Student experiences on distance education programs a case study of western uganda
Keywords:
Experience, Distance Education, study, private university, students
Abstract
This paper is a case study of the experiences that distance learners go through when they embark on distance degree or diploma programs. Very little in-depth study had been done on the experiences of these learners who are expected to be highly motivated, independent, active learners, possessing good organizational and time management skills, self disciplined and driven to study without external reminders and can adapt to new learning environments. (Knowles, 3ed 1984) This research undertook a detailed investigation of student perceptions of the Bachelor of Education and Diploma of Education university programs they had enrolled for. The paper concluded that, based on the numerous complaints of neglect by the students, universities need to think of creative ways to help distance learners feel valued, welcome and part of the student body at the universities
References
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13. Namagero, S. (2021). Analysis of distance education in Uganda using ADEA's characteristics of distance education. International Journal on Integrated Education , 18-27.
14. Ouma, R. (2019). Transforming university learner support in open and distance education: Staff and students perceived challenges and prospects. Cogent Education , 1-15.
15. Robert V.Krejcie and Darryle W.Morgan. (1970). Deytermining Sample Size for Research Activities. 30,607-610: Educational and Psychological Measurement.
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17. Valentine, D. (2002). Distance Learning: Promises, Problems, and Possibilities. Online Journal of Distance Learning Administration , 1-7.
18. Wang, H.-y. (2014, May). Challenges for Distance Education, A cultural analytic perspective on asynchronous onlinecourses in Sweden. Challenges for Distance Education, A cultural analytic perspective on asynchronous onlinecourses in Sweden . Sweden: Lund University.
2. ADEA, R. (2002, April). Distance Education and Open Learning In Sub-Saharan Africa. A Literature Survey On Policy And Practice. Retrieved May 2020, from ADEA REPORT: http://oasis.col.org/bitstream/handle/11599/183/02DEinSSA_LiteratureSurvey.pdf?sequence=1&isAllowed=y
3. Garrison, R. (2000). Theoretical Challenges for Distance Education in the 21st Century: A Shift from Structural to Transactional Issues. International Review of Research in Open and Distance Learning , 1-17.
4. Google. (2021, January). definition of experience. Retrieved January 2021, from Google: https://www.google.com/search?q=eexperience+definition
5. Gudula Naiga Basaza,Natalie B. Milman,Clayton R. Wright. (2010). The Challenges of Implementing Distance Education in Uganda: A Case Study. International Review of Research in Open and Distance Learning , 86-91.
6. Gulati, S. (2008). Technology Enhanced Learning in Developing Nations: A review. International Review of Research in Open and Distance Learning , 1-16.
7. Hannah Forsytha, Jenny Pizzicab, Ruth Laxtonc and Mary Jane Mahonyd. (2010). Distance education in an era of eLearning: challenges and opportunities for a campus-focused institution. Higher Education Research & Development , 15-28.
8. Jane Wakahiu, Rosemary Shaver. (2015). Perception and Experience of Distance Learning for Women: Case of the HigherEducation for Sisters in Africa (HESA) Program in West Africa. Journal of Education & Social Policy , 93- 110.
9. Knowles, M. (3ed 1984). The Adult Learner: A Neglected Species. Houston: Gulf Publishing Company.
10. Matovu, M. (2012). Distance Education in Uganda, Issues, Opportunities and Challenges. International Journal of Sustainable Development , 63-70.
11. Mayanja J, Tibaingana A, Birevu P.M. (2019). Promoting Student Support in Open and Distance Learning using Information and Communication Technologies. Journal of Learning for Development , 177-186.
12. Merriam-Webster. (2020, May). Definition of Experience. Retrieved June 2020, from Merriam-Webster.com: https://www.merriam-webster.com.dictionary/experience.
13. Namagero, S. (2021). Analysis of distance education in Uganda using ADEA's characteristics of distance education. International Journal on Integrated Education , 18-27.
14. Ouma, R. (2019). Transforming university learner support in open and distance education: Staff and students perceived challenges and prospects. Cogent Education , 1-15.
15. Robert V.Krejcie and Darryle W.Morgan. (1970). Deytermining Sample Size for Research Activities. 30,607-610: Educational and Psychological Measurement.
16. TheIndependent. (2019, April 2). cabinet approves national teacher poliicy. Retrieved march 20, 2020, from the independent: https://www.independent.co.ug/cabinet-approves-national-teacher-policy/
17. Valentine, D. (2002). Distance Learning: Promises, Problems, and Possibilities. Online Journal of Distance Learning Administration , 1-7.
18. Wang, H.-y. (2014, May). Challenges for Distance Education, A cultural analytic perspective on asynchronous onlinecourses in Sweden. Challenges for Distance Education, A cultural analytic perspective on asynchronous onlinecourses in Sweden . Sweden: Lund University.
Published
2021-05-05
How to Cite
[1]
Namagero, S.T. 2021. Student experiences on distance education programs a case study of western uganda . International Journal on Integrated Education. 4, 5 (May 2021), 401-407. DOI:https://doi.org/10.17605/ijie.v4i5.1864.
Section
Articles
Copyright (c) 2021 Shira Tendo Namagero
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