Implementing Best Practice: Student Support Model at the ... 2010/Mowes_D...Delvaline Möwes Page 1 Implementing Best Practice: Student Support Model at the Polytechnic of ’ Centre

Delvaline Möwes Page 1

Implementing Best Practice: Student Support Model at thePolytechnic of Namibia’s Centre for Open and Lifelong Learning

Paper submitted to the NADEOSA Conference at North-West University, Potchefstroom, South Africa from 6-8 September 2010

Presented under the Theme:Creating Supportive Learning Environments

Dr. Delvaline Möwes, Centre for Open and Lifelong Learning, Polytechnic of [email protected]

AbstractFor distance education students, continuing their education requires the linking of two worlds, that is, their personal sphere with that of the institution. Although the same might be said of any educational experience for any student, the need for integration is emphasised by the particular characteristics of adult distance education students (adults with home, family, employment, and community responsibilities) and by the lack (for the majority of these students) of the physical presence of the institution in their everyday lives.

Distance education students interviewed in this study provided valuable information on the quality and adequacy of available student support services. They provided an account of individuals trying to integrate both worlds – the personal and the institutional – and to manage the responsibilities required of both. In an attempt to address their student support needs and meet their expectations to integrate both worlds, the results of this study confirms implementation of best practice for the provision of student support.

The student support model implemented at the Polytechnic of Namibia’s Centre for Open and Lifelong Learning (COLL) is based on a broad definition of student support and suits an institution that views support as a holistic function and that is prepared to provide an integrated and distributed approach. It takes a student perspective and assumes that support is best provided by multi-skilled professionals with a broad base of experience who can call on specialist advice when and if it is needed. It rests however, on a high degree of commitment and good organisation and coordination.

The model is inclusive, acknowledging the importance of providing quality information, guidance and support at pre-enrolment, early and post-enrolment stages. Support provided at these stages is essential for distance education students to permit them to successfully plan and develop a course of study.

1. INTRODUCTIONPursuing higher education through open and distance learning (ODL) offers a great deal of promise in Namibia, a country of vast geography, and a widely distributed population. The opportunity to learn away from a physical university campus, either at home or in a local community or regional setting, can provide the flexibility required by adults who wish or need to continue their education, but have multiple roles and responsibilities that do not allow full-time study or on-campus attendance (Möwes, 2005). With emerging arguments like these that ODL is increasingly being regarded as a viable policy option for developing countries with limited educational resources for buildings, books and teachers, seeking to increase accessibility for large numbers of students in education and training opportunities, the Polytechnic of Namibia has been challenged to address the question of why some students successfully study through distance education and others do not, since ODL has become increasingly important as distance education moves from a marginal to an integral role in the overall educational provision of the Polytechnic.


2. BACKGROUND AND HISTORIC OVERVIEWThe Polytechnic of Namibia (PoN) started operating as an independent and autonomous institution on 1 January 1996. Two years later, a separate Centre for Open and Lifelong Learning (COLL) was set up within PoN to accommodate students who were unable to attend full- or part-time classes at Polytechnic’s campus in Windhoek. Based on its growth the Presidential Commission on Education, Culture and Training recommended in 1999 the transformation and renaming of the institution as Namibia University of Applied Sciences. The consultancy recently carried out by the National Council for Higher Education (NCHE) has recommended the transformation and renaming of the Polytechnic as Namibia University of Science and Technology (NUST).

COLL has grown from an Administrative Centre in 2002, mainly responsible for processing of assignments, following the single writer approach to develop instructional material and providing minimal student support with a staff complement of four staff members, to a Professional ODL Centreof 22 full-time staff members. The main task of COLL is to design and offer a distance educational experience that encourages meaningful learning. As such, COLL moves swiftly, purposefully and productively to embrace the notion of equality of opportunity through its implementation of a holistic model, attending to four inter-related sub-systems, i.e. a courseware development sub-system; an academic student support sub-system; an administrative sub-system; and research, monitoring and evaluation sub-system, whereby all four sub-systems function as an integrated whole (Erdos, 1975). As such, this approach emphasises the systemic and holistic student support model of COLL so that it is designed to, and actually does, meet the needs of its students.

COLL has experienced a substantial increase in enrolments over recent years and now accommodates more students at tertiary level than any of the other publicly-funded ODL tertiary institutions. This expansion may be ascribed to enhanced internal procedures to improve administration and delivery of ODL programmes. Student enrolment for the distance education mode of delivery has increased with more than 200% since 2002, now standing at 2 371 students, while the course enrolment of 31 152 increased with more than 150% and reflects service delivery and course offerings to 7 459 students. This course enrolment statistic indicates that 65% of the 11 531 students registered at PoN, studies through COLL, which is a clear indication of COLL’s delivery of flexible learning to many residential students who also register for some of their courses on the distance education mode of study. This profile classifies the Polytechnic as a dual-mode public tertiary institution that offers flexibility and blended learning, which is in line with trends at universities worldwide.

3. STUDENT SUPPORT MODEL IMPLEMENTED AT THE CENTRE FOR OPEN AND LIFELONG LEARNING COLL’s vision to become “internationally recognised and distinguished for the design and delivery of supported open and distance learning” by building on its strengths, which include motivated and well-trained staff, high-quality instructional materials and a network of regional centres to provide adequate, efficient and decentralised student support services, enjoys a high degree of support from the Polytechnic’s senior management and other academic departments. As a result, the institutional culture is being re-oriented towards ODL, in conjunction with the development of eLearning and blended learning approaches.

In addition, PoN revised internal rules and procedures that place unnecessary restrictions on those who wish to study through the ODL mode. A practical example of this is the change-over to a new system of recording a student’s mode of study. Previously, students registered for either full- or part-time studies on campus could not take any of their courses through the distance education mode. However, since 2003 any student can choose their preferred mode of study on a course-by-course basis.

The PoN’s integrated education system allows students to choose freely whether they wish to study through ODL or conventional methods on the basis of personal preference or individual convenience. As a truly dual-mode institution, those students registered for face-to-face programmes are able to


take any of their prescribed courses through ODL if they wish to do so, provided that the course is offered through COLL. There are no differences in the content, assessment methods and performance standards prescribed for a particular course. No distinction is drawn that tends to disadvantage either form of education and no distinctions are drawn that make it difficult for students to benefit from concurrent participation in either mode.

Spurred by continuing growth in the demand for higher education, especially among adults, the Polytechnic adopted methods of ODL to transfer knowledge to a much wider community than could be reached through on-campus teaching only. However, initially and for some time, the emphasis on distance education at the Polytechnic has been on preparing courses and then on finding and implementing means of making them available off-campus. In recent years, though, there has been evidence of increasing critical reflection on an approach that may have given access prominence over success, quality and the needs of students. Today, COLL is demonstrating greater concern with human questions relating for example, to access and participation going hand in hand with students’ needs, persistence and factors that contribute to success and satisfaction for distance education students. As a result, the Polytechnic’s 3rd five-year strategic plan provides evidence and clearly articulates strategic goals geared to steer COLL to become a very significant partner in the provision of quality higher education. Fundamental to these strategic goals is the objective to not only produce highly acclaimed instructional materials, but to complement it through the provision of sound administrative and academic support services to ensure students’ success.

Success in ODL is a complex matter. Isolating specific variables that will guarantee student success may not be possible, but developing an educational environment that will contribute to student success is possible. In this context, Tait (2003:2) argues that:

While it is very difficult to isolate the variables in an educational system and identify a simple causal relationship of student support with student success, the UNISA example provides the clearest case for the importance of student support in a distance education institution. For many students, especially from the majority population who were excluded from the best universities in South Africa, the opportunity offered by distance education was not a real one. UNISA provides us with the best-documented case hitherto of the dangers of developing distance education without adequate student support.

Studies internationally (Dodds, Lawrence and Guiton, 1984; Dillon, Gunawardena and Parker, 1992 and Shin and Kim, 1999) indicate that withdrawal from distance education has many different causes. Research (Rae, 1989) has found that students with higher previous educational qualifications tend to perform better than those with poorer qualifications. Those who find it difficult to reconcile the conflicting demands of their jobs, family and studies tend to do less well, as do those who find it difficult to direct their own learning (Kuhn and Williams, 1997). However, Paul (1988) introduces a strong note of realism when he argues that the notion advanced by earlier adult educators of the self-directed independent adult learner is largely a myth to anyone who has had the experience of working closely with students in a distance education environment. Brookfield (1988) agrees that it is a myth and sees methodological contradictions arising from the fact that most studies of self-directed learners have used subjects from middle-class, educationally advantaged backgrounds.

Similarly, Burge (1988:19) concludes that: We need not so much an andragogical system which encourages and reinforces self-directed learning, but a neo-andragogical approach – one that recognises the realities of adulthood, not the myths. We need not so much self-directed learning as much as self-responsibility for learning. We need not so much to admire the independence of students, as we need to facilitate the interdependence of students and the collaboration of educators.

It is the opinion of the author that those of us who work in distance education institutions in Southern Africa can identify strongly with the arguments of the above-mentioned authors. Specifically, the adult distance education students in this context need particular forms of support, since they are a socially


and educationally disadvantaged majority. As such, a concerted effort to meet the needs of distance education students resulted in the adoption of the following model for student support services (figure 1), - adapted from Brindley (1993).

The model presented in figure 1 is based on a broad definition of student support and suits an institution that views support as a holistic function and that is prepared to provide an integrated and distributed approach. It takes a student perspective and assumes that support is best provided by multi-skilled professionals with a broad base of experience who can call on specialist advice when and if it is needed. It rests however, on a high degree of staff training and good organisation and coordination.

The model is inclusive, acknowledging the importance of providing quality information, advice and guidance at pre-enrolment, early and post-enrolment stages (McInnis-Rankin and Brindley, 1986; Zaykowski, 1993). Support provided at these stages is essential for distance education students to permit them to successfully plan and develop a course of study.

In order to implement this student support model successfully, COLL allocated greater institutional resources to aspects of career counselling and academic planning, rather than just providing generic course or programme information at the pre-enrolment stage. Brindley (1993), states that it is at thispre-enrolment stage that enquiries into the recognition and accreditation of prior learning must be addressed. These initial enquiries for institutional information and advice will often be made at the Regional Centres. Students have a need for ready personal contact and interaction at this stage and a centralised ODL institution may not be able to respond in time. As a result, COLL provides regular and thorough information sessions on current developments regarding course and programme information to regional staff for them to provide adequate and resourceful information to prospective students at the pre-enrolment stage.

Some prospective students will make the decision not to enrol while others may be guided by staff towards other learning institutions that better meet their needs. Students will then need an introduction or orientation to ODL to provide a safe and structured introduction or return to higher education. In the next section of the model those who have admission to courses and programmes should be able to access a wide range of administrative and academic support services.

Realising the vital importance of adequate and efficient student support services to ensure access to education coupled with success, the COLL Regional Centres are equipped with the highest level of resources and the most up-to-date facilities in the country. Students visit the Regional Centres and the main campus to have access to the following student support services:

obtaining information/publicity materials; availing of academic advice/counselling for course/programme selection; registering online; registering for a free email account; paying tuition fees/other charges; receiving study materials; attending orientation sessions; attending face-to-face tutorials; attending business simulation sessions; practicing computer literacy skills; registering to be part of a study group; making use of a quiet, well-lit study space; reading/ borrowing library books; reading online journals; making photocopies; using computers/printers; accessing the internet for eLearning courses and contact tutors and support staff via email;


accessing online administrative services, i.e. financial statements, update of biographical data, examination timetables, vacation school timetables, assignment results, examination results; responding to sms reminders and notices received through mobile phones; listening to CDs/accessing DVDs; accessing web cam facilities and head phones; submitting (online) assignments; and sitting for examinations/other forms of assessment.

Not all student support services indicated are required by all students, but because of individual differences among adult distance education students, something that may be insignificant to one may be of crucial importance to another and may make a vital difference. Therefore, in considering students’ support service needs and expectations, COLL does not simply plan for the majority. In addition, some student support services need to be available at all stages, as each student will move through the learning process at a different pace. A systemic and holistic approach to this model, which captures student support as a process, rather than as a series of second order activities, is therefore proposed to ensure equalising opportunities for all students, irrespective of their different needs.


FIGURE 1: MODEL OF STUDENT SUPPORT SERVICES

Out Seeking information Making an enquiry

Out

In (Prepared to manage and integrate responsibilities of both worlds)

Admitted/enrolled studentStarting study programme and needs further information and support

Post-enrolment stage

Re-enrolling

student

Prospective student at pre-enrolment stage

Institutional issues Information about distance education

opportunities Information about study programmes Accreditation and recognition of prior learning Help with application process Advice on course selection Orientation to ODL delivery

Headquarters and Regional Centres

Other learning institutions

Introduction/orientation for new students to open and distance learning Communication with administrative and support staff Communication with tutor(s) Communication with fellow students (study groups) Access to learning resources and support services Assistance with study skills development

Headquarters and Regional Centres

Central and Regional Student Support Services

Communication with tutorsCommunication with fellow students (tutorial support)(access to study groups)

Academic guidance Effective and timelyfeedback

Student advocacyEffectiveadministrative support

Detailed, specificprogramme/course Accessing learning information resources

Developmental Career counsellingcounselling

Student engaged in

learningprocess

Personal Issues How studying through

ODL might affect self, family, finances


4. METHODOLOGYA combination of quantitative and qualitative methodologies was used in order to follow a suitable research plan and to gather the necessary data that would answer the research questions of this study. Quantitative data provided basic research evidence, while qualitative data were used to round off the picture and to provide examples and reasons behind the quantitative findings. Furthermore, the study was situated within both positivist and interpretive paradigms, since objective facts as well as the meanings students attach to such facts were crucial for the purpose of this study.

4.1 Sampling and PopulationThe population for this study was made up of adult distance education students from five of the nine Regional Centres across the country. These students are enrolled for various study programmes offered through COLL, while a random sample was drawn among senior students who have a longer exposure to COLL’s student support services and are therefore in a better position to evaluate the quality of the available support services.

Twenty percent of the population, which amounts to 1 492 subjects, were randomly selected from these Regional Centres. However, due to time constraints, an initial random sample of only 31 respondents who completed the research instrument, were used for the purpose of this paper. The complete study, involving 1 492 subjects is envisaged to be finalised towards the end of the 2010 academic year.

4.2 Design of the research instrumentsAs stated above, the research design incorporates both a quantitative (positivist paradigm) and a qualitative (interpretative paradigm) dimension. Consequently, a combination of a questionnaire and open-ended questions was used for data collection. Quantitative data were collected through a structured questionnaire made up of scaled, checklist, and “yes” and “no” questions, while qualitative data were collected through four open-ended questions. These open-ended questions were used to obtain data supplementary to that obtained by items from the questionnaire. In addition, the open-ended questions were administered to establish whether students’ expectations and needs had been met and whether they were satisfied with the provision of student support services.

5. SUMMARY OF FINDINGSThis study has provided a composite profile of distance education students at the Polytechnic of Namibia. It not only shows some similarities with previous reports, but also adds considerably to our understanding of who are our Namibian tertiary distance education students.

It was evident that the current findings on age range fit with the overall picture of adult distance education students at COLL, with the majority of the respondents in the 20-40 age bracket (87%) as reflected in Table 1, while students in this study were also largely single (84%), Table 2, and employed (61%) as reflected in Figure 3. With COLL’s recent launch of eLearning courses, it is very encouraging to note that 94% of the respondents have access to the Internet as reflected in Figure 5. This finding is consistent with previous findings on this aspect.


Table 1: Age and Gender Profile

Age Category Male Female

No of Respondents

< 20 yrs 2 2

20 – 30 yrs 10 8 18

31 – 40 yrs 6 3 9

41 – 50 yrs 2 2Total 20 11 31

Table 2: Nationality and Marital Status

NationalityMarital status

No of respondents

Namibian Single 25

Married 5

Total 30Non-Namibian Single 1

Married 0Total 1


Figure 2: Regional Centre Representation

Figure 3: Employment Status

5 5 5

6

10

0

2

4

6

8

10

12

Keetmanshoop Ongwediva Otjiwarongo Walvis Bay Windhoek (COLL)

COLL Regional Centres (N=31)

Employed61%

Unemployed29%

Other10%

Eployment status (N=31)


Figure 4: Programme of Study

Figure 5: Access to the Internet

1

6

6

2

4

8

2

1

1

0 2 4 6 8 10

Certificate: Community Based Natural …

Bachelor of Business Administration

Bachelor of Human Resources …

Bachelor of Marketing

Bachelor of Public Management

B.Tech: Accounting and Finance

B.Tech: Economics

B.Tech: Nature Conservation

Not indicated

Programme of study (N=31)

Yes94%

No6%

Access to Internet (N=31)


Figure 6: Length of Study

Participants’ responses to the quality of student support services provided through COLL and the Regional Centres also reflect a very positive picture with the majority indicating the quality as either good or excellent. A combined response of satisfaction with the quality of student support services (62.4%) is depicted in Table 3, while an average of only 7% of the respondents indicated that the quality is poor. It should be noted that an average of 18.4% of the respondents did not provide an answer to this question, while an average of 12.2% did not find the question applicable.

The findings were supported by students’ responses to open-ended questions whereby a major portion of them were of the opinion that they are satisfied with the quality of the available student support services. Table 4, which summarises the factors that have contributed to students’ success, specifically confirms that the systemic and holistic student support model at COLL, indeed meet the distance education student’s need for support services to be an integral part of ODL delivery.However, results reflected in Table 5, indicate that a few students also responded that library services were not effective, because prescribed and recommended textbooks were not always available and the library should be opened on Sundays and Saturday evenings. In addition, the need was raised by some students that they need more tutorials and that more courses should be offered via eLearning, while some of them suggested that practical tests and business simulation sessions also be facilitated at the Regional Centres. These concerns and suggestions were further confirmed when students responded that some of the support services need to be improved and strengthened, as summarised in Tables 6 and 7, with suggested strategies for implementation reflected in Table 8.

11

10

8

1 1

0

2

4

6

8

10

12

< 1 year 1 - 2 years 3 – 4 years 5 - 6 years 7 - 8 years

Length of study through distance (N=31)


Table 3: Quality of Student Support Services provided through COLL and Regional Centres

Support ServiceNot applicable

Very Poor Poor Average Good Excellent

NoAnswer

Attending Orientation Sessions 12.9% 3.2% 0.0% 9.7% 32.3% 12.9% 29.0%Obtaining Information and Publicity Materials 6.5% 0.0% 9.7% 12.9% 25.8% 19.4% 25.8%Receiving Curriculum Counselling on Programme Selection/Subject Choices/ Examination Opportunities/Amendments 3.2% 0.0% 3.2% 19.4% 35.5% 16.1% 22.6%Registering for Courses and Examinations 0.0% 3.2% 0.0% 12.9% 38.7% 45.2% 0.0%Registering for a free email account 6.5% 3.2% 3.2% 12.9% 16.1% 32.3% 25.8%Paying tuition fees or other charges 9.7% 0.0% 3.2% 6.5% 35.5% 29.0% 16.1%Receiving study materials 0.0% 0.0% 3.2% 12.9% 35.5% 45.2% 3.2%Telephone Contact with Student Support Officers/Regional Coordinators 6.5% 6.5% 0.0% 35.5% 6.5% 32.3% 12.9%Email Contact with Student Support Officers/Regional Coordinators 9.7% 9.7% 6.5% 16.1% 12.9% 29.0% 16.1%Telephone Contact with Tutors/Lecturers 12.9% 9.7% 16.1% 19.4% 12.9% 9.7% 19.4%Email Contact with Tutors/Lecturers 9.7% 6.5% 19.4% 19.4% 9.7% 16.1% 19.4%Attending Field Trips 32.3% 6.5% 9.7% 12.9% 6.5% 0.0% 32.3%Accessing Library Services, Borrowing Books and Other Resources 3.2% 0.0% 6.5% 9.7% 38.7% 32.3% 9.7%Accessing Computer Laboratory Facilities 6.5% 3.2% 3.2% 3.2% 29.0% 45.2% 9.7%Attending Face-to-Face/Weekend Tutorials at Regional Centres/Windhoek 9.7% 6.5% 3.2% 6.5% 29.0% 29.0% 16.1%Attending Vacation Schools/Workshops/Contact Sessions 9.7% 0.0% 3.2% 9.7% 29.0% 29.0% 19.4%Attending Business Simulation Sessions

19.4% 3.2% 0.0% 9.7% 25.8% 12.9% 29.0%Practising Computer Literacy Skills 35.5% 6.5% 0.0% 9.7% 19.4% 3.2% 25.8%Making use of Computer Assisted Learning (Information Administration, E-Marketing & Web Management, Computerised Accounting) 12.9% 3.2% 3.2% 22.6% 25.8% 12.9% 19.4%


Support ServiceNot applicable

Very Poor Poor Average Good Excellent

No Answer

Registering to be part of a study group 9.7% 0.0% 3.2% 12.9% 32.3% 22.6% 19.4%Studying with fellow students in a study group 25.8% 3.2% 3.2% 22.6% 12.9% 12.9% 19.4%Making use of a quiet and well-lit study space 25.8% 6.5% 0.0% 35.5% 3.2% 9.7% 19.4%Accessing E-Mail/Internet 22.6% 3.2% 3.2% 25.8% 16.1% 19.4% 9.7%Accessing online administrative services, i.e. financial statements, update of biographical data, examination timetables, vacation school timetables, assignment/examination results 9.7% 0.0% 0.0% 12.9% 19.4% 38.7% 19.4%Submitting (online) assignments 3.2% 0.0% 0.0% 16.1% 22.6% 35.5% 22.6%Using Comments from Tutors on Tutor-Marked Assignments 19.4% 9.7% 6.5% 9.7% 6.5% 38.7% 9.7%Receiving Tutorial Letters (First Tutorial Letter and Feedback Tutorial Letters) 16.1% 0.0% 3.2% 19.4% 12.9% 29.0% 19.4%Receiving sms reminders and notices 3.2% 0.0% 6.5% 19.4% 29.0% 32.3% 9.7%Responding to sms reminders and notices 6.5% 3.2% 0.0% 9.7% 29.0% 32.3% 19.4%Listening to CDs 25.8% 3.2% 3.2% 12.9% 22.6% 9.7% 22.6%Sitting for examinations/tests 25.8% 6.5% 3.2% 12.9% 12.9% 19.4% 19.4%Using Information Manual for Distance Education Students 3.2% 0.0% 0.0% 6.5% 29.0% 48.4% 12.9%Others 0.0% 0.0% 0.0% 9.7% 29.0% 29.0% 32.3%Average total response 12.2% 3.2% 3.8% 14.8% 22.5% 25.1% 18.4%


Table 4: Factors that have contributed to success of studies

FactorsAdvice by Tutors - The group study – Extra/Supplementary materialsCommitment and dedication as a distance student. We have more library books available and more journals, acts and publications.Early dispatch of tutorial letters and study material for us to finish our assignments on timeEnough study material - well planned tutorial sessionsExcellent co-operation with Regional Coordinators - Availability of study materials that are well designed - Accessibility to the internet and communication facilitiesFace-to-face weekend tutors. Access to the InternetFeedback tutorial letters - All materials received - Vacation school tutorialsGood study materials and study guidelines provided to studentsHard work - Internet - Access to old exam papers - Access to weekend tutorialsHaving more books available to use and extending the time we have to use the books.If all the subjects could have tutors my study will be successful.If there is more time available and commitment from my sideThere is a need for more tutors in the regionsMore information about complex subjects such as Consumer and Buyer Behaviour, Business Logistics etc.More tutors at COLL Centres outside PolytechnicEstablishment of the COLL Regional Centre at Walvis Bay. Extending the time for accessibility to the library. Some of the factors that could contribute to the success of my studies is when I don't understand something I always contact my lecturer by e-mailing or calling and most of my study guides are helpful and access to the internetStudying hard - Attending vacation school - doing assignments - patienceSome Tutors respond to e-mail enquiries on time


Table 5: Additional Support Services expected from COLL

Support ServiceAssistance on how to answer assignments and give extra time for submission of assignmentsE-Learning to be available to all coursesEverything regarding the services rendered is satisfactoryGiven enough classes - enough study materialsGiving old examination papers - Assisting in student's problems in terms of assignmentsLecturers should mail important notes and exercises that they use in their classes in Windhoek for the distance students. They can put it on a site where the students can get it from.Library should be open throughout the weekendLocally conducted business simulation sessions - locally conducted Computer LiteracyExaminationsMake tutors available for all courses from year 1 up to 4 respectively - They should be well qualified and supportiveMore and regular classes especially for subjects like Accounting and Statistics.More group class at the Regional Levels on all the subjects offered.More short loan books to be made availableStudy guide to be made more clear with lots of enough information and not always the same exercises repeatedThe period of borrowing material from the library need to be extended from five to ten days. Library hours need to be extended to include Sundays

Table 6: Student Support Services that need to be ImprovedSupport ServiceDue dates not satisfactory, little time between assignments.Face to Face weekend tutorials.Group studiesHanding out of study materials - It must be a bit faster and quickerNeed all the prescribed books available, because we have a lot of students who use the booksand some books are not available.Length of returning borrowed books is shortLibrary service. Face to face tutors (even three days per week)Update library with latest prescribed books – Practical Exams at Regional Centres so we don’t have to travel to Windhoek More tutors pleaseNoneReturning of assignments and feedback tutorial lettersThe service should be improved especially when it comes to receiving materials - The lines are long and service is slowThe weekend face to face tutorials should be improved, because some of the tutors come an hour late or don’t turn up at all.There is nothing to be improved because everything we need from them, they help us and ready to respond


Table 7: Student Support Services to be Introduced

Support ServiceEnlarge the building to make the service delivery fasterE-learning for more courseFace to face tutorials should be available irrespective of number of students registeredFree telephone line to Polytechnic to enable students to communicate with the Tutors.More classes and Polytechnic’s own building for distance studentsMore tutors at COLL centresNoneNothing really COLL is perfect so farPermanent tutors must be appointed and at least classes can be offered as for part-time/evening students in Windhoek. Small numbers of students in some courses must also be considered for f-t-f tutorialsPractical Tests be introduced at the Regional Centres Student should not be allowed to renew book for more than two times. One book should stay in the library as reference.

Table 8: Strategies to implement suggested Student Support Services

StrategyBuy books and sent to all COLL Regional Centres - Provide, make available all needs of course for distance students so that they travel less - Vacation school in Regional CentresDon't have any strategies.Extension from 1 week to 2 weeks for late assignments.My opinion is that there is nothing to suggest because they are doing their job rightPractical Tests to be in all Regions - At least three days face to face tutors per week Have a system where the minute your register for a subject on distance your study material is already waiting for you, pre-packed, you must just collect itIntroduce part time studies at Regional Centres - Appoint permanent tutors Making the rules strict for those who do not take the due dates seriouslyNoneOnline registration through computer usage - better line-up system and faster service delivery through increasing the number of employeesResearch of performance of distance studentsThe classes should at least be conducted twice a week per subject.To have access to the centre after working hours and not only when there are classes - to employed people that will be there till 22:00 in evenings and on Sundays


6. PROVISION OF ADEQUATE AND EFFICIENT STUDENT SUPPORT SERVICESThe geographical realities of Namibia, with a relatively small population distributed over a large national territory, have often been cited as critical factors in shaping the provision of education in the country. While ODL holds out the promise of reaching students around the country, there are many practical difficulties in ensuring that the necessary support services and facilities are accessible to them and delivered adequately and efficiently. Regardless of which media and technologies are used to deliver course content, those studying at a distance still need to be in direct contact with staff from institutions from time to time.

Nonyongo (1993) notes that students who completed their studies were adamant that without the support services provided, they would not have succeeded in the face of the various pressures in their lives. According to her, the particular needs of distance education students from educationally and socially disadvantaged communities in Southern Africa include:

the need to develop and maintain self-confidence in the face of an unfamiliar learning process;

the need to understand the vocabulary as well as the discourse of a particular subject/course;

the need to unlearn rote learning as a way of “learning” and to learn to become autonomous students;

the need to develop time management skills, in view of long working hours, or long hours spent travelling, and multiple responsibilities;

the need to have access to tutors and tutorials; and the need to study together with other students in order to engage in “conversation” and

develop a “community” of fellow students (Tait, 1996:59-60) which affirm what is culturally the case among many African students in Southern Africa.

From the literature (Sewart, 1983; Bth, 1982; Dodds, Lawrence and Guiton, 1984; Brindley, 1988; Paul, 1988; Fritsch and Strhlein, 1989; Rae, 1989; Dillon, Gunawardena and Parker, 1992; Nonyongo, 1993; Nonyongo and Ngengebule, 1993; Rumble, 1993; Sweet, 1994; Tait, 1995; Boonzaaier, 1996; Basson and Nonyongo, 1997; Shin and Kim, 1999; Lamb and Smith, 2000 and Tait, 2000) on student support in open and distance learning, it was concluded that:

student-institution contact, such as regular contact with support staff, appears to have a positive effect on student performance and persistence rates;

factors which correlate positively with course completion rates include the use of course assignments, early submission of the first assignment, short turn-around time for giving students feedback, pacing progress, supplementary media and tutorials, favourable working conditions in the student’s context, the quality of learning materials and reminders from tutors to complete work;

students value contact with support staff and their peers, though they do not always use the services provided; students most often report a preference for face-to-face tutoring compared to other media, though where face-to-face tutorials are not possible, other forms of contact are rated valuable; and

personal circumstances and lack of time are the most common reasons given for poor academic performance.

It is therefore evident that the profile and needs of distance education students justify the provision of individualised support if they are to complete their studies and develop into critical learners with appropriate competencies.

There is common agreement between both student and institutional perspectives that there is a need for student-student and student-teacher interaction, for access to library and other resources, and a place for the introduction and test-running of new technology applications, particularly telecommunications (Harrison, 1991c; Kember and Dekkers, 1987; Livingston, 1994). Student


support therefore, is not an “add on” but “an all pervasive component of educational processes which ensures that learning and teaching are approached from a learner-centered vision of education” (Nunan, 1993:1). Moreover, in his address at the third Pan Commonwealth Conference in Dunedin, the president of the Commonwealth of Learning, Sir John Daniel noted that:

Learners are the best ones to judge best practice. Learner-centeredness should be a focal point regarding best practice and a ‘culture of care’ should be part of best practice in open and distance learning.

(Daniel, 2004:5)

Consequently, student support is as important as teaching; it is teaching; it is central to all we do as professionals. Debate within an institution about who its students are, or will be, provides the platform on which to analyse what they need in terms of student support services (Tait, 1995). Sewart (1992),is of the opinion that providers of distance education should take into consideration the expressed needs of their students in whatever support they offer. The overwhelming experience of distance educators has been an increasing recognition that adult students, especially those at a distance, require all the personal support they can get if they are to succeed. While it is critical that such students have the support of family and friends in their academic endeavours, the institution has important responsibilities to provide its own forms of support. As such, Simpson (2002) noted that, as ODL provision grows, so competition mounts. Where students have a choice, they will judge institutions by both the quality of the course materials they produce and probably even more by the standards of student support they offer. It is therefore imperative that ODL institutions attend to and accept the challenge to seriously consider the development of adequate student support services to come to the point where this aspect of education is no longer looked upon by the public as an add-on.

7. RECOMMENDATIONS FOR IMPLEMENTATION OF A HOLISTICS AND SYSTEMIC STUDENT SUPPORT MODEL

While major success has been achieved in providing support services for delivery of distance education programmes through COLL, the following pertinent recommendations are vital for the successful implementation of the student support model adopted by COLL.

Without exception, distance education students need diversified student support services and demand quality education that is flexible in its delivery. It is in recognition of these needs, and the ability to respond appropriately, that the foundations of quality open learning provision lie. Students must be recognised as adults with life responsibilities who are prone to life events. Tait (2000) argued that while a minority of students in any institution regard themselves as almost entirely autonomous, it is clear that a majority welcome student support services, and in fact always demand more. As a result, support structures to facilitate cognitive, affective and systemic functions of a student support system need to be in place to address students’ personal and professional development.

In essence, students expect COLL to provide the information they require, streamline processes and procedures, help reduce their sense of isolation, and give them the academic tools they need to succeed. The following recommendations are therefore put forward:

COLL adheres to the call for providing quality student support as a priority and an integral part of the delivery of ODL.

Reliable communications and good logistics should be available, not only at headquarters, but also at regional level. Both are essential so that the distance between the system and its users does not introduce unacceptable delays between the availability of course materials and their actual use by students; between posing a question and getting an answer; and between sending an assignment and receiving the corresponding evaluation.

The role of the tutor was redefined. Improving tutorial support specifically implies that the role of the tutor is multifaceted. Tutors’ skills in offering student support are not only vital, but also unique. This is largely because tutors should be supportive, and adult distance education students have a wide range of needs that are different from those of the average school leaver


entering higher education by attending residential classes. This means that COLL had to assign more responsibility to the tutors and set up mechanisms that make it possible for students and tutors to stay in direct contact. In addition, systems were set up to make the tutor accountable. The selection of tutors is thorough. These changes required financial restructuring. Involving the tutors more in the tutoring process, means having to improve their financial compensation. This indicates that extra funds had to be made available for student support. As tutors would need to spend more time on tutoring, performing different tasks in addition to their traditional role as “markers” of assignments, work to perform such extra tasks must be financially compensated, as tutor fees were initially based on marking only.

It is vitally important that all resource materials reach students in good time. The student support staff should therefore ensure that all relevant information be fully accessible to the student. It is not enough, for instance, to provide students with an extensive bibliographical list, without making sure that all the corresponding references are equally and readily available at the library and regional centres.

COLL conducts periodic and regular user satisfaction surveys of its distance education students to determine who they are and what their needs are. Breakdowns of the student population, for example, by gender, age, location, study programme, as well as detailed information regarding personal and professional circumstances, can contribute substantially to understanding this clientele. This contributed to the design, development and provision of student support services that are tailored to students’ specific needs and expectations.

In an effort to make higher education more accessible and being concerned about student success, COLL paid attention to support services that help reduce barriers. The model for studentsupport services as suggested in figure 1 provides a grounded framework from which to work. Support services that may counteract barriers and attend to students’ needs and expectations as expressed in user satisfaction surveys, include convenient access to prescribed textbooks and other learning resources, as well as assistance with logistics and solving problems arising from the distance between the student and the campus. Well-designed course material and effective and timely feedback processes are thus recommended. Good developmental counselling and academic guidance services, for example assistance with developing study skills, are recommended to diminish barriers. Specifically, developmental counselling and support should include the role to help students build confidence, enhance their learning skills, and maintain a commitment to their studies. This kind of support does not necessarily require subject-matter expertise, so it was possible to make it available at regional level. Regional staff responsible for this service, were sensitised that counselling is intended to develop confidence, and enable students to make informed decisions. This is particularly relevant to adult students who face a myriad of personal and special problems which include role conflict, financial pressures, learning difficulties and confusion about their goals.

The results of the first user satisfaction survey in 2003 revealed students’ frustration and difficulty of making contact by phone and the long distances they had to travel to regional centres to seek vital information and support. Administrative and support staff were therefore capacitated to ensure that the correct and prompt information and guidance are given to students for them to take the best decision on their course.

Similarly, a number of students commented in 2003 on their disappointment with the quality of feedback on tutor-marked assignments. As a result, COLL implemented its assignment monitoring system to assess both the marking standards (i.e. are grades comparable across tutors offering the same course) and the quality of tuition (i.e. are students getting speedy, accurate and helpful feedback on their assignments). Issues such as turn-around time and quality feedback that can enhance student achievement, need careful attention, since these can be critical in supporting students in their studies.


COLL further capitalised on the availability of mobile phones and signed an agreement with one of the local mobile telecommunication providers to send weekly sms reminders about timely submission of assignments and regular attendance of tutorials. This resulted in an increase in submission of assignments and attendance of tutorials. It is further anticipated that in many cases it will result in significantly increased retention rates.

A major factor that assists distance education students in building self-esteem and in developing a strong identity with the institution, is interpersonal relationships with fellow students, tutors and support staff. Without exception, students expressed their need for communicating with fellow students and tutors. The importance of facilitating study groups and residential opportunities such as vacation schools and Saturday tutorials is also evident from the findings of COLL’s user surveys. COLL therefore continued to capacitate tutors through adequate training to ensure that they are well-prepared for the special challenges presented by ODL. As tutors are the main persons with whom students will be in contact about their coursework, the quality of tutors’ feedback and advice can have a decisive impact on progress and persistence.

Students further expressed their need for more tutorials. More tutorials were therefore introduced on Saturdays, contributing not only to students’ increased academic performance and elimination of isolation through interaction with tutors and fellow students, but also resulting in optimal use of campus facilities.

Adults entering university without the prerequisite information technology skills are at a considerable disadvantage. Their ability to overcome this disadvantage will be closely related to the level of understanding and practical support offered by the University. Many students commented on their lack of information and communication technology (ICT) skills and indicated their need for tutorials in computer literacy training. To address this need, COLL recruited local IT tutors in the regions to provide Saturday tutorials.

Voluntary signing of an agreement with the Higher Education Quality Committee (HEQC) of the Council of Higher Education (CHE) in South Africa, reflects quality assurance to be the key strength of the Polytechnic. As such, COLL took part in the institutional audit by the HEQC, who is mandated to assure quality in tertiary institutions through programme accreditation and institutional audits. As part of the outcome of the institutional audit in 2007, the HEQC commended COLL for its good quality instructional material that is based on criteria and guidelines which are internationally benchmarked. Particular reference was made to the instructional material being interactive and allowing students the opportunity to direct their own learning while engaging with the content.

As a result of the steep increase in student numbers, COLL, with support from Senior Management, is in the process of upgrading the Regional Network of Centres to the next level, by establishing Satellite Campuses to further decentralise its tutorial and student support throughout the country.

In order to maintain currency and as ICT becomes more and more widely used, COLL made informed decisions about the extent to which it makes use of ICT to design and deliver eLearning, courses, DVD tutorials, interactive CDs and radio tutorials to strengthen existing delivery mechanisms and supplement existing student support services, keeping in mind that different students will choose support media according to different criteria at different times of their study. COLL therefore analysed these different criteria in order to make appropriate decisions about the particular media mix for its course delivery and student support services, keeping in mind that, although technology brings more options, technologies by themselves are simply the tools or the implements. It takes a teacher to impart substance, content and meaning to any technology and its use. In this context, Sir John Daniel, in his opening remarks at the third Pan Commonwealth Conference in Dunedin, stated:

We should take a breather in eLearning and re-evaluate our practices. We should pay attention to the specific pedagogy required to deliver


courses through ICT and pay attention to the approach necessary and not the technology alone.

(Daniel, 2004:4)

8. CONCLUSIONThe changing profiles and demographics of students and workers, resulting in new demands,requires a responsive university. Consistent with the Polytechnic’s vision to educate leaders for the new economy and its mission to promote national competitiveness by providing multiple opportunities for excellent education, applied research, innovation and service, it is COLL’s strategic objective to provide the most conducive learning environment and facilities to students.

Though many challenges were faced and some still need to be addressed, the above account of growth, development and effectiveness in ODL have resulted in a move towards student-centred learning, promoting the intellectual development of the distance education student through continuous interaction and students’ active participation in the learning process. The student support model and quality assurance practices were successfully implemented, because of the Polytechnic’s responsiveness to its students’ needs and expectations and senior management’s recognition of the equal importance of ODL programmes. This responsiveness, however, calls for the current integrated and holistic student support model to be continuously modified and refined as institutional policies and procedures change and new student needs and expectations emerge.

9. REFERENCESBTH, J. 1982. Distance students’ learning – empirical findings and theoretical deliberations. Distance Education, 3(1): 6-2.

BASSON, R. & NONYONGO, E. 1997. Interpreting the student perspective on DUSSPRO tutorial support and its implications for a distance education provider. SAJHE/SATHO, 11(2): 97-110.

BOONZAAIER, C. 1996. Why did so many students go? Pretoria: Bureau for Management Information, UNISA.

BRINDLEY, J. 1988. A model of attrition for distance education. In SEWART, D. & DANIEL, J.S. (Eds.), Developing Distance Education. Oslo: International Council for Distance Education.

BRINDLEY, J. 1993. Student Support. An unpublished seminar given to staff of the Open Polytechnic of New Zealand. Lower Hutt.

BROOKFIELD, S.D. 1988. Conceptual methodological and practical ambiguities in self-directed learning. In LONG, H. & ASSOCIATES (Eds.), Self-directed learning: Application and theory. Athens: Adult Education Department of the University of Georgia.

BURGE, L. 1988. Beyond andragogy: some explorations for distance learning design. Journal of Distance Education, 3(1): 5-23.

DANIEL, J. 2004. Summary Presentation. Third Pan-Commonwealth Forum on Open Learning. Dunedin, New Zealand: Commonwealth of Learning.

DILLON, C.L., GUNAWARDENA, C.N. & PARKER, R. 1992. Learner Support: The critical link in distance education. Distance Education, 13(1): 29-45.

DODDS, A.E., LAWRENCE, J.A. & GUITON, P. 1984. University students’ perceptions of influences on external studies. Distance Education, 5(2): 174-185.


ERDOS, R. 1975. ‘The System of Distance Education in Terms of Sub-systems and Characteristic Functions’. In Ljosa, E. (Ed.), The System of Distance Education. Papers to the 10th ICCE International Conference. Oslo: ICCE. (Unpublished).

FRITSCH, H. & STRHLEIN, G. 1989. Mentor support and academic achievement. Open Learning, 3(2): 27-32.

HARRISON, C.M. 1991c. Open all Hours: The TAFE Learning Resource Centre – Its Roles in Open Learning. Source unknown.

KEMBER, D. & DEKKERS, J. 1987. The role of study centres for academic support in distance education. Distance Education, 8(1).

KUHN, E. & WILLIAMS, P. 1997. Does Learner Support Make a Difference? In DILLEY, L. & ROMAN A. (Eds.), Support Services in Distance Education. South Africa: SACHED Trust.

LAMB, A.C. & SMITH, W.L. 2000. Ten facts of life for distance learning courses. TechTrends, 44(1): 12-15.

LIVINGSTON, K. 1994. Student Support Direction Paper. Lower Hutt: Open Polytechnic of New Zealand.

MCINNIS-RANKIN, E. & BRINDLEY, J. 1986. Student Support Services. In MUGRIDGE, I. & KAUFMAN, D. (Eds.), Distance Education in Canada. London: Croom Helm.

MWES, D.L. 2005. ‘The Role of Open and Distance Learning in Institutional Transformation: The Polytechnic of Namibia Experience’. Paper presented at the 1st National Conference on Open and Distance Learning. Windhoek: Namibian Open Learning Network (NOLNet).

NONYONGO, E. 1993. “An oasis in the desert”. A case study of the SACHED Trust DUSSPRO tutorials. Unpublished M.Ed. Research Report. Johannesburg: University of Witwatersrand.

NONYONGO, E. & NGENGEBULE, A. 1993. The SACHED Distance Education Students’ Support Programme. Open Learning, 8(2):131-138.

NUNAN, T. 1993. The role of stakeholders in achieving or improving quality: exploring some issues in the context of Australian Higher Education. Quality Assurance in Open and Distance Learning: European and International Perspectives. Cambridge: Downing College.

RAE, M. 1989. Successful distance learners: Some New Zealand correspondence school strategies. In TAIT, A. (Ed.), Proceedings from Interaction and Independence: Student Support in Distance Education and Open Learning. England: Cambridge: Downing College.

RUMBLE, G. 1993. The Economics of Open Distance Education. In HARRY, K., JOHN, M. & KEEGAN, D. (Eds.), Distance Learning Education: New Perspectives. London: Routledge.

SEWART, D. 1983. Distance Teaching: A Contradiction in Terms? In SEWART, D., KEEGAN, D. & HOLMBERG, B. (Eds.), Distance Education: International Perspectives. Beckenham: Martin’s Press.

SEWART, D. 1992. Student Support Systems in Distance Education. In SCRIVEN, B., LUNDIN, R. & RYAN, Y. (Eds.), Selected papers from the 16th World Conference of the ICDE, Thailand. Queensland University of Technology: International Council for Distance Education.

SHIN, N. & KIM, J. 1999. An exploration of learner progress and drop-out in Korea National Open University. Distance Education, 20(1): 81-95.


SIMPSON, O. 2002. Supporting Students in Online, Open and Distance Learning. London: Kogan Page Limited.SWEET, R. 1994. Introduction: Directions for Change in Student Services. In Perspectives on Distance Education: Student Support Services. New Delhi Symposium.

TAIT, A. 1995. Student Support in Open and Distance Learning. In LOCKWOOD, F. (Ed.), Open and Distance Learning Today. London: Routledge.

TAIT, A. 1996. Conversation and Community: Student Support in Open and Distance Learning. In MILLS, R. & TAIT, A. (Eds.), Supporting the learner in open and distance learning. London: Pitman Publishing.

TAIT, A. 2000. Planning Student Support for Open and Distance Learning. Open Learning, 15(3): 287-299.

Documents

Implementing Best Practice: Student Support Model at the ... 2010/Mowes_D...Delvaline Möwes Page 1 Implementing Best Practice: Student Support Model at the Polytechnic of ’ Centre