultimedia problems are not covered by this study,students may be having the problem of low server in theinternet services provided by NOUN.RECOMMENDATIONSThe following recommendations are made on the basis ofthe findings of the study:- Equal emphasis should be placed on DistanceLearning Students‟ Support System as it is for othertechnical systems.- The National Open University of Nigeria should reexaminethe distribution network for students‟ coursematerials.- Research into tutorial facilitation should be periodicallyundertaken to enhance students‟ confidence inthe facilitators.- The quality of facilitators recruited should be giventop priority as this represents the bridge between theUniversity and the students.Facilitators should be encouraged to rely on Universitydeveloped course materials.Students‟ registration should be made as simple aspossible.The University through the study centres shouldorganize effective orientation as part of students‟matriculation to really introduce students into theworkings of the ODL and support service systems of theUniversity.The counseling service, as part of the student supportsystem should be encouraged by making students to visitstudent counselors when the need arises.REFERENCESBaker C (2010). The impact of Instructor Immediacy andPresence for Online Students‟ Affective Learning,cognition and Motivation. J. Educ. Online, 7: 1Bulter JB, Mautz (JR) RD (1996). MultimediaPresentations and Learning: A Laboratory experiment.Issues in Accounting Education. 2(2). 259-280.Clark RE (1983). Reconsidering research on learningfrom media. Rev. Educ. Res. 54(4): 445-459.Christophel MD (1990). The relationship among teacherimmediacy behaviours, student motivation andLearning Communication Education, 39: 323-340.Delialioglu O, Yildirim Z (2007). Students Perception inEffective Dimensions of interactive Learning in aBlended Learning Environment. Educ. Technol. Soc.10(2): 133-146.Dillon CL, Gunawardena CN, Parker (1992). LearnerSupport, the critical link in distance education. Dist. Educ.13(1): 29-45.Dillon C, Blanchard D (1991). Education for each:Learner driven distance education. Invited paperpresented at the second American symposium onResearch in Distance Education. The American centreAmini 308
for the Study of Distance Education. ThePennsylvania State University, Pennsylvania.Garrison DR, Baynton M (1987). Beyond Independencein distance education: the concept of control. Theconcept of control. Am. J. Dist. Educ. 1(13): 3-15.Garrison DR (1989). Understanding Distance Education:A framework for the future. London RoutledgeGarham J (1988). The relationship between verbalteacher immediacy behavior and Student learning.Communication Education. 37: 40-53.Hodgson VE (1986). The inter-relationship betweeneducation students at the Department of non-formaleducation.http://www.saide.org.za/worldbanymanagement/teaching/m37abot.html.Kozma RB (1991). Learning with Media. Rev. Educ. Res.6(2): 179-211Karupan MC (2001). Web-based teaching materials: auser‟s Profile. Internet Research: ElectronicNetworking Applications and Policy, 2(2): 138-148.Maselela RK (2009). Students‟ Perception of Content,Design and usability of Distance Education CourseMaterials. University of Botswana, Botswana.McCroskey JC, Richmond VP, Plax TG, Kearney P(1985) Power in the classroom: Behaviour alterationtechniques, communication, training and learning.Comm. Educ. 34: 213-226.Molefi F (2002). Support Services for distance educationstudents at the department of Non-formal education.http://www.saide.org.za/worldbanymanagement/teaching/m37abot.html.Picciano AG (2002). Beyond Students Perceptions:Issues of interactions presence and Performance inan online course. J. Asynchronous LearningNetworks, 6(1): 21-40.Prideaux A (2002). Support for Open and DistanceLearners. In A Tait (Ed). Proceeding from interactionand independence students‟ support in distanceeducation. Downing College, Cambridge, England.Richmond VP, Gurham JS, McCroskey JC (1987). Therelationship between Selected immediacy behavioursand cognitive learning in M. McLaughlin (Ed),Communication year book, 10, Beverly Hills, C. A.Sage.Rac M (1989). Successful distance learners: Some NewZealand correspondence school Strategies. In A tait(Ed), Proceedings from interaction and independence:Student support in Distance education and openlearning. Downing College, England.Usun S (2005). Learner Support Services in DistanceEducation System (A case study of Turkey)http://tojde.anadolu.edu.tr/tojde16/arkcles/s-wan.htm.
Page 2 and 3: Prime Research on Education (PRE)IS
Page 4 and 5: 303 Prime Research on Education(Cou
Page 6 and 7: Table 2: Student‟ Perception of i

See Full Article [pdf] - prime journals limited

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?