Institutional Policies and Commitment for Supporting Distance Learners in Dual Mode Public Universities in Ghana
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Date
2018-07
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Publisher
University Of Ghana
Abstract
The aim of this study was to gain insights into institutional policies and
commitment for supporting Distance Education (DE) learners in public dual
mode universities in Ghana. The study was underpinned by Simonson’s theory
of equivalency and a Policy analysis framework (PAF) for studying distance
education institutions. The study used the convergent parallel design of the
mixed methods in which qualitative and quantitative approaches were adopted.
Six principal officers and 632 DE learners from the public universities were
purposefully and conveniently sampled respectively to respond to interview
schedules and a student survey questionnaire for data collection. Audio
recordings of interviews were transcribed and coded into nodes which
provided easy retrieval of themes that emerged. The quantitative data was
analysed using descriptive statistical methods (including percentages, means,
standard deviations and graphs where appropriate).
The major findings of the study generally, indicate the lack of institutional
policies specifically formulated for DE delivery in public dual mode
universities in Ghana. The use of policies meant for conventional students and
unofficial conventions and guidelines to carry out some key DE activities to
the detriment of DE learners was revealed. This finding contravenes the
Equivalency Theory in Distance Education delivery. The current institutional
policies being addressed in the universities are concentrated on academic,
faculty, students, and fiscal geographic governance, technical and philosophic
issues. None of the universities identified clear-cut institutional policies on
legal issues. The study also indicated DE learners’ dissatisfaction with the
array of support services provided and the non-availability of some support
services such as guidance and counselling.
The moderate level of commitment towards DE delivery despite the nonavailability
of specific institutional policies in the universities was also
revealed. The findings of this research study led to the conclusion that
although DE in public universities in Ghana is growing for the past decade,
institutional policies to serve as a framework for its successful implementation
are lacking. The findings from this study is consistent with earlier research
findings by Butcher (2013), affirming that generally, institutional policies and commitment which are essential to the success of all DE programmes and their
students are lacking in most dual mode universities in Africa.
Based on the findings of the study, six recommendations were made; The
major finding among others is that the Ministry of Education and the Ghana
Education Services should encourage stakeholder discussions for a national
(DE) policy from which the universities could use as a spring board to conduct
policies audit and needs assessment of existing institutional policies, to
identify areas of weaknesses that do not ensure institutional support and
commitment towards institutional goals and objectives, and learner success.
Description
PhD.
Keywords
Institutional Policies, Distance Learners, Public Universities, Ghana