Promoting equal learner support in Distance Learning: A study of Distance Teaching Universities in Central Region, Ghana

Abstract

The study explored stakeholders’ perspectives and experiences on promoting equal learner support in distance learning in Distance Teaching Universities in Central Region, Ghana. Qualitatively, the study adopted a multi-site case study approach based on constructivist epistemology using multiple sources of qualitative data collection namely, semi-structured interviews, focus group discussions, and documents that addressed learner support in distance teaching universities. Respondents for the study were selected from within the case institutions using a stratified sampling technique. The stratification involved different categories of the university staff and students namely distance education students’ leaders, senior-level administrators, faculty members involved in distance education, and senior members (management) from the College for Distance and eLearning and College of Distance Education. This selection method was used to obtain information from 21 purposively selected key informants (principal officers) from both universities. Interview data and focus group discussion were analysed thematically and augmented with documents. The study found among others that access to promoting equal learner support is challenging as learner support in distance learning was largely unmet. The study recommends Distance Teaching Universities to ensure the provision of equal opportunities that relate to equal learner support on the basis of policy of non-discrimination regardless of the location of learners and programme.