Teacher Education Through Flexible Learning in Africa Journal, Vol. 1 No. 1 (2019)
http://hdl.handle.net/2263/79886
2024-03-29T14:55:06ZLearner support system and academic performance of distance learning students in selected Kenyan public universities
http://hdl.handle.net/2263/80086
Learner support system and academic performance of distance learning students in selected Kenyan public universities
Wambua, Rebecca Mwikali; Gakuu, Christopher; Kidombo, Harriet; Ndege, Speranza
Aluko, Folake Ruth; Nzabalirwa, Wenceslas
Distance learning is a mode of study globally accepted as a tool for enhancing access, equity and
quality in education. The Kenyan Government has put in place mechanisms to promote open and
distance learning practices in educational institutions. However, there is doubt in Kenya, regarding
the quality of academic performance attained by distance learning students. The objective of this
study was to determine the influence of learner support systems on the academic performance of
distance learning students in selected Kenyan public universities. The study is based on
Pragmatism due to its focus on objectivity and the use of scientific methods. Mixed-methods
research methodology was adopted for the study. The sample consisted of 847 Bachelor of
Education (Arts) distance learning students, 149 lecturers teaching distance learning students,
and two (2) administrators in charge of distance learning programmes. The research instruments
consisted of questionnaires, interview guides, document analysis and the instrument for
measuring academic performance. The findings indicated that a learner support system
statistically, significantly and positively influences academic performance of distance learning
students, although at a low level (4.9%). However, the findings revealed that guidance and
counselling support, which is part of the learner support system, did not significantly influence the
academic performance of distance learning students. The study recommends that particular focus
should be on the provision of remotely accessible guidance and counselling services since most
distance learning students cannot physically access the services which are on campuses.
2021-01-01T00:00:00ZLearning activities in the University of Rwanda’s distance teacher education materials: some lessons for designers
http://hdl.handle.net/2263/80083
Learning activities in the University of Rwanda’s distance teacher education materials: some lessons for designers
Sibomana, Emmanuel
Aluko, Folake Ruth; Nzabalirwa, Wenceslas
Learning activities constitute a very important component of distance education materials. They
are associated with active learning and learning by doing, which are widely accepted as effective
learning approaches. Learning by doing is particularly significant in distance education because
distance learners have to teach themselves or learn on their own through doing and reflecting.
This article reports and reflects on research which focused on the distance education materials
designed by the University of Rwanda’s College of Education to provide professional development
opportunities for high school teachers of English in Rwanda. Findings from a textual analysis of
the materials and from interviews with a sample of teachers who had used these materials indicate
that most of the activities were designed solely for ‘assessment of learning’ purposes and
encourage a surface approach to learning. It is argued that activities which encourage a surface
approach to learning limit learners’ engagement with, and understanding of, the content in the
materials and improvement in quality teaching, a key goal of teacher professional development.
2021-01-01T00:00:00ZEditorial
http://hdl.handle.net/2263/80069
Editorial
Aluko, Folake Ruth; Nzabalirwa, Wenceslas
Aluko, Folake Ruth; Nzabalirwa, Wenceslas
The aim of the Distance Education and Teachers’ Training (DETA) biennial conference is to create a platform for African educationists and all those collaboratively working with them on the continent to share knowledge and deliberate on educational issues. The 2017 conference held in Rwanda was no exception as participants met to deliberate on how Africa could get practical about achieving SDG 4 in Teacher Education in Africa. Since 2011, the conference has been publishing its proceedings. Participants toeach conferenceare invited to submit their papers for blind peer review, andreviewers are drawnfrom beyond Africa. Over the years and with fourbiennial editions, participants have come to look forward to the Proceedings due to the rigorous process it goes through and the robust debates it generates. Thus, the conference committee decidedto turn the Proceedingsinto an OER journal. It was thus renamed Teacher Education through Flexible Learning in Africa(TETFLE) with a focus on the developing contexts. Thisis the maiden edition of the journal.The theme of the 2017 conference was Getting practical about Sustainable Development Goal (SDG) 4 in Teacher Education in Africa.
2021-01-01T00:00:00ZGuidance and counselling for pupils with special educational needs in Accra, Ghana: implications for inclusive education
http://hdl.handle.net/2263/80068
Guidance and counselling for pupils with special educational needs in Accra, Ghana: implications for inclusive education
Ocansey, Sylvia Kabumle; Gyimah, Emmanuel Kofi
Aluko, Folake Ruth; Nzabalirwa, Wenceslas
Pupils with special educational needs require guidance and counselling services to overcome
their social and psychological challenges. The study explored available guidance and
counselling services in three special schools in Ghana. The concurrent triangulation mixedmethod
design was used. The samples of pupils (88) and staff (3), comprising administrators
and guidance and counselling coordinators were purposively selected for the study. Data were
collected with a questionnaire and an interview guide. Quantitative data was analysed using
descriptive statistics, specifically, frequencies and percentages while in the qualitative
analysis, the thematic approach was used. The importance of guidance services was
prevalent. The facility enabled discussions regarding pupils’ educational goal construction,
career plan development and solving relationship problems among pupils, their staff and
parents. Regional Education officers were subsequently recommended to liaise with their
counterparts at the Guidance and Counselling and Special Education Regional offices to
monitor special schools, which will enable them to ensure widened service access and
effective implementation.
2021-01-01T00:00:00Z