Learner Support to Adult Students in Open Distance and Learning: University of South Africa Lecturers’ Views

Abstract

In today’s learning society, student support in institutions of higher learning is a topical issue. The recent global growth and popularity of open and distance learning (ODL) has been attributed to the unique advantages of this form of learning (e.g. flexibility for those students who wish to combine a working life with further studies). Moreover, ODL is an effective tool in enabling students from less privileged social groups to participate in learning. These students are often unreachable owing to their geographical location or they are unable to access higher education for a variety of reasons, such as financial constraints or domestic arrangements. In the light of all this, in this article, I will investigate lecturers’ views on learner support in the Department of Adult Basic Education and Training (ABET) at the University of South Africa (Unisa), the largest, dedicated ODL institution in South Africa. A review of literature study identified the Community of Inquiry model proposed by Garrison, Anderson and Archer (2001) as useful in this context and this model will be used as the conceptual framework for this study. The researcher will use a qualitative approach in interviewing lecturers in the ABET department. The lecturers are of the opinion that learner support systems are a vital tool in teaching and reaching out to students. The literature review suggests that the distance between the university and the student still has to be reduced more to ensure that student support reaches all students on an equal basis. The purpose of this study is to seek to add new knowledge to our existing body of knowledge concerning student support.

DOI: 10.5901/mjss.2013.v4n13p555