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.
