LEARNERS’ SUPPORT SERVICES IN SINGLE AND DUAL-MODES DISTANCE LEARNING INSTITUTIONS IN SOUTHWEST NIGERIA

Abstract

Learners’ support service is a critical component of an effective distance learning environment that focuses on provision of learning aids and assistance in facilitating delivery of content and skills development for the adult learners. Previous studies on learners’ support services in distance learning institutions were foreign with dearth of comparison between the single mode (institution with one mode of instructional delivery) and dual mode (institution with two modes of instructional delivery) distance institutions. This study was, therefore, carried out to assess and compare the provision of learners’ support services (Counselling Services - CS, ICT Provisions - ICTP, Library Services - LS, Study-skill Development - SsD, Tutorial Classes - TC, information flow, Academic Advisory Unit -AAU and Academic Progress Report -APR) in both single and dual mode distance learning institutions in Southwestern Nigeria using Keegan’s criteria.

Inclusive Student Services Process Theory provided the framework, while the survey design of ex-post-facto was adopted. The Distance Learning Centre University of Ibadan was purposively selected as a dual-mode learning institute based on her year of establishment, while the National Open University of Nigeria (NOUN) was enlisted as a single mode institution. Four faculties (Education, Social Sciences, Arts and Science) common to the two universities were purposively selected. Proportionate to size and stratified sampling techniques were used to select 1576 students from the two institutions (UI- 617 and NOUN- 959). Instruments used were Learners’ Support Services Typology (r=0.88), Availability (r=0.80), Quality (r=0.87), Accessibility (r=0.80), Affordability (r=0.88), Usability (r=0.79), Supportive (r=0.82) scales and Learners’ Support Services Constrain Questionnaire (r=0.73). Four sessions each of key informant interviews and focus group discussions were held with management and personnel staff respectively. Quantitative data were analysed using descriptive statistics and t-test at 0.05 level of significance, while qualitative data were content analysed.

Participants’ age was 28.4±6.8 years, while majority (66.6%) was single and male (53.3%). Learner support services purposes were information flow (UI-39.9%, NOUN-60.7%);AAU (UI-39.7%, NOUN-60.3%); APR (UI-39.7%, NOUN-60.3%);SsD/TC(UI-39.4%, NOUN-60.6%);LS (UI-39.2%, NOUN-60.8%); ICTP (UI-42.4%, NOUN-57.6%) and CS (UI-36.0%, NOUN-64.0%). There were significant mean differences in learners’ support services between the two institutions based on availability (t=2.78, df=1461; NOUN- 17.47, UI- 12.44), quality (t=11.15, df=1461; NOUN-20.41, UI- 14.80), accessibility (t=11.19, df=1461; NOUN- 16.52, UI- 11.89), usability (t=11.79, df=1461; NOUN- 16.49, UI- 11.91), affordability (t=10.16, df=1461; NOUN- 19.34, UI- 11.20), and supportiveness (t=11.73, df=1461; NOUN- 19.48, UI-14.01).Difficulties in accessing learning materials, poor bandwidth and poor reception signal of UI Diamond FM and NOUN radios dominated the complaints. Also, lack of ICT materials, poor staff-students relationship, insufficient staff advisors and inadequate high-tech electronic gadgets hindered the provisions and use of the services in the two institutions. Regardless of the difficulties and challenges in their provisions and usage, the learners’ support services were more prominent in the National Open University of Nigeria (the single mode) than in the Distance Learning Centre, University of Ibadan (the dual-mode) using Keegan’s yardsticks. Therefore, the provisions of these services should be strengthened in the two institutions, particularly the University of Ibadan.