Student Support Open Distance Learning

ROLE OF SUPPORT SYSTEM IN OPEN DISTANCE LEARNING

1. INTRODUCTION

The aim of this literature review is to pin point the role of student support systems in open-distance learning and the problems associated with this systems as well as solutions to these problems. Looking at the research articles that I utilized, many authors have stated that it is important to have an effective student support system in order to bridge the gap between distance and learning.

With these been said, authors classified student support into two categories, namely: the academic support and non-academic support. Academic support being access to academic information, assignments, discussion groups, study material, online library and most importantly interaction with

PROBLEM STATEMENT

Dzakiria (2005) has identified that the main task of institutions is to provide a well-designed educational experience that encourages learning by understanding that learners need a system that encourages a good learning experience.
In other words, the above statement implies that success in open-distance learning is the provision of learning support provided by the institutions and most importantly by lecturers.

In addition to this, Tait (2000) emphasised that the primary functions of student support systems are proposed as being threefold. The first been cognitive, supporting and developing learning by providing standard learning materials and all important course materials. This aspect of support system is considered most vital, students need confidence in their learning process, they need assurance that they are considered important, questions are answered and also need assurance that they are not neglected by lecturers. Learning materials should be available to ensure understanding and reduce confusion.
Tait (2000) then also identified the second aspect of student support as ‘affective’ which implies providing an environment which supports students, creates commitment and enhances self-esteem. Some may argue that a student may already have this attributes by now but circumstances do change and many students come from mainstream education

Therefore it is not enough to only provide study materials and neglect students need to be connected with their lectures.

Holmberg (1989), idea of effective student support does not only revolve around supplying study materials , etc but involves the notion of 'emotional involvement ' of students in their studies as well as the necessity to feel a rapport with lecturers and institution. He even went further to elaborate that the learning process is usually encouraged by frequent correspondence withfellow students. A practical example of this would be group discussions formulated by students in similar field.

Authors such as Smith (2004) and Baloyi (2014) are pointing out similar point that to declare student support role as effective, the institution needs to mitigate feelings of isolation and bring about the feelings of belonging and co-operation which is actually exchange of questions and answers. These can be done by implementing study groups, discussion groups and most importantly feedback from lecturers in order to limit rate of confusion and bring about clarity to certain