Students' Impression Of The Learner Support System Of The University Of Education, Winneba (Uew), Distance Education Programme

Abstract

This article describes the results of a survey undertaken to identify the impressions of the students of the University of Education, Winneba distance programme on how their learner support systems have so far been implemented. The focus of the study was on all the two hundred and fifty (250) students of the first two batches of the B.Ed. programmes. Data was collected using direct administration of questionnaire by the researcher. Questions were raised to find out the views expressed by the male and female students. Findings of the study indicated that the impressions of both male and female students of the UEW distance education programme on how the learner support services were rendered to them were almost the same. A number of recommendations are made. These include the need to hold face-to-face tutorial sessions on either the first or the second Saturday of the month instead of the last Saturday; tutors for the face-to-face tutorial sessions should be discouraged from re-teaching the content of the course books; and tutors must provide helpful and encouraging feedback on students' written assignments.


Ife PsychologIA Vol.12(1) 2004: 18-32