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dc.contributor.authorOuma, Richard
dc.description.abstractThe provision of learner support is pivotal in understanding the development trend in distance education. A survey of the literature indicates limited incorporation of the student perspective in learner support strategies in Open and Distance Education in Uganda. To investigate the students’ perspective of the university learner support practices, this study used a quantitative approach involving a 45 questionnaire items to collect the students’ views. Using factor analysis technique, findings from the study revealed four constructs of learner support, namely; academic advising support, library and technology support, counselling and career support, and communication service support. The study concludes that analysing and incorporating the views of the students in decision making at faculty and institution level help to consolidate learner support efforts, nurtures a relevant learner support culture and creates a pathway to improved learning in Open and Distance Education. It therefore recommends that the views/voice of the students should be considered in the planning and delivery of Open and Distance Education. In addition, investment in affordable ICTs is key to the effectiveness of learner support management and delivery in Open Distance Education.en_US
dc.publisherInternational Institute for Science, Technology and Educationen_US
dc.relation.ispartofseriesJournal of Education and Practice;
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.subjectOpen and distance educationen_US
dc.subjectStudents’ perceptionsen_US
dc.subjectLearner supporten_US
dc.subjectFactor analysisen_US
dc.titlePathway to Quality: Incorporating Students’ Perceptions in the University Learner Support Systemen_US

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Attribution-NonCommercial-NoDerivs 3.0 United States
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 United States