Challenges Faced by Distance Education Students of the University of Education, Winneba: Implications for Strategic Planning (original) (raw)
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The Operation of Distance Education has become a major mode of education because the conventional education is unable to meet the growing demand for admission into tertiary institutions. Through application of purposive sampling technique (procedure) this research brings to light the operations of Distance Education in Ghana at the tertiary level. In establishing this, literature covering different aspects of operational challenges is reviewed. Both qualitative and quantitative analyses were applied. The results from the respondents denote ´´good´ ´ impression about the operation of Distance Education in that the students can add more academic and professional value to their careers while working. However, socio-economic and financial factors posed problems for Distance Education participants. Combination of work and studies identified as major challenge in pursuing Distance Education. The use of electronic media, employing more tutors, ensuring relatively permanent teaching- learni...
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Distance Education has globally become one of the important solutions for increasing admission into the universities, decongesting campuses and efficient utilization of time and space. To ensure the sustainability of the programmes‘ noble objectives calls for periodic re-evaluation of its modus operandi including the assessment of the perception of its intended beneficiaries. Using exploratory factor analysis, this study analyzes the perceptions of DE students from the University of Ghana. The results of the study show that students have positive perception on the usefulness, satisfaction and flexibility of the programme but have a negative attitude towards examination related issues. The underlying factors include the untimely delivery and poorly edited modules as well as poor arranged examination schedules.
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The study reports a case of distance education policy in the Kwame Nkrumah University of Science and Technology (KNUST), a dual mode University in Ghana. The interview method was used to obtain information from 21 purposively selected key informants in the University. Policy documents that addressed Distance Education (DE) were reviewed. The study showed that KNUST has identified DE as a policy initiative for meeting institutional goals. The current DE policy focus was on student support services. However, policy areas under Governance/ Administration and Academic/Faculty/Department were yet to be fully developed. The study recommended a systematic review/audit of existing institutional policies to take care of the needs of distance learners. These needs include addressing key issues of facilities and resources in the Regional centers and documenting policies that showcase the benefits of individual and departmental efforts relating to workload to increase interest, satisfaction and participation in the DE programmes by the various Departments. 1996 the University of Education, Winneba (UEW) became the first tertiary institution in Ghana to start DE programmes followed by the University of Cape Coast (UCC) and the University of Ghana (UG) in the 2001/2002 academic year with diploma programmes in Basic Education and Youth in Development Work respectively (Mensah and Owusu-Mensah, 2002). The KNUST however started its DE programmes in 2005 with emphasis on science programmes. Thus the Public Universities became dual mode institutions, providing conventional and distance education programmes simultaneously.