Learners’ perception of support services in distance education: a case for Bachelor of Education students at Kenyatta University, Kenya

Abstract

Learner support services are a critical component of quality distance education programme due to the physical and temporal distance which separates the instructor and the learner. Kenyatta University offers distance education programmes in various fields of study including Bachelor of Education (B. Ed.). This study sought to investigate learners’ perception of support services provided in the B. Ed programme. The study adopted descriptive survey research design. The survey population consisted of 750 third and fourth year B. Ed students at Kenyatta University in the 2008/2009 academic year. Three hundred students (40.0% of the survey population) who attended the August residential session participated in the study. The students were randomly selected. Two hundred and seventy nine students (93.0%) completed and returned the questionnaire developed by the researchers. The study found that majority of the students (62.8%) were male, 90.1% were above 36 years old, 88.7% were married, 94.8% were in formal employment and 91.1% had been trained as primary school teachers. Out of the 11 learner support services examined in the study, three were perceived as satisfactory. These include provision of face-to-face sessions, assistance/advice for examinations and provision of regular and detailed report of academic progress. Eight services were perceived as unsatisfactory. These services include opportunity for out of class contacts with instructors, timely supply of course modules, handling of students’ queries by administrative staff in the centers, stocking of libraries, quality of accommodation and catering facilities provided during residential sessions, opportunities for co- curricular activities and provision of counseling services.