Learning support : perceptions and experiences of distance learners in Botswana

Abstract

This study pertains to the provision of learning support to remote distance learners in Botswana, who enrolled for a secondary school-leaving certificate. The purpose of the study was to document learners’ perceptions and experiences of learning support and to improve service delivery. The study, which was informed by an interpretive paradigm using a mixed-methods approach, is underpinned by Holmberg’ theory of conversational learning (2003). Qualitative methods that involved semi-structured interviews, journals, document study and observations were used to collect data, while a questionnaire provided nested quantitative data. Data sets were triangulated and trustworthiness was enhanced by using Atlas.ti™ for qualitative analysis and SAS version 8 software to generate percentages. The key findings showed that learners exhibited high intrinsic motivation and 72.1 per cent of them were satisfied with the learning support provided. This substantiates the notion that learner motivation remains a key attribute for successful distance learning in any context. However, policy and managerial flaws frustrated and unintentionally disadvantaged learners. Implications for practice include policy reviews and adoption of best practice. A survey to establish learner needs, expectations and aspirations is critical for the design and development of appropriate learning materials, and for the delivery of quality learning support.