Support Offered at Registration for Open Distance Learning (ODL) Students: A Potential Good or a Mismanaged Evil?
AbstractThe aim and purpose of this study is to focus on modal proposition that support given at registration, in the context of distance education (DE), has the potential to enhance learning and retention among students, but has as yet to reach its valid zenith of utility value in didactical practice. A key conventional ODL organisation has been, and still is, quality learner support services that are given at registration and therefore enhancing smooth transition process particularly to new students. Unfortunately, over recent years, because of high increases in the enrolment numbers of ODL students in various educational institutions, it has highly become difficult to implement quality orientation programmes for students. This study seeks to identify the methods that can be more helpful to support ODL students and the praxis concept that is central to them particularly during registration. Empirically, the study explores the perceptions of National Professional Diploma in Education (NPDE) teachers studying at a distance at the University of South Africa (Unisa) regarding the support they receive at registration. Results show that students do not receive adequate support during registration and that they need a well planned registration support so that they can feel a sense of belonging which will prepare them for the new venture.
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