CHAPTER ONE
INTRODUCTION
1.1
Background to the study
As part of efforts by the Ghana government to meet the ever-increasing demand for
university education, the Distance Education (DE) strategies were adopted (OsseiAnto, 2002). These strategies of providing the DE programme for the country were to
enable the country meet the needs of many people who, for various reasons, may not
be able to study full time in residence.
Distance Education used to be an avenue through which a number of workers and
professionals upgraded their academic laurels. The government of Ghana had a strong
conviction that DE is a viable supplement to the Conventional or Correspondence
Education, especially at the tertiary level.
In 1991, the Ministry of Education (MOE) requested for a survey to be carried out on
DE in Ghana. The report was accepted by the MOE which then initiated a nation-wide
programme bringing all universities on board. The Government of Ghana considered
the DE programme as an option for education during the 1986 discussions of Tertiary
Reforms (Ossei-Anto, 2002). This marked the beginning of university provision of
DE in the country. The aims of University Level DE were mainly to;
i. increase access to University Education.
ii. to enable students to study while working and living at home.
iii. to relieve pressure on University residences
iv. and to enable adults to pursue additional academic programmes or upgrade
job qualifications while meeting work and family commitments.
1
The contribution of University of Education, Winneba to the growing concern of
advancing Distance Education was seen in its establishment of the Institute for
Educational Development and Extension (IEDE) in November, 1992. This move was
to help UEW achieve its focal objective of preparing teachers and other educational
professionals to serve the nation. The Institute was basically established as a semiautonomous institute to help find solutions to the problems of education in Ghana
especially, Teacher Education. The founding of the Institute coincided with the
British Overseas Development Administration (ODA) to support quality improvement
of education in Ghana in accordance with the Education Reform Programme (The
IEDE Documenter, 1996)
From the inception of Distance Education at UEW, a number of successes have been
chalked. The major of these achievements has been the training and graduation of
number of students. It is significant to note that over a three-year period (2008 –
2010) statistics depicts the graduation of over 10,702 students for both Diploma and
B.Ed in Basic Education programmes. (IEDE Documenter, 2008)
Mensah and Owusu-Mensah (2002) are of the view that, to be able to study through
the distance mode successfully, teachers will require assistance in the form of:
i. reduction in workload
ii. sponsorship from organisations
iii. efficient communication between DE tutors and learners
iv. adequate facilities at the study centres
v. regular delivery of learning materials
vi. flexibility in meeting times
vii. constant counselling.
2
The question is to what extent are these assistance offered to Distance students to
make the DE programme flexible enough? The DE programme having been ran for a
while, it is necessary to evaluate the whole programme to outline challenges that have
surfaced. The underlying assumption is that once these lapses are exposed, steps will
be taken to address them in order to ensure the improvement and sustenance of the
Distance Education at UEW.
1.2
Statement of the Problem
UEW, through IEDE, extends the DE programme to a large number of students.
Current statistics put the figure at 20,264 (IEDE Registry, 2012). It must be
emphasised that admitting and graduating students alone does not guarantee the
success and sustenance of the DE programme.
The DE Student Handbook offers certain benefits some of which are what follow:
i.
It makes it possible for you [students] to combine work and study.
ii.
Tutors and other support staff can respond to your [students’] needs and
interest better than the Conventional system.
These benefits among others benefits are meant to aid students in their education
without many difficulties. These promised benefits notwithstanding, there appears to
be some abuses of the rights of DE students. Among some of these abuses are the
non-supply or delays in the supply of course materials; abuse of the moral dignity of
DE students; poor quality of tuition and non-release of students’ results, especially of
resitters. The researcher is of the view that an effort must be made to analyse the
challenges involved in meeting these benefits.
3
According to the Human Development Report UNDP (1990), a closer look at
challenges involved in a programme can be used as indicators to help in:
i.
Making better policies and monitoring progress.
ii.
Identifying unintended impacts of laws, policies and practices.
iii.
Identifying which actors are having an impact on the realization of rights.
iv.
Revealing whether the obligations of these actors are being met.
v.
Giving early warning of potential violations, prompting preventive action.
vi.
Enhancing social consensus on difficult trade-offs to be made in the face
of resource constraints.
vii.
Exposing issues that had been neglected or silenced.
From the above, therefore, it is expedient to carefully indentify and examine
challenges involved in running DE programme with a view to addressing them. The
study is therefore intended to take a look at the challenges involved in the DE
programme and how best they can be addressed to ensure the improvement and
sustenance of Distance Education at UEW and also protect the rights of DE students.
1.3
Purpose of the Study
The purpose of the study was to investigate the challenges facing the Distance
Education programme of the University of Education, Winneba and the human rights
issues involved in the Distance Education programme.
1.4
Objectives of the Study
The objectives of the study were:
4
i.
to identify the challenges facing the University of Education, Winneba in
running the Distance Education programme.
ii.
to examine the challenges faced by students on the Distance Education
programme.
iii.
to examine the human rights issues involved in the UEW Distance
Education programme.
iv.
to explore the measures that could be taken to help address the challenges
involved in the UEW DE programme.
1.5
Research Questions
The following research questions guided the study:
i.
what are the challenges facing the University of Education, Winneba in
running the Distance Education programme?
ii.
what are the challenges faced by students on the Distance Education
programme?
iii.
what human rights issues are involved in the UEW Distance Education
programme?
iv.
what measures could be taken to help address the challenges involved in
the UEW DE programme?
1.6
Significance of the Study
The study will be significant to university authorities, distance education students and
human rights groups in many ways.
First of all, university authorities will use the study to formulate policies on human
rights to improve the conditions of DE students.
5
Secondly, the study will help UEW authorities to re-examine human rights practices
with a view to addressing any lapses within it.
Thirdly, the study will add to the existing literature on human rights and serve as a
reference material for researchers and authors.
Finally, the study will alert human rights groups to extend their activities to university
campuses and other educational institutions to help promote the rights of students.
1.7
Delimitation
The study was limited to the University of Education, Winneba. The duration of the
study was from October, 2011 to August, 2012.
Students –Diploma levels 100 to 300 and Post Diploma, and Administrators/Study
Centre Coordinators, were included in the study because they are privy to the relevant
information in the area of the study and can be easily reached.
1.8
Organisation of the Research Report
Chapter one focuses on the introduction to the study. This includes the background to
the study, the statement of the problem, purpose of the study, objectives, research
questions, significance of the study and delimitations. A review of related literature is
captured in Chapter two. Chapter three gives a vivid description of the methods used
to gathering the needed data for the study. Attention was given to a description of the
research design, the population, and the sample and sampling procedure.
The
methods of data analysis are also described in Chapter three. Chapter four presents the
result and findings of the study and Chapter five deals with the discussion of the
6
findings. Chapter six concludes with a summary of findings, conclusion and
recommendations.
1.9
Definition of Terms
The terms below are defined based on how they have been used in the work:
Terms
Definition
Right to Information
Information includes all teaching
materials like course books, prepared
notes and academic knowledge delivered
by lecturers and tutors to DE students.
Other information are access to results,
feedbacks that students in connection
with their results in order to prepare
early before examinations.
Human Rights Concerns
concept of equal respect, respect for
dignity, involvement in decision making
Support Services
provision of adequate facilities like
conducive classrooms, furniture, course
materials,
counselling,
and
quality
assurance
University
UEW staff both part-time and full time,
especially those involved in the Distance
Education delivery
7
Students
individual teachers or students who are
pursuing
either
Diploma
or
Post-
Diploma in Basic Education by Distance
Administrators
refers to Administrative staff/ Study
Centre Coordinators
Measures
Measures or steps or actions that could
be used to effect changes
8
CHAPTER TWO
LITERATURE REVIEW
2.0
Introduction
The previous chapter dealt with the background to the study, the statement of the
problem, the purpose of the study, the objectives for the study, and research questions
among other things. This chapter deals with the related literature reviewed for the
study. The thematic areas under review cover some relevant theories, concepts and
empirical evidence in relation to the research topic and the research questions. The
following is the outline for the literature review:
i. Concepts of Distance Education
ii. Challenges involved in Distance Education
iii. Theoretical Framework for the study
iv. Distance Education and Human Rights
v. Measure to address Challenges involved in Distance Education
2.1
The Concept of Distance Education
Distance education has been defined in various ways by different authors, with each
author emphasizing one aspect or the other. Holmberg (1995) for example, argues that
even though distance education is practised all over the world to provide educational
opportunities for all, there has not been a universal agreement about its characteristics.
Holmberg (1995) has observed that distance education implies two kinds of consistent
communication between the organising institution and its students. He identified these
types of communication as:
9

One-way traffic in the form of pre-produced course materials sent from the
supporting organisation and involving students in interaction with texts;

Two-way traffic, i.e. real communication between students and the supporting
organisation (Holmberg, 1995:2).
Based on the above premises, Holmberg conceives distance education as covering the
various forms of study at all levels which are not under the continuous immediate
supervision of tutors with their students in lecture rooms or on the same premises, but
which, benefit from planning, guidance and tutorial organisation.
According to Holmberg's definition there are two essential elements. These are

the physical separation of teacher and learner

the planning and support of an educational organisation.
The separation of teacher and learner is fundamental to all forms of distance
education whether they be print-based, audio/radio-based, video/television-based,
computer-based or satellite-based. It is this separation which differentiates distance
education from all forms of conventional, face-to-face, direct teaching and learning. It
must, however, be pointed out that this separation is not absolute because there is an
occasional face-to face component. This is what Perraton (1988:34), implied in his
definition of distance education as ‘an educational process in which a significant
proportion of the teaching is conducted by someone removed in space and/or time
from the learner’. The use of the phrase significant proportion means that there is a
large amount of separation but not absolute separation.
The structuring of learning materials and the linking of these materials to effective
learning by students through an educational organisation differentiates distance
10
education from private study, learning from interesting books or cultural television
programmes as indicated by Sewart, Keegan & Holmberg (1988). What these authors
stress is that even though there is a kind of separation between the teacher and the
learner in distance education, certain mechanisms are put in place such that the learner
still gets support in a form of guidance and tutorials.
Moore (1973) also highlights these elements of separation and face-to-face contacts
when he conceived distance education. Thus, communication between the teacher and
the learner must be facilitated by print, electronic, mechanical or other devices.
Specifically, Moore's (1973) definition highlights three elements:

the separation of teaching behaviours and learning behaviours

the use of technical media

the possibility of two-way communication
This analysis classifies teaching into two areas: into normal face-to-face teaching
where the teacher's preparation is done apart from his/her students but he/she teaches
in the presence of students and into distance education where both the preparation and
the teaching are done apart from the students.
Peters and Keegan (1994), unlike the above authors, analysed distance education from
an industrial perspective. According to him, distance education is “a method of
imparting knowledge, skills and attitudes which is rationalised by the application of
division of labour and organisational principles as well as the extensive use of
technical media especially for the purpose of reproducing high quality teaching
material which makes it possible to instruct great numbers of students at the same
11
time wherever they live”. For Peters, distance education is an industrialised form of
teaching. He notes that:
distance study has a special relationship with the industrial process in so far as
the production of the study materials in itself is an industrial process built into
the whole teaching process as a constituent part, quite unlike the production of
course books for example (Peters & Keegan, 1994:108).
Peters’ definition of distance education has been criticised on the grounds that it lays
undue emphasis on the course production process to the neglect of a very important
aspect of distance education which deals with tuition and teacher/learner exchanges,
and which is referred to as student or learner support.
Sewart, et al., (1988) give a more balanced picture of distance education when they
assert that whether distance education is concerned with elementary, university,
informal, occupational, or professional study, it regularly includes three types of
activities on the part of the organisation that administers it. They identify these
activities as:

the development of self-instructional study material like courses printed and/or
recorded which may either be self-contained or of a study-guide type relying on
set texts

teaching at a distance by comments in writing, on the telephone or on audio
cassettes on students' work submitted

counselling and general support of students' work by the same distance-study
media.
12
Schlosser & Simonson (2009) cite Perraton’s definition of distance education as an
educational process in which a significant proportion of the teaching is conducted by
someone removed in space and/or time from the learner.
According to Perraton, Ministries of Education have found distance education
methods attractive because these methods,

make it possible to reach students who cannot get to college

lend themselves to part-time education so that students are not taken out of the
work force in order to study and

appear to allow economies of scale, in part by avoiding the need for new buildings
including housing for students (Perraton, 1993:3)
It can be argued from the various definitions discussed that distance education has
been conceptualized as consisting of two key aspects. The first is the teaching aspect
which takes place through a variety of media such as print, audio video and
computers. These media, which are used to bridge the distance between the teacher
and the learner, have evolved from pen-pals to modern day sophisticated
communication media (Bingham, 2002). The second aspect is learner support which
includes such services as tuition, counselling and library facilities, and whose
rationale is to give a human face to the distance education programme. The emphasis
on interaction and dialogue between teacher and student underscores the importance
of learner support.
Garrison (2000, pg.2), argues that there has been a shift of focus within distance
education from ‘distance constraints and approaches that bridged geographical
constraints by way of organisational strategies such as mass production and delivery
13
of learning packages to a focus on educational issues associated with teachinglearning
transaction,
specifically,
the
concerns
regarding
real,
sustained
communication as well as emerging communications technology to support sustained
communication’.
The various definitions of distance education discussed so far mostly reflect the old
paradigm, which Garrison (2000) refers to as the industrial model.
Distance Education has been differentiated from the other forms of education such as
Correspondence Education and Conventional Education.
In Correspondence
Education, teacher and the students are separated all the time according to the
Distance Students’ Handbook (2007). According to the Encyclopedia Britannica, it is
extensively used by business and industry in training programmes, by men and
women in the armed forces, and by the governments of many nations as part of their
educational program. It supplements other forms of education and makes independent
study programmes readily available.
The correspondence movement evolved in the mid-19th century, fuelled by the need
for an educated trade and working class brought on by industrial and urban
development, and facilitated by the development of improved printing and postal
services. Correspondence courses were first offered in Great Britain, Germany, and
the United States but spread rapidly throughout the world.
In the case of Conventional education, the teacher and the student meet most of the
time. The differences are clearly presented in the Distance Education Students’
Handbook (2007) as shown in figure 2.1.
14
Figure 2.1
Differences between distance education, correspondence education and
conventional education
Culled from UEW Distance Education Students’ Handbook (2007)
Historically, distance education has been around well over 100 years (Doug, 2002).
To Doug, one of the earlier forms of distance education was done through
correspondence courses started in Europe. This stage was the primary means of
distance education until the middle of the 21st century when instructional radio and
television became more popular citing Imel (1996). Doug (2002) further explains that,
as technology has changed, so has the definition of distance education. Videotaped
lectures have been a standard in university and professional courses for the last two
decades.
Audiotapes and lessons sent through the mail have been used in
15
correspondence courses to teach subjects such as foreign language for quite some time
(Teaster & Blieszner, 1999).
2.1.1
Rationale for Distance Education
The government is conscious of the high cost of tertiary education that has limited
access to higher education through a Distance Education (DE) programme throughout
the country. The expectation was that distance education will particularly increase the
access of women to higher education.
Oblinger (2000) is of the view that the desire for lifelong learning and educational
flexibility and the growth in student populations are among the trends fueling this
growth. The distance education "market" however, according to Oblinger, is not
homogeneous. Learners range from traditional students seeking additional scheduling
flexibility to "recreational learners" engaged in expanding their personal knowledge.
Oblinger (2000) puts forth the argument that once a school chooses its rationale for
distance education, it is important to identify the type of learner it intends to serve
(i.e., to define learner segments). Segment definitions depend upon several factors,
including the goals and maturity level of the learner as well as who makes the
purchasing decision.
2.1.2
Characteristics of a Successful Distance Education Programme
Berge (2002) states that there are about 150 distance education programmes working
in Sub-Saharan Africa (SSA). Most tend to be led by in-country universities whose
DE programmes began in the 1990’s, though some began as early as the 1950’s. The
best DE programmes in Africa are large in scope, often spanning several countries
and even multiple continents. They have developed over the course of several years,
16
often decades, and they depend on the economies of scale to become financially
sustainable. Distance education in Africa tends to work best on a large scale through
which massive numbers of people can be reached.
Programmes with low numbers of students and high levels of investment per student
usually struggle to be financially viable without major donor aid. The most successful
programmes partner with universities in the United States, Europe, or Asia especially those universities that have campuses in SSA. This allows the sharing of
resources and making courses available for students. As examples, students at the
AVU in Kenya take online classes at Massachusetts Institute for Technology (MIT);
the FORST programme in Benin permits students to take classes at McGill University
in Canada; and the RESAFAD programme in Djibouti connects teachers to training at
French universities (Darkwa & Mazibuko, 2000).
The most successful programmes also take advantage of resources offered by the
international donor and development community, mainly the World Bank and
UNESCO. At the same time they network with numerous partnering associations that
are supporting DE programmes in SSA. Successful DE programmes utilize a blended
learning system that:
i. Has a primary emphasis on print material, some correspondences by mail (this
varies by country depending on the reliability of postal systems), and
additional communication by radio, text, and email.
ii. Has a relatively low dependence on elearning delivery systems.
17
Despite this emphasis on print and other forms of delivery, the leading DE
programmes in SSA are constantly finding ways to integrate more ICT into their
programmes without abandoning traditional delivery systems. They often establish
their own digital libraries or partner with an institution that already maintains one.
They also often utilize a network of tutor-led learning centres or cybercafés
throughout the country or region. These learning centres serve as a:
i. Study area
ii. Library facility, with both a paper and digital library resources
iii. Place to view videos and listen to audio recordings
iv. Guidance centre
v. Place for students to meet and work together
vi. Centre to access computers and other technology
vii. Place for assessments
Strong DE programmes also often use radio, more specifically, Interactive Radio
Instruction (IRI). Over the past 30 years, IRI has proved to be one of the strongest and
most appropriate forms of communication and teaching for DE in SSA.
Despite barriers of initial cost, leadership, governmental support, and sustained
interest, countries such as Guinea, Lesotho, and South Africa now have national radio
delivery systems supporting DE programmes (Anzalone, 2002).
As seen above, the most successful DE programmes take advantage of as many of the
external resources as possible, often meaning that the ultimate key to their success is
that they are able to overcome cost barriers by serving such a large population.
18
Small DE programmes, especially those that are ICT-intensive, struggle to succeed
because of the existing barriers, especially those concerning cost and connectivity.
2.1.3
Background of Distance Education Students
Distance education is successful when students are highly motivated, and have the
necessary intellectual ability that the course requires. This is nothing new; it seems to
apply generally to successful completion of college level course work.
Although it is not intended to identify distance learning students as a homogeneous
group, Thompson, (1999) indicates that there are demographic and personality
similarities among many of them that provide the basis for the description of a typical
distance education student. Understanding distance education students can help
providers tailor distance education course logistics, syllabus, and course design to
meet their needs. Among the factors are: age, employment status, marital status and
geographical location.
Most research indicates that distance education students tend to be, on average, older
than typical students in campus-based programmes. Distance Education students of
Worcester Polytechnic Institute (WPI) are no exception. In a 2004 survey of potential
graduate school students in WPI's campus-based graduate programmes, it was found
that 73% of the students were under the age of 35. In an April 2007 survey of distance
education students at WPI, it was found that only 58% of students are under the age of
35. Due to the fact Distance education students are mostly older, their minds may not
always be fresh for a quick understanding of the concepts of their courses.
Several studies indicate that more than half of distance education students hold fulltime jobs outside of the home, with some programmes reporting as many as 90% of
19
their students being employed full-time. WPI does not have employment statistics on
its distance education students, but it is likely that the 77% of students attending WPI
part-time are employed. The students are usually taking courses to help them advance
in their careers. Distance Education students on the UEW Distance Education
programme are basically professional teachers who for one reason or the other desire
to further their education, as the basic requirement for admission is either a Teacher’s
Certificate “A” or a Diploma in Education.
Various studies indicate that more than half of distance education students are married
with dependants. This means that they are often juggling a family and a job with their
coursework. WPI does not have any statistics on the marital status of its distance
education students.
Traditionally Distance Education programmes have attracted students whose
geographic distance from a college campus prevented their enrollment in campusbased classes. This is changing however, with more and more distance education
students living within commuting distance of the college they are attending, but who
choose to take distance education courses because of their convenience. This trend is
also found at WPI, where more than 50% of students are from Massachusetts.
According to Tucker (2003), distance education is in a unique position to serve
diverse learners who cannot or will not participate in the traditional classroom setting.
Students on the UEW distance education mode however are a blend of the above
segments of learners. They are mostly professional teachers who for one reason or the
other cannot leave family, work or other responsibilities to enrol on the conventional
or residential system of education. They also include teachers who for promotion
purposes seek a higher degree.
20
2.1.4
Motivation of Distance Education Students
Table 2.1
Motivational Characteristics of UWI DE students
Characteristics
Personal Gain
Acquire knowledge
Reason
Need to continue working while studying
Need to change jobs and unable to attend a campus
Need to update skills for career advancement and unable to
attend a campus
Familial
Commitments
Family commitments therefore unable to attend a campus
Qureshi et al. (2002) consider Houle’s three-category system of reasons adults give
for participating in distance education of continued relevance to the field. This
system classifies distance learners as:
i. goal-oriented learners “those who use learning to gain specific objectives”
i. activity-oriented learners “those who participate primarily for the sake of the
activity itself” or
ii. learning-oriented learners “those who pursue learning for its own sake, the
lifelong learners”.
Based on this classification, students enrolled in the two UWI distance education
courses appear to be goal-oriented learners. This finding is also consistent with the
finding of Kuboni et al. (2002) that “economic and social factors play a greater role
than pedagogical issues in influencing persons to study by distance” (p. 12).
The study by Kuboni et al. (2002) identifies employment constraints (58.6%) and
family constraints (50.7%) as the main reasons cited by respondents for opting to
study by distance. Wallace (1996) noted that a comparison with those of this study
21
suggests that students’ motivation to study by distance has remained relatively
constant and is also in keeping with a dimension of the shift in the distance education
population in Canada, which suggests that “the most important barrier pushing
students toward registration in independent study is work commitments”. In addition,
the results from both studies are consistent with Thompson’s (1998) view that
although being place-bound continues to attract students to distance education, being
time-bound (which includes work and family commitments) is increasingly becoming
a more important motivational factor.
2.1.5
Distance Education in Ghana
The first initiative was the result of recommendations by two separate committees, the
Advisors Committee appointed by the University of Ghana in 1966 to review the role
of the Institute of Public Education as which was then called Institute of Adult
Education (IAE) and the Kwapong Education Review Committee of 1967 OwusuMensah (2006). Those two Committees recommended the use of Distance Education
Institute of Adult Education of the University of Ghana as a means of providing
greater access to education. This was in direct response to the great and pressing
demand of working adults for an alternative means of educating themselves. By the
mid-70’s, the programme had an enrolment of almost 6,000 (COL, 1992) cited in
Owusu-Mensah (2006).
In a similar development, in 1981, the Ministry of Education (MOE) and the Ghana
Education Service (GES) mounted what was known as the Modular Teacher Training
Programme (MTTP). This programme was aimed at upgrading untrained teachers
who were to replace a large number of trained teachers who had left for Nigeria and
22
other West African Countries in search of greener pastures between the late 1970s and
early 1980s. As a result of this migration, a large number of untrained teachers
(popularly called ‘pupil teachers’) who were mostly holders of Middle School leaving
Certificates (MSLC) were recruited to fill the gap.
Statistics indicate that by 1981/82 academic year, as many as 40%, 32% and 26% of
the teachers in the primary, middle and secondary schools respectively were untrained
(COL, as cited by Owusu-Mensah, 2006).
Another initiative of distance education took place in 1992 at the University of
Education, Winneba (UEW) in a form of Post-Diploma B.Ed degree programme for
diploma holding teachers in four (4) subject areas namely: English Education, Life
Skills Education, Mathematics Education and Science Education (Owusu-Mensah,
2006). He further explained that, the UK Overseas Development Administration
(ODA), now known as the Department for International Development (DFID),
provided financial assistance as well as personnel to help write the course materials
and to set up the administrative structures for the programme. The distance education
programme of UEW has now come to stay and this is where the current study is
focused.
2.1.6
Distance Education in UEW
Student’s Handbook (2007) posits that distance education is a form of study where
learners for most of the time are not in direct physical contact with their tutors. When
a person participates in a distance education programme, he/she is sent packages of
study materials for private studies. Also, occasional tutorial sessions are arranged in
23
which the learners and tutors interact. The meaning therefore suggest that, the
university is accountable to the supply of every necessary materials including
textbooks, classrooms, tutors and conditions that will promote distance education.
The decision to study hard for success however depends upon the periodic studentteacher interaction.
In UEW the institute that facilitates distance education is called Institute for
Educational Extension and Development (IEDE). According to the Student’s Hand
Book of UEW, Winneba (2007), IEDE was established in 1993 as one of the ten
academic facilities of the Universities of Education, Winneba.
2.1.7
The Purpose of the Institute
The purpose of IEDE is to contribute to the understanding and solution of educational
problems in Ghana.
Its existence is therefore to provide in-service training for
teachers and serves as the extension wing of UEW as spelt out in the Distance
Student’s Handbook (2007). It helps to foster links between the University and other
national and international institutions.
Objectives of the Institute
The objectives include the following:
i. To enable students to appreciate and understand the coherence and relevance
of their course work and other professional activities.
ii. To ensure that students adopt a problem-solving approach to education and
teaching.
iii. To help teachers to reflect and evaluate their practice.
24
iv. To relate the major components of teacher education (namely; personal
development studies, education studies and professional studies) to the
activities that take place in schools and related institutions.
Hunte (2010) in a study on the profile of UWI Distance Education Learners revealed
that personal gain; acquisition of knowledge and familial commitments were the
major motivational characteristics of UWI Distance Learners in Barbados. Hunte
explained these characteristics in the table below:
2.1.8
Benefits Derived from Distance Education
According to the UEW Distance Students’ Handbook, the benefits that are derived
from the distance education programme consist of the following:
i.
increased access to both male and female teachers who are capable
ii.
flexibility of study because the learner can select modes of his/her choice.
iii.
the learner can learn at his/her own pace. He/she is not held up or hurried
on by other members of a group.
iv.
the programme is available at various places. Unless affixed equipment is
involved.
Learners can use their learning packages at a centre, at home or even while travelling.
It affords better quality teaching both in content and in methods than it is available in
most conventional courses. In distance education, learners get the chance to use media
that suit his/her preference.
Another important benefit is that in distance education, the course modules
individualize tutoring making it easier for students study at home without much
difficulties. Tutors and other supporting staff can respond to students needs and
25
interact better than the conventional system lecturers who aim their discourse at what
they hope is the average level of their class.
The programme enables learners to combine work and study. This helps the learner
to apply immediately new ideas, techniques, principles and theories which ensure
efficiency.
2.1.9
Current Statistics of Distance Education of UEW
The distance education programme enrols students for both diploma and post-diploma
studies. In Ghana, Study Centres have been created in almost all the ten regions.
Table 2.2
Statistics of DE Students at UEW
Level
Male (%)
Female (%)
Total (%)
Diploma
1,026 (37%)
1,704 (63%)
2,730
Post-Diploma
7,970 (45%)
9,564 (55%)
17,534
Grand Total
8,986 (44%)
11,268 (56%)
20,264
Source: IEDE Registry_2012
The programme has currently a numerical strength of 2,730 diploma students and
17,534 post-diploma students ranging from level 100 to 300. They comprise the 2009
to 2011 academic years IEDE Registry (2012)
2.1.10 Existing Delivery Systems and areas for Improvement
In his article, Berge (2002) stated that a variety of delivery systems have worked best
for different audiences. Teachers, primary schools and secondary schools, collegelevel, and continuing education all require different approaches to DE in SSA.
26
Table2.3 Percentage of African College Institutions & Programmes Using Various Types of Media
Type of media
Print
Anglophone countries %
Francophone countries %
Lusophone countries %
96
88
90
8
2
0
Audio Cassettes
17
15
20
Video Cassettes
13
31
0
Radio
2
12
70
Audio Conferencing
3
3
40
Satellite
2
18
0
Internet/CD- ROM
5
34
0
Video Conferencing
0
0
0
Fax
0
0
0
Telephone
Source: ADEA (2002)
DE delivery began decades ago by using print, audio, and video. Then radio and some
television began to be used. New information and communication technologies,
involving video conferencing, internet, and other multimedia are now being integrated
into DE programmes to varying degrees. Regardless of academics’ and training
designers’ passion for new learning technologies, SSA has simply not yet abandoned
print texts and manuals as the most appropriate information delivery method.
Despite advances in connectivity and increased access to new ICT’s, print continues
to be a primary delivery method for distance education in sub-Saharan Africa (ADEA,
2002). Despite the continued hegemony of printed materials, e-learning projects in
Sub-Saharan Africa have grown significantly since 2001, largely with the help of
international development organizations. Nearly all countries in Africa are rapidly
increasing the adoption and utilization rates of computers and the Internet. Senegal,
Ghana, Uganda, Cameroon, Kenya, Tanzania, Malawi, Zambia, Botswana, Gabon,
and Zimbabwe, among others, all contain populations with growing dependence in the
Internet and pose great potential in using WBT. Africa has seen remarkable growth in
27
information technology in recent years. In 1996, only 11 African countries had
Internet access. Four years later, all of Africa’s 53 countries had become connected to
the World Wide Web (Adomi, 2005).
Despite the slow start in the 1990’s due to an overall lack of facilities and resources,
DE in SSA is making a major shift toward greater utilization of elearning
technologies. The major emphasis continues to be on print and radio, but the surge of
interest in new technologies is causing an eager population to become further
connected, though still to varying degrees.
Current efforts and research aim at identifying appropriate ways to integrate ICT into
traditional DE programmes in order to benefit from the advantages new technology
offers. This must be done without jeopardizing the integrity of programmes that are
being successfully delivered in spite of Africa’s challenging infrastructure. As an
example, a current project in Mali is establishing learning centres throughout rural
areas; though the hardware and technology is installed, the constant lack of electricity
makes the new technology useless. New technologies are used to supplement
information and facilitate communication. Costs and access remain major challenges,
but program designers continue to work to integrate them into SSA’s programmes.
2.2
Challenges Involved in Distance Education
Under this theme is a review of literature on empirical evidence of challenges faced
by institutions and students of distance education.
28
Usun (2004) noted in his findings in a study conducted in Canakkale-Turkey to
examine learner support systems in a state-wide instructional television programme
that, students of distance education had their performance hindered by the following;

instructors’ negative attitude toward off-campus students

lack of instructor contact outside class

unavailability of library resources

technical problem related to audio

lack of training in the use of media for both instructors and students

poor “courier services” (distribution of course materials to sites),
Another researcher whose work is important in this study is Denvin Taylor,
University of Arizona.
Taylor (2006) indicated that access to information is
extremely limited to students in Brazil. Besides, the Libraries of the 1,900 higher
education institutions have a total of 32.2 million volumes, which translates to a more
9.2 books per student, citing (Litto, 2002). Taylor further indicated that the lack of
information and other technologies does not end there but limited access to computers
and internet in primary and secondary education institutions is a continuous problem.
The following key figures show some clear picture of the situation. Eighty percent
(80%) of schools have electricity; 50% of the schools have a telephone; while as less
as 27% of the schools have computers (total of 276,988) 80% of which are in private
schools. Eleven percent (11%) minority of schools have access to the internet an
average of 5.7 computers in each school, 174 students per computer).
29
In addition, Saeid (2004) in a survey conducted in Chicago about distance education
students to find out the reasons why some students withdrew from the programme.
The results were that, personal reasons (69%) were the main reasons for withdrawals.
The personal reasons comprised family responsibilities, change in employment
circumstances, business travel, personal or family illness, or other personal
commitments. In previous terms (semester), personal reasons accounted for 59% 77% of telecourse withdrawals. In Winter Term (1995) an additional 20% of
respondents cited poor faculty support and 18% also indicated inappropriate pacing.
Another finding in Oklahoma about problems confronting distance education, Doug
(2002) discussed that equipment and hardware malfunctions can be a great detriment
to the effectiveness of distance education. He stated “when a problem occurs in a
class everything comes to a standstill and the learning environment is interrupted. If
there are too many instances, the entire course can be affected. For instance, if an
overhead projector goes out during an instructor’s presentation, an alternative way of
delivering that information can easily be found.
However, a compressed video
presentation has a problem; the entire class must be stopped until the problem is
resolved. One site will miss out on that information. One of the questions he asked
pertained to the equipment and technology operating correctly. His results from three
groups spread over the different sites showed that only 42% agreed with the statement
that the equipment and technology operated correctly, implying that a majority of
58% of respondents indicated otherwise.
In exploring distance education and its barriers in Southern Mississipi, Galusha
(2004) reported that older students over 50% out of 100 respondents appear to have
30
greater coping skills in dealing with the problems of distance education. However,
housewives tended to drop out though less than the student population, while manual
traders who dropped out were 50% higher than the overall rate.
He added his
comment that in general the adult distance learner is typically employed full time, and
has personal commitments that compounded his efforts in furthering his education.
Galusha further explains that learners have additional barriers to learning that is
particular to the distance education environments adding that, problems and barriers
encountered by the students fall into several distinct categories:
i.
Cost and motivators
ii.
feedback and teacher contact
iii.
student support and service alienation and isolation
iv.
lack of experience, and training.
There are numerous challenges that face female students exclusively who pursue
distance education. Banda (2000) embarked on a project involving managers and
stakeholders at a consultative meeting to establish some of the challenges which
female teacher-learners faced in the distance education programme in Domasi –
Malawi.
The findings were based on 900 female students. The results were that, those learners
faced challenges such as incentive language in modules, household chores and
negative attitudes towards female in general. Others included family problem, lack
of feedback on assessment and examination results, separation from spouse, the lack
31
of sleep and lack of time for thorough preparation for examination and transport to
learning centres.
There could be numerous challenges faced by UEW in the Distance Education
delivery. However, until the findings of this study substantiate this or otherwise, some
empirical evidence are considered relevant for this study.
In her desire to develop a model of academic learner support service for distance
Education programmes for higher education in Aurora University, Mactague (2003)
indicated in her results some challenges that were faced by the Aurora University.
The needs, concerns and suggestions resulting from the survey and focus groups fell
into four broad categories: writing, assessment, communication and feedback.
According to the faculty, learners needed to improve their writing skills including the
ability to conceptualise a problem, design the applied research project to study the
problem, analyse, and report their results in a meaningful fashion. Faculty again said
cluster personnel, students’ alumni, the topic of writing also included the need to
engage in practicum and dissertation writing in a timely manner. The findings further
reported that, according to faculty and cluster personnel, the topic of assessment
included the need for early diagnosis of deficiencies in research and writing skills or
of learning disabilities to enable programme personnel to engage in early intervention
and amelioration of the deficiencies. The university also advocated for an opened line
of communication between learners and the faculty.
32
The study further found out that learners desired feedback on course papers and
practicum and dissertation documents more quickly than the programme’s “two week
rule”. Faculty also desired feedback from cluster personnel regarding weaknesses
noted on learners’ course evaluation sheets which would aid faculty in fostering
learner success.
The results of a research finding in South Mississippi, Galusha (2004) indicated that
the University of South Mississippi faced numerous challenges in their distance
education programme. These included: the faculty’s lack of staff training in course
development and technology; lack of support for distance learners in general and
inadequate faculty selection of distance education courses.
The study revealed that sometimes the course work for traditional and distance
education learners were the same which gave distance learners problems. Again,
computers, video equipment, communication software and infrastructure development
presented challenges and frustrations (Galusha, 2004).
Other faculty challenges reported by Galusha (2004) included lack of organisational
and administrative support from the institution (university) especially infrastructure
and technology and lack of basic hardware skills on the part of teachers to fully
participate in computer and telecommunications. Faculties who teach distance
education courses need organizational and administrative support from the institution.
Funding and prompt payment of instructors was also a major factor. Funding should
be provided to create an administrative unit that is to be responsible for managing the
programme. Institutional leaders must be committed to distance programmes. Marrs
33
(1995) agrees when he says, "Without this support, distance education is at risk of
becoming a peripheral activity, without commitment from or significance to the
institution." (p.21)
2.3
Theoretical Framework for this Study
Moore (1990) capitalized on the concept of transaction derived from Dewey to
formulate a theory of Transactional Distance in Education. According to Moore and
Kearsley (1996), this theory is applicable to all educational relationships where there
is a learner and teacher, and a means of communication.
They further defined
transactional distance education as a physical distance that leads to a communication
gap, a psychological space of potential misunderstandings between the behaviours of
instructors and those of the learners, a gap which Moore (1990) calls the
‘transactional distance’ or ‘the instructional distance’.
According to this definition, it is not location which determines the effects of
instruction, but the amount of transaction between the learner and the instructor.
McIsaac (1996) also added that the distance is in fact measured by the amount of
dialogue which occurs between the learner and the instructor, and the amount of
structure which exists in the design of the course.
Taking Moore’s theory a step further, Saba (1996) constructed a computer simulation
project which measures relationships of transactional distance and learner autonomy.
Through this simulation, Saba demonstrates and explains the interrelationships of the
variables that make up structure and dialogue as well as the instruction of different
forces that can be controlled by the learner. The results indicate that, as learner
34
control and dialogue increases, transactional distance decreases. As transactional
distance decreases, the communication gap between learner and instructor also
decreases and thus more effective instruction can be achieved.
In a further development of Saba’s system of dynamics module, David Kember in
1995 opened another learning module which was valuable to contributing to the
practice of distance education. Based on a large body of research and theory about
student attrition, the open learning module was designed to coincide with the factors
that affect a student’s successful completion of a distance education programme with
particular focus on the extent to which students are able to integrate their academic
study with the often conflicting employment, family and social commitments (Moore
& Kearsley, 1996)
The implication is that since the Distance Education programme is done by distance,
as its name suggests, the slightest gap that is created between the providers and their
students places a burden on students. The gaps are created when the benefits or
provisions for the running of the Distance Education programme are lacking or
inadequate. The two theories identified above fit into this study. The implications
derived from the models could be given much attention in the UEW Distance
Education programme since the programme is in line with the theories. The model of
transactional distance in education and the computer dynamics model are
commendable for this study.
35
2.4
Distance Education and Human Rights
The discussion under review deals with human rights issues that are related to
distance education. They consist of:
i.
the concept of education as a right
ii.
respect for the right to be supplied with support services
iii.
respect for the right to academic information
iv.
respect for dignity, equal treatment
v.
participation of DE students in decision-making and consent
vi.
freedom of opinions, to receive and impart information and ideas without
interference by others.
Education is the process of teaching or learning in a school or college, or knowledge
that you get from this (Cambridge Advanced Learners’ Dictionary, 2008, p.449).
This meaning implies that all students who have enrolled with the UEW in the
distance education are in the process of acquiring knowledge and skills to enable them
meet the goals of the programme.
Article 25 (1) of the 1992 constitution of Ghana provides that all persons shall have
the right to equal educational opportunities and facilities and with a view to achieving
the full realisation of that right. This article conforms to 26 (1 and 2) of the Universal
Declaration of Human Rights (UDHR, 1948) which declares that everyone has the
right to education and higher education shall be equally accessible to all on the basis
of merit. Education shall be directed to the full development of the human personality
and to the strengthening of respect for human rights and fundamental freedoms. It
shall promote understanding, tolerance and friendship among all nations, racial or
36
religious groups, and shall further the activities of the United Nations for the
maintenance of peace.
In this context, one can refer to the definition of rights as stated by Bluwey (2002)
that, a right is the opportunity created by the law for the individual to act or to enjoy
certain benefits from the state. Inferring from the discourse, therefore, there are some
identifiable clauses that are captured for further review. They include:
i.
equal educational opportunities
ii.
achieving full realisation of that right
iii.
facilities
iv.
equal access
v.
full development of the human personality
vi.
basis of merit
vii. strengthening of respect for human rights
viii. promotion of understanding, tolerance and peace.
In relating the concept of equal opportunities and facilities to this study, it implies
that, both men and women who by merit (requirement) are enrolled must enjoy every
available right. These opportunities and facilities which are usually called support
service by the UEW Students Handbook (2007) consist of Print materials also known
as information made up of booklets, test and examination scripts. Other facilities
include allocation of time for tutorials; course centres, furniture, classrooms, water
and light, tutors, assessment and examination results, award of certificates and any
other information needed by students.
37
It is therefore apparent that support services be made equally accessible to all students
of distance education to the full realization and development of the human
personality. It also implies that the University and its human resource will give equal
respect to the human rights of all students in dignity, decision-making, information
giving including understanding, tolerance and peace.
In a similar vein however, McIsaac (1996) identifies other support services in
contemporary distance education. These include: digital communications and the
coverage of telecommunications technologies, exemplified by international standards
such as integrated service Digital Network which produce available audio, video,
graphic, and data through an ordinary telephone line on a desktop work station. We
then take a look at some human rights necessary for this research.
2.4.1
Distance Education and Concepts of Equal Respect, Information, Dignity,
Decision-Making and Consent
Akoh’s study on Patients’ awareness of their rights shows that, the concept of equal
respect is a major concern to every individual especially in a situation where group or
persons are pursuing a common goal for their good (Akoh, 2011). This is just a
similar situation for group of persons who are pursuing distance education at UEW.
Students of distance education are scattered all over Ghana - some in city centres and
others in typical villages where access to communication and transportation network
could be unavailable. Nonetheless, all students are entitled to enjoy equal rights about
their distance education transactions. Failure to provide these equal rights could be
termed infringement and discrimination.
38
The value of Equality is based on the principles of justice (fairness) and respect.
These values require conformity to fairness, equal treatment and morality in one’s
action or attitudes in order to promote and protect people’s rights. Marger (2004)
identified himself with that fact when he posited that the absence of respect for
equality in society brought about the Second World War and its untold atrocities on
mankind.
In the light of that, Article 7 of the UDHR of 1948 provides that all persons are equal
before the laws and are entitled without any discrimination to equal protection of the
law. All are entitled to equal protection against any discrimination in violation of this
declaration, and against any incitement to such discrimination (International Human
Rights Document, 2008: 2008, P.N).
Owing to the above explanation, it is
appropriate to ensure that all students patronizing distance education at UEW are
treated equally. In support of this clause, Article 17 (1 and 2) of the 1992 constitution
of Ghana also enjoins all persons to be treated equal before the law. These laws
comprise the constitutional laws, rules and regulations of all human institutions in
Ghana which do not contradict Ghana’s 1992 republican constitution.
Clause (2) of Article 17 continues that, a person shall not be discriminated against on
the grounds of gender, race, colour, ethnic origin, region, creed or social or economic
status. In support of those laws, the UEW Undergraduate Students’ Handbook on
Rules and regulations (2008) section 21.0 subsections 21.1 and 21.2 respectively
indicates that:
Every member of the University (UEW) Community is bound by the
Laws of Ghana and the walls of UEW do not protect anyone from the
39
application of the Laws of Ghana and all regulations of the UEW are
consistent with the Laws of the nation and shall be enforced
accordingly. The University shall therefore, not permit behaviour by
any student, whether on campus or off campus that contradicts the
Laws of Ghana. (p.62)
2.4.2
Distance Education students’ Right to Information
Information is an idea or body of knowledge that are essential for actions and human
consumption students of distance education need to inform the University for
successful achievement of the programme goals.
And indeed the absence of
information could imply the absence of transactional education. Article 21 (If) of the
1992 constitution of Ghana provides that, all persons shall have the right to
information, subject to such qualifications and Laws as are necessary in a democratic
society.
In connection with information needs to distance education students, Hodgson (1986)
observed that support systems such as information developed in recognition of
students needs help the distance learner to become competent and self-confident in
learning, social interactions and self-evaluation. Prideaux (1989) also observed that,
the effectiveness of such support system of open/distance education has not been
adequately evaluated.
He then identified some information that could facilitate
teaching and learning by distance. These include:

record keeping and administration

admission and registration information – administrative assistance

books dispatched by mail, library services

tutoring and counseling
40

weekend courses at study centres and

electronic communication technologies
According to Prideaux, the list keeps on growing as new innovations are made by the
day, especially in the developed world. The following review takes a look at the
concept of dignity.
2.4.3
Respect for Dignity for Distance Education students
Dignity as provided by the Cambridge Advanced Learner’s Dictionary (2008) means
that, ‘the opinion that you have of the standard of your own importance and values’.
This definition cuts across the Universal human sphere irrespective of the status,
gender, race or social affiliation. The Teachers’ Manual, CHRAJ (2008) posits that,
rights are universal but not the same in practice. Article 1 of the UDHR of 1948
provides that, “all human beings are born free and equal in dignity”. It is a selfimportance and value standard with self-respect.
Hence one needs to treat and be treated devoid of insults, deception, cheating, torture,
discrimination, victimisation and any degrading treatment. In effect, distance
education students must be treated with dignity to also enhance their academic work.
In addition, Article 15 of the 1992 constitution provides “the dignity of persons shall
be inviolable”.
Inviolable means, values which cannot be damaged, doubled or
broken. By implication, distance education students must be treated with respect to
their human dignity.
41
2.4.4
Distance Education Students’ Right to Participate in Decision-Making
Student participation in a decision-making process cannot be underestimated in
organized societies and institutions such as the university particularly in distance
education. Hawes and Trux IV (1974) posit that it is apparent that the roles of faculty,
students, and administrators in campus governance are poorly defined and that the
organizational structures in which these roles are performed are loosely constructed.
Growth in higher education in the sixties was a process of multiplication and
duplication, and the process worked reasonably well in an earlier day when
institutions were less complex. But for the rapidly expanding state, Colleges and
Universities (multiversities), new set of problems could crop up.
Hawes et al (1974) cited Clark as saying that, if a society is to exist in the gigantic
campus, it must be planned for and worked at. At present, growth is too fast and
specialization too fragmented for informal channels of university communication
especially distance education to survive. Clark contends that there is the need to
develop structures that promote informal influence and a sense of personal contact
instead of substructures that produce impersonal and formal authority.
In a similar finding, Muston (1974) also reported that, the large public schools
showed the most change in student involvement, often due to actions by the state
legislature. He concluded that while there is much progress, much more remains to be
done to assure effective participation of all groups involved.
In another case history, interviews were done to obtain more detailed information
about the committee members’ perceptions of the participation of students in
decision-making process. Out of 30 respondents made up of 14 students, 15 faculty
42
members and 1 staff, the results indicated that 52% of graduate students formed part
of the 50% committees in the Ohio State University Hawes et al (1974). From the
known committees, it was found out that, 654 student committee members were
identified with some students serving on more than one committee.
In the theory of power holding, it is obvious that those in power wish to protect the
status quo while those out of power wish to change irrespective of societal
satisfaction. However, the school of learning is not wholly like partisan politics but a
purely democratic state of academic transaction.
Student participation in decision-making is paramount especially in a programme
such as distance education with student scattered across different geographical
locations. Participation in decision-making enables citizens to express their thought,
conscience and beliefs. Article 21 (a, b) of the 1992 constitution of Ghana enjoins all
persons to have the right to freedom of speech and expression, which include the
freedom of thought and conscience.
The interest and participation of students at all levels in both internal quality
assurance and external quality assurance have to play a central role. Any Higher
Education Institution needs to ensure that students have voice at all stages of the
decision making process, formulating learning and teaching practices, and that views
of students are to be considered as the primary evidence on which the quality of
teaching and learning is evaluated. Even as the central role of student in Higher
Education System is agreed in principle by the policy makers and decision makers,
the experience of actual involvement of students vary to a large extent from one
country to another.
43
2.4.5
Students’ Rights around the World
Some countries and social organizations have developed some human rights
provisions around the world which are relevant to this study. Students’ rights are
those rights which protect students; here meaning those persons attending schools,
universities and other educational institutions. The level of rights accorded students,
whether legally or conventionally, vary considerably around the world.
(http:ssd.mmdu.edu.ph/studrights.html)
In France, in the Albaho Case, a French court found three academics guilty of e-mail
espionage (discovery of secrets) on a graduate student. The ruling set an important
precedent in e-mail privacy but was also a landmark ruling in students’ rights since
this was the only known incident where academic staff was found guilty of a criminal
act as a result of a complaint made by a student and where those staff members had
full support of their institution. (http://wikibin.org/articles/albaho-case.html). The
three senior staff at the École Supérieure de Physique et de Chimie Industrielles de la
Ville de Paris (ESPCI) in Paris, including the head of a department, professor Hans J.
Herrmann, the laboratory computer system administrator, and a scientist who assisted
her in network administration, were found guilty of "violation of the secrecy of
correspondence", after prosecution under article 432-9; paragraph 2 of the French
penal code. The three had colluded in January 1997 in the espionage of the e-mail of a
doctoral candidate at the time, Dr. Tareq AlBaho, with the head of department,
professor Herrmann, requesting the other two to undertake the espionage.
In addition to the United States Constitution granting Freedom of Expression rights to
Public school students, some state constitutions afford greater rights to public school
44
students than those granted by the United States constitution. For example,
Massachusetts General Laws Chapter 71: Section 82 grants broader rights to public
secondary schools regarding Rights of students to Freedom of Expression.
It states “The rights of students to freedom of Expression in the public schools of the
Commonwealth shall not be abridged, provided such rights cause any disruption or
disorder within the school” (Massachusetts General Laws, Chapter 71: Section 82)
In Public Higher Education, students have greater rights than students of primary and
secondary school. The vast majority students in Higher Public Education are legal
adults; thus, the state does not stand in loco parentis in relation to them, as they are
their own guardians, possessing the same rights that all citizens have. In addition,
public universities and colleges are institutions dedicated to the free exchange of
ideas, the concept of academic freedom, and the concept of shared governance. This
translates to the fact that free speech and participation in governance of the institution
by students is common.
Students’ rights in the context of higher education often extend to concepts like:

The right to form groups of their choosing to express their view, and receive
funding for them

The right to speak freely, assemble and demonstrate

The right to due process and an impartial hearing in any disciplinary matter

The right to participate in the governance of the institution

The right to make rules and regulations, and have primary responsibility for
the governance of students’ conduct

The right to do as they will, so long as they harm nobody
45
At large public research universities with large residential populations, students
organize around these issues using their student government to negotiate with the
university administration.
In comparison, the above human rights provisions are not to be seen different from
those of the 1992 Constitution of Ghana. Chapter 12, Article 21 for instance provides
for fundamental freedoms which include the right to freedom of speech; association;
assembly; thought and participation in demonstrations. Although those rights are not
labelled as students’ rights, it is obvious that so long as a person is a citizen of Ghana,
the laws are applicable (Article 12: 1992 Constitution of Ghana)
Similarly, articulations provided by Articles (17, 18, 19 – 21) of the UDHR of 1948
are in consonance with the students’ rights stated above. Article 18 of the UDHR
empowers everyone to have the right to freedom of thought, conscience and religion.
While article 19 also provides that everyone has the right to freedom of opinion, and
expression, this right includes freedom to hold opinions without interference and to
seek, receive, and impart information and ideas through any media and regardless of
frontiers.
2.4.6
Human Rights Abuse in Schools
Human rights abuse or infringements consist of disrespect for or the wrong way of
treating human beings. These infringements occur in the form of cheating, insults,
beatings, killings and unfair treatments.
46
In his study about the effects on human rights education on Senior High Schools in
the Central Region of Ghana, Aggrey (2009) reported that, human rights abuses took
place in schools. Those abuses included discrimination based on ethnicity, physical
assaults, emotional abuse, unfair treatments of juniors, sexual harassment and abuse
of power. In addition, the concept of respect for human dignity meant very little
among many respondents and this manifested itself in their exhibiting demeaning
attitudes towards junior students because they regarded them as inferior and not
equals.
In a similar research, Mensah (2009) in his findings indicated that teachers in basic
schools of the Effutu Municipality discriminated against students. Some teachers were
either intolerant to students or too authoritative and undemocratic with students. It is
arguable that students of the above schools do not fall into higher education students
of the Distance Education and therefore such abuses may not take place. Indeed, such
instances of human rights abuses were adopted to guide this current research.
2.5
Measures to Address Challenges
Many attempted measures have and are being taken to address challenges faced by
universities which transact distance education around the world.
Some of those
measures are found relevant to this current study. Menchaca and Bekele (2008)
conducted a research at the Department of Educational Technology, University of
Hawaii, Honolulu, and U.S.A on the topic Learner and Instructor identified success
factors in distance education. Their research was based on the model below which
was adopted in this study to help address the challenges in order to enhance the
success of the Distance Education programme in UEW.
47
Technology
factors
Human factors
ICT competence
Motivation
Experience
Knowledge view
Technology






Asynchronous
Synchronous
Multimedia
Friendly
Dependable
Layout
Alternative tools
Capacity/speed
Success measures
Learning outcomes
Student satisfaction
Higher learning
Faculty satisfaction
Sustainability
Rate of return
Course factors
Structure /organization
Quality content
Activities/projects
Relevance
Clear goals
Clear expectations
Motivating &
Challenging
Flexible
Figure2.2
Leadership factors
Technology
Staff/student training
Staff/professional dev’t
Help desks
ICT laboratories
Support teaching staff
Other logistics
Pedagogic factors







Collaborative
Interative
Feedback oriented
Problem-base
Process oriented
Learner-centred
Flexible staffstudent consultation
meeting
Model of success and success factors in Internet-supported learning environments
(Menchaca and Bekele, 2008, p. 57).
According to Menchaca and Bekele’s model (2008), success in the On-line or
distance education was a function of a complicated interplay of human, technologic,
course, pedagogic and leadership factors. Theoretically, success should be measured
higher if learning was student-focused, collaborative, problem based, flexible and
process-oriented. The significance of the framework for the study is that once the
various factors are critically looked at, the UEW Distance Education programme will
likely chalk a high amount of success.
48
In their findings Menchaca and Bekele (2008) reported that 49.6% that is, nearly half
of the student respondents and 56.5% comprising over half of the faculty respondents
were in favour of providing technology tools by the university for distance education
programme. These technology tools included students’ ability to possess some prerequisite technology skills before starting the programme.
Pedagogic strategies were also identified as a positive way of attaining success in
distance education. These consisted of situated learning, face-to-face, change and
faculty import. Situated learning consists of group work and collaborative, team
work, and cooperative studies. Change also meant that, both students and faculty
members must be motivated to be tolerant, open communicators, flexible, show
commitment to excel, team work, and to be tolerant to ambiguities and to accept
trying out things. Faculty import implies faculty Centre for Distance Education (CDE)
should provide prompt and reflective feedback and viable learning centres.
Another variable of concern in the findings was programmatic which comprised
overall experience, enrolment, and programme difficulty. The report coded 8.6%
student respondents and 4.3% for faculty respondents of being satisfied with their
experiences from the distance education. Descriptions that were identified included:
satisfied, enjoyed, valuable, learned a lot, wonderful, best experience among others.
Most student respondents coded at 6.9% confirmed that they were able to enroll on
university programmes because it was distance based. Things they considered worth
included: appeal, location, time, convenience and professional obligations.
49
In order to ease students from programme difficulty, 1.2% of students and 2.2% of
faculty respondents indicated that there should be:
i.
adequate feedbacks
ii.
encouragement of working groups
iii.
reduction of taped in and independent assignments (Menchaca & Bekele
2008).
Issues on distance education seem to be of more concern across the globe to the extent
that the European Associate of Distance Teaching Universities have advanced
research in post 2010 about the way forward for distance education. In a paper
spearheaded by Andrianus (2009), the open and distance education universities (in
particular) are assessed on their potential to innovate beyond flexible education
towards generating new ways of academic and commercial entrepreneurship,
including (networked) initiatives of educational and enterprise incubation. It further
indicated
that
universities
cannot
do
without
creativity,
innovation
and
entrepreneurship because those are the engine of long-term prosperity not only for
universities, but for enterprises, economy and society as a whole.
According to Andrianus and Alfonso (2009), higher education is associated with
various potentials for public good functions. Herein, higher education should aim at
providing for more equitable access in terms of costs, entry qualifications and flexible
learning opportunities. The opportunity should allow full participation and benefit
from a successful economy and obtain a set of competence which acts as foundation
for further learning as part of lifelong learning.
50
Besides, higher education must connect with the labour market by delivering students
with the required higher level skills and competences, while simultaneously driving
dialogue on curriculum development with external stakeholders, citing Mincer (1962).
This scenario connects higher education with continuous education and training
requirements and employability prospects. Also, higher education must connect with
entrepreneurship and innovations by delivering students that are not only educated in
subject matter but also have essential skills and competence to adopt to drive
successful developments.
Such universities excel in programmes aimed at the
coaching of innovation and feed the lessons which they have learned back into the
curriculum.
Simultaneously, opportunities for new economic activity and
entrepreneurship provide for new research domain and teaching horizons.
In his unpublished work, Agyei-Bieni (2009) made certain suggestions and
recommendations to help improve Distance Education ran by UEW. The following
were some of these suggestions:
2.5.1
i.
Monitoring and Evaluation
ii.
Review and supply of Course Materials
iii.
Supervision at the Centres
iv.
Increasing the tutorial sessions
v.
[Adequate] Infrastructure at the Study Centres
vi.
Competent Tutors and Student/Learner Support Services (SSS)
Monitoring and Evaluation of the Distance Education Programme
Monitoring and Evaluation, he believed, “are essential activities in the planning and
implementation of any programme.” He further explained that Monitoring and
51
evaluation will help identify and expose the inefficiencies or weaknesses of the
programme and enable the institute to come out with the appropriate remedies for
them.
2.5.2
Provision of Course Materials
On the issue of the course materials which he had emphasized were in short supply
and again needed a review, Agyei-Bieni proposed that:
i. A team of subject/course experts must be set up to edit the content. From the
content editors, the course materials go to the language expert for language
editing.
ii. The last person to read through the course material must be a Distance
Education expert to make sure the material is put in Distance Education mode.
iii. The course material produced has to be pre-tested for the necessary
corrections to be made before being used.
iv. The course material should be subjected to regular reviews. This could be
done after certain
periods of use of materials, e.g. after every three to five
years. During the revision period, all technological changes and new
developments in the course area should be taken care of to ensure that the
course materials are quality and up-to-date.
2.5.3
Supervision at the Study Centres
Agyei-Bieni again reinforced the need for a regular supervision at the study centres by
a team of IEDE members. This move will help check the activities of the study
centres and also bring some orderliness to the study centres, monitoring the type of
tutorials delivered during tutorial periods.
52
Agyei-Bieni’s work further suggested that a long-term measure should be put in place
to have modern edifices at the various study centres to give them university status,
and “also to depict the image of the University”. (Agyei-Bieni, 2009 p. 15)
2.5.4
Tutor Motivation
The quality of the products in the DE programme is dependent on the quality of
tutors. This assertion is corroborated by Garrison (1989, p. 29) who observes that in
distance education "support is concerned with a range of human and non-human
resources to guide and facilitate the educational transaction". He observes that these
resources may be library facilities, various media and software programmes. Also he
determines that the most important form of support in an educational transaction is the
teacher, who through guidance and direction can assist the students to achieve their
goals and develop control of the educational process. By this Garrison meant the
teacher, in an interactive distance education system, can either make or break the
system, and that important consideration must be given to the role the teacher will
play in such a system. This I believe could be done by motivating tutors through:
i.
Organizing regular training sessions for tutors
ii.
Prompt payment of tutorial claims and other entitlements
Holden (1990) defined motivation as a system of psychological factors that arises,
maintains and directs behaviour. The concept of motivation is linked to goal directed
conscious or unconscious behaviour. According to Nyberg (1988) there are internal
and external motivations. External motivation is dependent on the environment and
working conditions. Internal motivation is dependent is when the task in itself is
experienced as rewarding and functions without control from the environment.
53
According to Hertzberg (1975) factors of motivation include achievement,
advancement, recognition and work itself. Those factors that increase dissatisfaction
are called hygiene factors comprising pay, company policies, co-workers and
supervisory styles are absent in a work situation.
In a research conducted by Lee (2001) in Korea Education and Research Information
Service, the results indicated that motivation was the highest perceptive mean score of
4.15 (standard Deviation of .94) that affected work progress in distance education.
The predicator variables included: course redesign; course facilitation; use and
application of technologies; teaching methods; course evaluation; technology needs;
rewards; incentives and personnel. All those variables are applicable to the DE mode
of the University of Education, Winneba.
2.5.5
Student Support Services
Because distance students are often placed in a unique situation in which neither
tutors nor fellow students are physically present regularly to clarify, discuss, or
provide feedback, effective Distance Education requires a sound learner support
system (Gunawardena, 1988). One important means of analyzing the effectiveness of
the teaching-learning experience in a distance education system is through the
analysis of the learner support system. "Support systems contribute to the 'process' of
a course as do the learning materials". (Hodgson, 1986 p.56)
Student Support Services (SSS) is viewed in the context of Library Resources, ICT
Facilities and Counselling Services (Ayei-Bieni, 2009 p. 16). Library services, he
believes, help the students to update their knowledge and also help them to do their
assignments promptly. He therefore recommended a fully furnished Library facility at
54
each Study Centre. Regarding counselling services, it is important that academic
counsellors are appointed at the various centres to help the students to discuss and
solve their academic problems.
2.6
Conclusion
This section has discussed the concept of distance education and the rights of distance
students. The review was done under subheadings based on the research questions
posed for the study. The major subheadings developed for the sections were: the
Concept of Distance Education; Theoretical Framework used for the study;
Challenges involved in Distance Education; Distance Education and Human Rights
and concluded by Measures to address challenges.
From the related literature reviewed, it was observed that Distance Education has
become quite a formidable form of education that runs concurrently with the other
forms of education in the world. It was again revealed that educational institutions in
some parts of the world were faced with a number of challenges with regard to their
distance education programmes. Among these challenges were: their inability to
communicate effectively with distance education students; logistics problems and
technological problems. Similarly, existing literature exposed some challenges faced
by Distance education students. Some of such challenges were: family problem, lack
of feedback on assessment and examination results, separation from spouse, the lack
of sleep, lack of time for thorough preparation for examination and lack of transport
to learning centres.
On the issue of distance education and human rights, the related literature made it
clear that due to the complex nature of the Distance Education programme, effort
55
must be made to ensure minimal challenges since the slightest challenges Distance
Education students faced posed a big problem to them. There however seemed to be a
scarcity of literature on the rights of distance education students. The section
concludes with an in-depth review of measures that have been adopted to address
challenges in other educational institutions in other parts of the world.
56
CHAPTER THREE
RESEARCH METHODOLOGY
3.0
Introduction
The preceding chapter was devoted to a review of related literature on the topic and
the Theoretical Framework set out for the study. This chapter outlines the
methodology adopted for the study. The chapter is discussed under the following subheadings: research design, population, sample and sampling technique. The chapter
also discussed the instruments for data collection, methods of data collection, validity
and reliability of data and method for presentation and analysis of data.
3.1
Research Approach
The descriptive survey design was employed for the study. According to Cohen et al.
(2000), the descriptive survey design employs the use of questionnaire and interview
in sampling views on a phenomenon by selecting unbiased sample to respond to the
questionnaire and interview. A mixed method approach was adopted for the study but
skewed towards the qualitative.
The design was chosen because it has the advantage of collecting data from any kind
of population, whether large or small. Descriptive research design is highly regarded
by policy makers in the social sciences where large populations are dealt with using
questionnaires and interviews since data gathered by way of descriptive survey
represent field conditions (Greenfield, 1996)
57
3.2
Study Setting or Area
The study was conducted in three major settings in Ghana. These areas were the
northern part of Ghana (Wa and Tamale) the Middle zone (Kumasi and Bechem) and
the Southern part of Ghana (Cape Coast and Accra). The study population are
scattered in all the ten (10) regions of Ghana. Statistics of students put the figure at
20, 264 (Source: IEDE Registry, 2012)
3.3
Population
The population for this study consisted of all staff of the Distance Education section
of UEW (both permanent and part-time) as well as all DE students who are scattered
in all ten regions of Ghana. The study population for the study included students in all
22 Study Centres of the university with a total population of 20, 264 (IEDE Students’
Statistics, 2012), tutors and all administrators who are involved in the Distance
Education programme at the University of Education, Winneba.
The DE programme currently has a numerical strength of 8,996 male students
representing 44% of the total student population. Female students number 11,268
constituting 56% of the total student population (See appendix). These students are
enrolled on the programme at the Diploma and Post-Diploma levels (Source: IEDE
Registry, 2012)
The target population for DE providers (particularly for tutors) was derived with the
assumption that each Study Centre had Thirty (30) tutors. The number also includes
one (1) administrator and one (1) Coordinator each from the Study Centres.
58
In all, the target population distribution came to a total of 20,264 Students, 660 Tutors
and 44 Administrators/coordinators at the study centres and 20 staff at IEDE
Headquarters. The total was 724 (See appendix).
3.4
Sample and Sampling Technique
The researcher, for the purposes of the study, used the stratified sampling to derive
three distinct strata (zones) out of the population for the study. These zones comprised
i.
the Northern Zone
ii.
the Middle Zone and
iii.
the Southern Zone.
From each stratum (Zone), a Simple Random technique was used to select two (2)
Study Centres out of which purposive sampling was used to select both students and
DE providers at the study centres. Out of the target population, a sample size of 615
students and 60 tutors, 6 Study centres administrators and 4 staff from the
headquarters were involved in the study.
Table 3.1
Zone
Northern zone
Middle zone
Southern
Distribution of Students by Sex and Study Centre
Centre
Tamale
Wa
Kumasi (UEW)
Bechem
Cape Coast
Accra (ATTRACO)
Grand Total
Male (%)
74 (55%)
32 (40%)
65 (41%)
48 (61%)
25 (35%)
30 (33%)
274 (45%)
Female (%)
61 (45%)
49 (60%)
94 (59%)
30 (39%)
47 (65%)
60 (67%)
341 (55%)
Total (%)
135 (100%)
81 (100%)
159 (100%)
78 (100%)
72 (100%)
90 (100%)
615 (100%)
Table 3.3 indicates that out 615 students sampled for the study, 274 were males while
341 constituted females.
59
Table 3.2
Zone
Northern zone
Middle zone
Southern
Distribution of DE Providers (Tutors) Sampled for the Study
Centre
Tamale
Wa
Kumasi (UEW)
Bechem
Cape Coast
Accra (ATTRACO)
Grand Total
Male (%)
7
6
5
6
7
4
35(58.3%)
Female (%)
3
4
5
4
3
6
25(41.7%)
Total
10
10
10
10
10
10
60(100.0%)
As illustrated in table 3.4, there were 60 DE (tutors) providers at the study centres that
were used for the study. Thirty five (35) of the total were males representing 58.3% of
the total and Twenty five (25) were females representing 41.7% of the total.
Table 3.3
Zone
Northern zone
Middle zone
Southern
Distribution of DE Study Centre Administrators/Coordinators Providers
Sampled for the Study
Centre
Tamale
Wa
Kumasi (UEW)
Bechem
Cape Coast
Accra (ATTRACO)
Total
1
1
1
1
1
1
6(100.0%)
Grand Total
Again, 6 administrators/ coordinators were sampled for the study. These respondents
were purposively selected from each of the study centres selected for the study as
shown in table 3.5.
Table 3.6 below show the distribution of respondents chosen from the headquarters.
Table 3.4
Distribution of Staff from the Headquarters Sampled
Status
Senior Member
Number
2
Senior Staff
2
Total
4
60
3.5
Instruments for Data Collection
Due to the scattered nature of the respondents, the researcher basically used selfcompletion structured questionnaire as the main instrument for data collection.
However, due to the mixed methods approach to the study, interviews were also
conducted to further probe into issues and give respondents the opportunity to express
themselves more freely. For the purpose of the mixed method approach, effort was
also made to use interview for administrators and some tutors which was however
unstructured and informal some of which were done on phone. Blaxter et al. (1996)
explained that the qualitative research interview seeks to describe the meanings of
central themes in the life or world of subjects. They also noted that interviews are
particularly useful for getting the story behind a participant’s experiences.
The questionnaires contained largely close-ended questions even though open-ended
items were also included. In designing the questionnaires, the research questions and
literature review were used as guide. There were basically two sets of questionnaires;
one for students, one for DE providers.
3.5.1
Research instrument for students and DE providers
The students’ questionnaire comprised a 30-item-questionnaire. This questionnaire
was made up of open-ended, closed-ended Likert scale type questions soliciting
response levels of strongly disagree or disagree, undecided and agree or strongly
agree as well as items that required respondents to indicate ‘Yes’ or ‘No’. In the same
vein, the questionnaires for the DE providers also comprised both open and closedended type questions. The Likert scale was used due to its resourcefulness in
assessing personal attitudes and value clarification.
61
Section A of the questionnaire for students asked students to provide their background
information which included Study Centre, gender, marital status etc. Section B
solicited from students as to the challenges facing them based on Research question 2.
The part of students questionnaire asking about the challenges of students were based
on the following thematic areas: lack of information and communication, inadequate
supply services, inadequate academic interactions (Work) lack of respect for Dignity
and non-participation of students in decision-making
Section C required student respondents to suggest measures or mechanisms for
addressing the challenges involved in the DE programme.
As indicated earlier, apart from the Likert scale type of questions used, the researcher
also designed open-ended type of questions which encouraged students to express
their opinion using knowledge and/or feelings other than the close-ended questions.
Questionnaire for DE providers at the study centres, on the other hand had two
sections – Section A and Section B. Section A was based on Research Question 1
which asked respondents questions about challenges facing the university in the DE
programme.
It was based on the following thematic areas guided by the literature review:
inadequate supply services; lack of motivation of staff especially, tutors on the DE
programme and administrators at the Study Centres; non-participation of students in
Decision-making and lack of information and communication
62
Section B however was based on Research Question 4 which asked respondents to
suggest measures for addressing raised challenges.
Due to the researcher’s quest to make for easy interpretation and analyses, strongly
disagree or disagree was regarded as one response indicating disagreement with the
statement item while agree or strongly agree was interpreted as an agreement with the
statement item. Undecided was considered as neutral, meaning no opinion.
Thus, strongly disagree or disagree implied (SDA+DA), agree or strongly agree
implied (A+SA) and Undecided implied (UND or Und).
3.6
Validity and Reliability
To guarantee that the study attains content validity, the researcher submitted the
questionnaires to his Supervisor for scrutiny and necessary corrections and
modifications were made. After that, a pre-test was undertaken at one of the Study
Centres, precisely Accra Academy Centre. The results from the pre-test were used to
modify the questions or delete them where applicable. This helped guarantee the
validity of the study.
A research instrument is said to be reliable if it gives the same or similar results each
time it is employed whether by the same researcher or by different researchers. To
ensure reliability of the instrument, a pilot study was conducted at the Accra Academy
Centre. Test-retest reliability was used (over a period of two weeks) to assess the
accuracy and consistency of the measure.
The instrument, particularly the questionnaire was computed to test for reliability by
using the Cronbach co-efficient alpha. The pre-test was done in line with the research
63
questions. By that all items that made up research question were tested by using
computer software – Statistical Product and Service Solutions (SPSS). The results of
the pre-test on the research question enabled the researcher to make necessary
corrections for the actual data collection process.
3.7
Methods of Data Collection
Since the researcher is a staff on the DE programme, the administration of the
questionnaires was did not pose much problems. The administration was done with
the help of administrators at the various selected Study Centres. The researcher was
personally present at some of the Study Centres during their tutorial sessions to aid
the students in filling out the questionnaires. The students were first contacted during
their tutorial session to seek their consent before distributing the questionnaire to
them.
At centres where the researcher was not present to administer the questionnaire, the
administrators of these centres as stated earlier, were relied upon. In such cases these
questionnaires were collected by the administrators and sent to the researcher. The
interviews were conducted using the research questions as interview guide. Interview
guide, according to Denscombe (1998), contains an initial set of questions that are to
be discussed during the interview.
3.8
Method for Presentation and Analysis of Data
The data were organised according to the research questions. Data was analysed
quantitatively as well as qualitatively using tables, frequency counts and percentages
and in some cases charts.
64
Qualitative data which comprised basically responses from the interview was
analysed with the content analyses approach taking note of emerging themes.
Computer softwares such as SPSS and Microsoft Excel were used to input the
questionnaire responses for analyses and interpretations were made. Again, the
research questions and literature review served as guides for the interpretation and
analyses of the data obtained.
65
CHAPTER FOUR
PRESENTATION OF FINDINGS
4.0
Introduction
The previous chapter discussed the research methodology used for the study. In this
chapter, reports and discussions on the key findings are presented. The chapter
presents the data with tables, figures and interpretations. First of all, the content of
this chapter encapsulates the demographic data of respondents. This was followed by
data on the challenges facing UEW in the running of Distance Education. Results of
challenges faced by students on the UEW Distance Education programme and data on
the human rights issues involved in the UEW Distance Education programme then
followed. Last of all, data on the measures to address challenges concluded the
presentation of findings.
The results were based on questionnaires and interview responses. With regard to the
structure of presentation, the demographic data or profiles of students are presented
first. Results of questionnaires for students and tutors followed respectively, based on
the research questions. Interview responses of some students and DE providers, which
included tutors, administrators at the Study Centres, coordinators and some members
of staff at the Headquarters, are subsequently presented. Headings of the emerging
issues are captioned on top of the tables following the interpretations of the findings
while below the tables are quotations and comments which were tape-recorded from
students and DE providers during the study some of which are paraphrased.
66
The discussion of the research results was done taking into consideration the
objectives and research questions set out for the study. Again, literature on concepts
of Distance Education and rights were relied upon for the discussion.
4.1
Demographic Profile of Participants
The demographic profile of student respondents used for the questionnaire covered
such areas as sex, age range, marital status and levels of DE students. The tables and
figures below indicate their responses.
As shown in table 4.1 and figure 4.1, responses from the questionnaire indicated that
44.3% were males while 55.7% were females. A quick reference to the general
student statistics reveals that females constitute a larger portion of the student
population.
Table 4.1
Group
Sex
Sex distribution of Student Respondents
Responses
Male
Frequency (%)
273 (44.3%)
Female
343 (55.7%)
Total
616 (100%)
Male
(44.3%)
Female
(55.7%)
Figure 4.1
A Pie Chart showing the Sex Distribution of Student Respondents
67
Table 4.2 and figure 4.2 also show the age range of student respondents. They reveal
that students whose ages ranged from 25-30 years were 150 representing 24.4% of the
total respondents. Those in the range of 31-35 years were 210 in all representing
34.2% whereas those who were 36 years and above 254 in number constituting
41.4%. It is significant to note that students who were 36 years and above were likely
to have families to cater for. In the event where they experienced persistent
challenges, these were the hardest hit.
Table 4.2
Age range of Student Respondents
Group
Age Range
Responses
25-30 years
Frequency (%)
150 (24.4%)
31-35 years
210 (34.2%)
36 and above
254 (41.4%)
Total
614 (100%)
25-30 years
(24.4%)
36 years and
above
(41.4%)
31-35 years
(34.2%)
Figure 4.2
A Pie Chart showing the Age Range of Student Respondents
Table 4.3 and figure 4.3 also showed the marital status of student respondents. They
clearly showed that students who were married were in the majority with 282
respondents representing 46.3%. The interview responses made it clear that the
68
married experienced a greater share of challenges as they had to combine marital
responsibilities with education as well as their professional work. Students who were
single followed with a total of 189 respondents constituting 31.0%.
Table 4.3
Marital status of Student Respondents
Group
Marital Status
Responses
Married
Frequency (%)
282 (46.3%)
Single
189 (31.0%)
Divorced
28 (4.6%)
Separated
64 (10.5%)
Widow (er)
46 (7.6%)
Total
609 (100%)
Widow (er)
(7.6%)
Separated
(10.5%)
Married
(46.3%)
Divorced
(4.6%)
Single
(31.0%)
Figure 4.3
A Pie Chart showing the Marital Status of Student Respondents
From table 4.4 and figure 4.4 which shows the level or year group of student
respondents, it came to light that Post-Diploma 2 students constituted a larger
segment of student respondents with a total of 187 representing 31.0%.
From the study, it was realized that the Post-Diploma 2 students who in their final
year faced more challenges on the DE programme.
69
Table 4.4
Group
Level
Level or Year Group of Student Respondents
Responses
Diploma 1
Frequency (%)
74 (12.3%)
Diploma 2
82 (13.6%)
Diploma 3
112 (18.6%)
Post-Diploma 1
148 (24.5%)
Post-Diploma 2
187 (31.0%)
Total
603 (100%)
Diploma 1
(12.3%)
Post-Diploma 2
(31.0%)
Diploma 2
(13.6%)
Diploma 3
(18.6%)
Post-Diploma 1
(24.5%)
Figure 4.4
A Pie Chart showing the Level (Year Group) of respondents
The demographic profile of tutors covered their educational qualification and
institution of work. From table 4.5 and figure 4.5, it is revealed that 8.3% respondents
had a Bachelor Degree. Those who indicated M.A./M.Ed were 13.3% (on-going) and
46.1% respondents (completed). Respondents who indicated a Master of Philosophy
were 10.0% on-going and 20.0% completed. Minimal 1.7% respondents however
indicated Ph.D completed.
70
Table 4.5
Profile
Educational
Qualification
Total
Educational Qualification of tutors
Bachelor Degree
OnCompleted
going
0
5
M.A./M.Ed
OnCompleted
going
8
28
Ongoing
6
0
0.0%
8
13.3%
6
10.0%
Ph.D
on-going
0.0%
Mphil
completed
20.0%
5
8.3%
28
46.1%
Ph.D completed
1.7%
Mphil
Completed
12
Doctoral Degree
OnCompleted
going
0
1
60
12
20.0%
0
0.0%
60
(100%)
Bachelor ongoing 0.0%
1
1.7%
Total
Bachelor
completed
8.3%
M.A./M.Ed
On-going
13.3%
Mphil
On-going
10.0%
M.A./M.Ed
completed
46.1%
Figure 4.5
A Pie Chart showing the Educational Qualification of tutors
When asked to indicate their institution of work, table 4.6 and figure 4.6 show the
responses of tutors. A considerable 25% respondents indicated Senior High, a great
number of 40% indicated Teacher Training, 20%indicated Polytechnic and a
minimal number of 15% indicated University.
Table4.6
Institution of Work
Current institution
Demographic Profile
Institution of Work
Total
Senior High
Teacher Training
15
24
12
7
15
25.0%
24
40.0%
12
20.0%
9
15.0%
71
Polytechnic
University
Total
60
60
100%
University
15%
Senior High
25%
Polytechnic
20%
Teacher TRaining
40%
Figure 4.6
4.2
A Pie Chart showing the Institution of Work of Tutors
Challenges facing the Distance Education programme
One of the objectives set out for the study was to identify the challenges facing the
University of Education, Winneba in running the Distance Education programme. In
an attempt to answer this research question, questionnaires to administered to tutors.
Again, tutors, study centre administrators/coordinators and some key players at the
institutional headquarters were interviewed.
In effect, the questionnaire and interview were set on four thematic areas such as
inadequate support services, poor motivation for staff especially, tutors on the DE
programme and administrators at the Study Centres, non-participation of students in
decision-making and lack of information and communication.
4.2.1
Inadequate support services
Tutors were asked to indicate whether they strongly disagreed or disagreed, were
undecided and agreed or strongly agreed on the efficiency of supply services offered
in the DE programme. The results as shown in Table 4.7 indicated that majority of
72
68.1% of tutors strongly disagreed or disagreed on the efficiency of the supply
services offered on the DE programme. A minimal number of 8.4% of tutors were
undecided on the efficiency of supply services while 23.5% of tutors agreed or
strongly agreed that the supply services offered by the university on the DE
programme were efficient and commendable.
Table 4.7
Challenges facing UEW (DE): Inadequate support services to DE students
Question
2. The infrastructure used in running the
Distance Education programme at the
study centres is commendable.
3. There are enough library resources at
the study centres for DE students to
access.
4. Course Materials on each course are
supplied to students promptly.
11. The tutors for every course are
readily available for tutorials.
Total (%)
SDA
49
DA
6
UND
3
SA
0
A
2
Total
60
42
9
6
0
1
58
35
12
7
0
6
60
1
8
4
32
15
60
127
35
20
SDA + DA =
162
(8.4%)
(68.1%)
32
24
SA + A = 56
(23.5%)
238
(100%)
From the interview conducted, all 6 administrators at the study centres representing
100% indicated that overall, the supply services offered on the DE programme leaves
much to be desired. An observation at some of the centres revealed the offices for
official purposes were in a very poor state, classroom facilities were so inadequate.
One administrator at the study centre commenting on the poor infrastructure stated:
the Study Centres at the regions are the image of the University…you see,
you are also a staff member and you know the situation… keeping very good
edifices at the centres will definitely portray a very good image of the
university. A situation where a portion of the Vice Principal’s Office is used
as the office for a Study Centre is not impressive enough. It does not help to
portray a very good image of the University and the programmes offered..
[Interview with a study centre administrator]
73
Their assertion was also supported by the all 4 staff at the headquarters who were
interviewed. Commenting on the non-supply or delay in the supply of course books,
all 4 staff at the headquarters indicated that the situation was so because of the
excessive scrutiny of UEW management in the affairs of the DE section. In the words
of one of them:
Sometimes when money is needed to pay for the printing of the course
books, someone from the Finance Section will tell you, there is no
money…the real issue is that the money is used to buy treasury bills…again
when a budget is made for acquisition of items for the study centres, it can go
back and forth until it is finally cancelled..
[Interview with a staff at Headquarters]
All the 6 tutors who were interviewed also corroborated the fact that the support
services were highly inadequate. A tutor from the Northern Zone was emphatic that it
looks like IEDE [here referring to UEW] is not serious with the DE programme. In
her words:
All IEDE is interested in is collecting fees from students without thinking
about how to put up infrastructure to enhance Distance Education…when
students are not paying their fees, there is trouble for them…but when they
finish collecting the fees, they fail to use the money to sustain the programme.
[Interview with a tutor]
When asked to comment particularly on the issue of failure of IEDE (UEW) to supply
of Course materials to students, respondents exhibited more passion and disgust.
Tutors, administrators, coordinators and even staff at DE headquarters lamented over
the inability of UEW to provide enough course materials to students.
Staff at the Distance Education Headquarters expressed concerns about the nonsupply of course materials as indicated below:
Hahaha…do you want to corner me?...well…over the years the supply and
distribution of course modules to students has not been
encouraging…students pay their fees….and when you look at the item
breakdown of students’ fees, there is supply of course modules….Students
74
could usually go through the course without a single course material. This
does not augur well for quality assurance in the programme. Practical
measures need to be put in place for quality in course material writing,
production and supply…hahahaha…but you can attest to the fact that in
recent times, the situation is becoming better…
[Interview with a senior staff at Headquarters]
Two tutors were so angry about the issue of non-supply of course modules that in
answering the question, they stated that students should organize a united front to
confront management of the university on the issue or report the case to the Ministry
of Education. In the words of one tutor:
But you people…all you do is collect fees from students…sometimes you
even sack students from examination halls… the students pay fees and you
use the money to buy vehicles for yourselves…university of buying
vehicles…this is an abuse on the rights of students…one day eh, we will
organize the students to whip you guys or report the university to the
Ministry of Education…you don’t give them the books but you give them
E’s and D’s…how do you expect them to pass well?
[Interview with a tutor]
On the issue of provision of library services, an administrator at one of the study
centres disclosed that often times, students would question her as to why IEDE, that is
UEW, does not have library facilities. According to her, students claimed that out of
the few course modules supplied to students, some of them were hard to understand
and that they needed other library materials to augment the already inadequate books.
In her words:
I have talked to people from other centres, and I’m sure you can also attest to
it…IEDE does not have any library services for students...it’s only students
from Winneba Study Centre who enjoy that facility on campus….
[Interview with an administrator]
4.2.2
Poor Motivation for tutors
Touching on the issue of motivation of tutors and Study Centre administrators were
again asked to indicate whether they strongly disagreed or disagreed, were undecided
and agreed or strongly agreed on whether or not motivation in the DE programme was
75
commendable. A majority number of 96.6% respondents indicated that motivation of
tutors on the DE programme was not commendable. A very low number of 1.7% of
respondents was undecided. Again, a very low number of 1.7% respondents strongly
agreed or agreed that motivation for tutors was enough as shown in table 4.8.
Table 4.8
Challenges facing UEW (DE): Poor Motivation for tutors
Question
5. Tutors are motivated enough to tutor
students without ill-feelings.
6.Payment of claims to tutors is prompt.
7. The number of tutorial sessions
organized for DE students is adequate.
8. There is enough training for tutors in
the use of media.
Total (%)
SDA
53
DA
5
UND
2
SA
0
A
0
Total
60
59
44
0
9
0
2
0
0
0
4
59
59
53
7
0
0
0
60
209
21
SDA + DA
=230
(96.6%)
4
(1.7%)
0
4
238
SA + A = 4
(1.7%) (100%)
All the tutors who were interviewed claimed that the level of motivation on UEW DE
programme for tutors is alarmingly low and they are not motivated to teach. They
disclosed that the authorities do not regard tutors as important. There was also a
general problem of delays in payments of tutorial claims to tutors. Some tutors even
alleged that sometimes their claim forms were reported to have been lost while others
claimed that money due to them could be slashed down by the university.
In the words of one tutor:
You people make us [tutors] feel as if we just want the money that is why
we’re teaching the people. You see…that is very bad…you think that
whatever you do, we’ll still come and teach the students…
So we’ll also come and teach only when we need the money…in any case
even the peanut you people give us delays saaa before you pay us..
[Interview with a tutor]
Some of the tutors made it clear that with the introduction of DE programme into their
centre by other institutions like the University of Cape Coast and Jackson’s
76
Educational Complex, gradually tutors will be poached to them. A good number of
them however were of the view that although the motivation was low, they were more
concerned with gaining more experience on the programme.
On the issue of organising training session for tutors, the interview revealed that there
was virtually no training for tutors. Tutors emphasized the need for training
programmes for tutors to keep them up-to-date with the emerging trends in the DE
programme. One tutor was so surprised that for about six years since she started
tutoring on the DE programme, only one training programme had been organized for
tutors. It was however so worrying that even that training session was organized for a
selected few.
An interview with the staff at the headquarters agreed with the fact that motivation of
tutors was not very encouraging. Two (2) of these staff however stated that
sometimes, tutors submitted outrageous claims which usually infuriate the
Accountants and the Auditors, hence delay of payment.
4.2.3
Non-participation of DE students in decision-making
Participation of DE students in the running of the DE programme was also found to
be lacking. The study found that the university had no platform to give DE students
the opportunity to express their views and suggestions for the running of the DE
programme. The Student Representative Council (SRC) which ought to be the
mouthpiece of students seemed ignorant about the DE programmes and DE students.
When asked to indicate if DE students were involved in decision-making, a
considerable number of 73.1% of respondents indicated strongly disagreed or
77
disagreed. 9.3% indicated that they were undecided on involvement of DE students in
decision-making. However, 17.6% showed that they strongly agreed or agreed on the
fact that DE students were involved in decision-making.
Table 4.9
Challenges facing UEW (DE): Non-participation in Decision-making
Question
14. The SRC is very active when it comes
to issues involving Distance Education
students.
15. Students are usually represented in
decision making.
Total (%)
SDA
35
DA
11
UND
6
SA
3
A
5
Total
60
28
13
5
3
10
59
63
24
SDA + DA =
87 (73.1%)
11
6
15
119
SA + A =21
(17.6%) (100%)
(9.3%)
When particularly asked if the SRC was involved with DE students, tutors and study
centre administrators stated that they were not sure whether the SRC knew anything
about the DE students. It was found therefore that the representation of DE students in
the running or decision-making process of the DE programme was abysmal.
A member of the SRC [position withheld] when asked about the involvement of the
SRC in the activities of DE students, was even confused about the DE students and
the Sandwich students.
In his words:
DE students…do you mean students on the Sandwich programme?
[SRC executive]
[no nono, I mean distance education students pursuing diploma and Post
Diploma programmes in Basic Education. The one organized by IEDE]
[Interviewer]
Ooh I see…well…
[SRC executive]
78
4.2.4
Lack of information and Communication
This section sought to find out if the information flow to DE students and
communication between the university and DE students was good. In Table 4.10,
75.4% of respondents indicated strongly disagreed or disagreed on the adequacy of
information flow and communication and 7% of tutor respondents indicated that they
were undecided on the adequacy of information flow. However, 17.6% of the
respondents showed that they agreed or strongly agreed on the adequacy of
information flow to DE.
Table 4.10
Challenges facing UEW (DE): lack of information and Communication
Question
1. The communication flow to DE students
is adequate.
9. Students are always given sufficient
feedback about information needed for
their education.
10. Feedbacks on students’ grievances
about results are promptly given to them.
12. There is a laid down channel for
aggrieved students to report their
complaints.
13. The channel for addressing students’
grievances is effective.
Total (%)
SDA
51
DA
3
UND
5
SA
0
A
1
Total
60
39
11
4
1
5
60
28
16
2
5
8
59
29
8
5
7
11
60
27
15
5
7
8
59
174
53
SDA + DA =
227 (75.4%)
21
(7.0%)
20
33
298
SA + A = 53
(17.6%) (100%)
The interview brought to light the fact that the since the programme was done by
distance and DE students are mostly not on campus, the information flow to them was
difficult. Those who indicated that information flow and communication with students
was inadequate stated that there is no proper channel to get information to students.
They reiterated that until DE students travel to the various study centres, getting
information to them was virtually impossible. It was realized that unlike in other
79
institutions where management resorted to the use of the internet or website platform
to communicate to their DE students, UEW did not use that service.
A staff at the headquarters intimated that:
You know the system we are in…we could even create student portals on the
website so that DE students can access information there but when you raise
the issue, they [implying management] tell you there is no money.
[Interview with a staff at headquarters]
4.3
Challenges faced by Students on the Distance Education Programme
Another objective set out for the study was to examine the challenges faced by
students on the Distance Education programme?
In an attempt to achieve this objective, questionnaires were administered to DE
students. Interviews were also conducted soliciting information from DE students as
well as DE providers. Again, like research question i, research question ii was also
based on the literature review. One question on the questionnaire for DE students
required them to indicate and rank the challenges they faced on the DE programme.
Table 4.11 below shows the responses of the students.
80
A number of possible challenges were enumerated guided by the literature review and students were asked to rank all that applied to
them. From the table below, a total number of 122 responses representing 19.9% indicated that ‘non-release of results’ was one of the
main challenges of DE students. This was followed by ‘difficulties in assessing results’ with a total of 120 responses constituting
19.6% of responses. The 3rd ranked challenge was ‘non-supply of course materials’ with a number of 89 responses representing
14.5%.
Table 4.11
Question
2. What
challenges
do you
face as a
student on
the DE
programm
e?
Total
Financial
cost
Challenges of DE Students
Combining
domestic
workloads
with studies
Nonrelease of
results
Difficulties
in
accessing
results
Feedback
from
lectures
taking long
Inadequate
information
Non-supply Time
of Course
constraints
materials
Lack of
motivation
Unsupportive Communication Total
spouse
problems
64
34
122
120
57
39
89
21
25
20
21
612
10.5%
5.6%
19.9%
19.6%
9.3%
6.4%
14.5%
3.4%
4.1%
3.3%
3.4%
100%
81
When asked to indicate any other challenges they faced, the following were some of
the responses:
i.
Course modules not thoroughly introduced during tutorial sessions
ii.
Victimisation from staff
iii.
spouses needing attention
iv.
attending to babies especially during residential and examination sessions
v.
scarcity of reference materials in the field
vi.
poor infrastructure at the study centres
Overall, the questionnaire administered and interview conducted were based on the
following thematic areas: lack of information and Communication; inadequate
support services, poor academic interactions (Work), lack of respect for DE students’
dignity and non-participation in decision-making.
4.3.1
Lack of information flow and communication
This section was intended to find out DE challenges with regard to getting
information and communication between DE students and the university. In table
4.12, DE students were asked to indicate ‘Yes’ or ‘No’ to as to whether information
flow and communication were effective and reliable. A minority of 23.2% indicated a
‘Yes’ meaning the information flow to them was good. A majority of 76.8% however
indicated a ‘No’ to which meant that largely, DE students had a big challenge with
getting information and communicating with the university.
82
Table 4.12
Challenges facing students: lack of information and Communication
Question
3. I am aware that as a student, I have some relatedhuman rights in the Distance Education Programme.
8. I am given adequate information needed for my
studies.
10. I have been sufficiently informed of what my rights
are as a DE student.
11. I have access to information I need regarding my
education.
12.I am always given sufficient feedback when I
request for information from my Centre
Coordinator and/or Administrator
13. The channel to seek information regarding my
education from the university is effective.
Total (%)
Yes
233
No
368
Total
601
225
36
379
565
604
601
219
386
605
93
512
605
33
572
605
839
(23.2%)
2782
(76.8%)
3621
(100%)
The interview with some of the students suggested that those who indicated ‘Yes’ did
so because they were basically close to the coordinators or administrators. As a result,
these students could just call on phone for information. In the words of one student:
I knew the coordinator before he was appointed…we were in the same
area…so anytime I need information, I just call him…
You see…I am a primary school teacher in a village… if you are coming
from Obuasi so I can’t always come to the centre for information…
[Interview with DE student]
Those who indicated that the information flow was not good raised the argument that
they could not always go to the centre. Some further stated that the coordinator was
not very friendly with students making it difficult for students to call for information.
One elderly woman stated:
This our coordinator...only nice women can approach him or even call him
on phone for information…if you are not beautiful he will not even mind
you…have you seen how we are suffering? So sometimes we also call our
friends…and this one too sometimes we get the wrong information
[Interview with DE student]
Touching on the issue of feedbacks, respondents indicated that students have had to
go through hectic moments to have anomalies in their results rectified. Students who
83
usually could not get a breakthrough from their coordinators have had to rush down to
the headquarters. This particularly seemed to be a big problem to students especially
those who hailed from the Middle Zone of the country. DE students from the
Northern Zone were the worst hit.
When students were asked to indicate how they got wind of the DE programme,
responses showed clearly that students usually relied on their friends to get
information. Information distortion therefore could easily occur which pose a big
problem to students.
Table 4.13
how students got to know of the DE programme
Question
1. How did you hear of the DE
programme?
Total (%)
4.3.2
From a
Friend
On the
Radio
In the
Dailies
380
77
141
63.5%
12.9%
19.7%
On
UEW
website
23
Total
598
3.8% 100%
Inadequate support services to DE students
Under this section, the study sought to find out the challenges of DE students
regarding supply services offered to them. Table 4.14 students were asked to indicate
a ‘Yes’ or ‘No’ to the challenge they faced on the supply services offered to them. A
minority of 13.1% respondents ticked ‘Yes’ to indicate that students were supplied
with adequate services. A majority of 86.9% however ticked ‘No’ indicating the
challenge DE students faced with regard to supply services.
84
Table 4.14
Challenges facing students: Inadequate Support Services
Question
4.I have access to adequate resources like
furniture.
5.The classroom facilities for tutorials are
adequate.
7.Coursematerials on each course are supplied
to DE students promptly.
9.I have been supplied with a copy of the
Diploma/B.Ed Degree Students’ Handbook.
Total (%)
Yes
39
156
36
No
569
445
577
Total
608
601
613
87
520
607
318
(13.1%)
2111 2429 (100%)
(86.9%)
On the issue of supply of course materials, all 12 students interviewed representing
100% indicated that DE students are not supplied with the full compliments of Course
material for the DE courses. Students at various stages of the course have been made
to make photocopies of study material at an extra cost which is usually an unplanned
expenditure. In the words of one student:
UEW is taking we students for granted…we are forced to pay school fees but
they don’t give us our course books…they tell us to make photocopies of the
course books even though we have paid our fees…this is not fair
[Interview with DE students]
Another student commented:
Even the student handbook koraa we don’t get…they just take our money
and share it…we know all what they are doing…
[Interview with DE students]
When asked to comment on the adequacy of classroom facilities generally, some
students in Accra Attraco Study Centre answered in the negative stating:
Most of the classrooms are without lights….sometimes we have to
strain our eyes to read…The chairs mpodie, don’t go there…it looks
like chairs for primary students…
[Interview with DE students]
4.3.3
Poor Academic Interactions (Work)
Under this section, the study tried to identify the challenges facing students with
regard to their academic work or interaction with tutors and or coordinators. Students
85
were asked to indicate whether they strongly disagreed or disagreed, were undecided
and strongly agreed or agreed on the adequacy of academic interaction (work). In
table 4.15, a majority number of 90.6% respondent indicated strongly disagreed or
disagreed on the academic interaction meeting expectation or being adequate. A
minimal figure of 2.4% indicated being undecided while a small number of 7%
respondents indicated strongly agreed or agreed on the academic interaction being
adequate.
Table 4.15
Challenges facing students: Poor Academic Interactions (Work)
Question
6. Tutorials given are adequate.
15. The content of the course materials is
easy to understand.
17. Feedback about assignments or
quizzes meets students’ expectation.
18. Feedbacks about anomalies in results
meet students’ expectation.
Total (%)
SDA
423
525
DA
86
47
UND
9
17
SA
16
0
A
66
27
Total
600
616
512
63
19
0
21
615
498
53
13
12
28
604
1958
249
SDA + DA =
2207 (90.6%)
58
28 142
SA + A =
170 (7%)
2435
(2.4%)
(100%)
The interview responses further indicated that students faced a big challenge with
regard to academic interaction.
Out of a total of 12 students interviewed, 9 of them commented that:
i. tutorials organized were inadequate
ii. the content of some of the course books were not easy to understand though it
was meant to meant to be self explanatory.
iii. feedbacks on assignments and quizzes did not meet expectation.
iv. feedbacks on anomalies on results reported by students were not forthcoming.
86
Commenting on the issue of feedbacks, a student said:
if you [a student] get a problem with your result and you are not lucky,
you can go up and down saa before you get your results…
[Interview with DE students]
4.3.4
Lack of Respect for Distance Education Students’ Dignity
This section sought to find out from DE the challenge they faced in the area of respect
for dignity. The study wanted to find out whether students were satisfied with the
respect accorded to them. The study found out that majority of students was unhappy
about the respect accorded to them by the university.
In table 4.16, students were asked to indicate strongly disagree or agree, undecided
and strongly agree or agree on whether the respect accorded to them was satisfactory.
A majority number of 72.4% respondents indicated strongly disagree or disagree on
the respect accorded them. A low number of 3.2 indicated undecided while 24.4 %
respondents indicated strongly agree or agree on the issue of respect for dignity as
shown by the university.
Table 4.16
Challenges facing students: Lack of Respect for DE students’ Dignity
Question
16.I feel satisfied with the needed
respect accorded me concerning my
studies by the university (tutors,
Coordinators/ UEW).
Total (%)
SDA
339
DA
100
SDA + DA =
439
(72.4%)
UND
19
(3.2%)
SA
0
A
148
SA + A =
148
(24.4%)
Total
606
606
(100%)
Reponses indicated that the students were not treated with dignity. The following
were some of the interview responses as well as responses given to questionnaire item
27 as given by students:
87
Some tutors talk to us anyhow…they forget that some of us [students] are
older than them…
The coordinator is not friendly at all…if you make a mistake and you do
sometime wrong eh…the way he will insult you eh…
[Interview with DE students]
One shocking remark was indicated by a lady student who claimed to have suffered at
the hands of a tutor. Talking about the tutor, she intimated that:
Because he asked some of us to pay him a visit at his house and I didn’t go,
he intentionally lost my quiz paper and told me I didn’t do the quiz…
[when probed further to explain what she meant by ‘visit’, she said] he
[referring to the tutor] told me that he loved me and that I should meet him at
his house and that his wife has travelled.
[Interview with DE students]
4.3.5
Participation of Distance Education Students in Decision-Making
This section sought to find out the challenge of students in the area of students’
participation in decision-making as far as distance education was concerned. In table
4.17, students were asked to indicate strongly disagreed or disagreed, were undecided
and strongly agreed or agreed as to whether they were made to participate in the
running of the DE programme and in decision-making. A great number of 92.5%
respondents indicated strongly disagree or disagree on their consent being sought in
decision-making. A low number of 2.1% respondents indicated undecided showing
that DE students were not involved in decision-making. 5.3% of the respondents
however indicated strongly agree or agree showing that DE students were involved in
decision-making.
88
Table 4.17
making
Challenges facing students: Non-participation of DE students in Decision-
Question
19.Students’ consent is sought in
decisions about their education.
20. Students are always involved in
decision making about their academic
work
21. The work of the SRC extends
towards students of the Distance
Education Programme.
Total (%)
SDA
513
DA
58
UND
7
SA
0
A
33
Total
611
495
60
23
0
30
608
515
47
9
0
34
605
1523
165
SDA + DA =
1688
(92.5%)
39
(2.1%)
0
97
1824
SA + A = 97
(5.3%) (100%)
Responses from the interview indicated that DE students were not made to participate
in decision-making. The following were some of the emerging issues from the
interview:
i. staff-student consultative meetings which used to be organized has ceased
ii. DE students were not briefed on the activities of the SRC
iii. DE students are not made to vote during SRC elections but they are made to
pay SRC dues.
4.4
Human Rights Issues Involved in the UEW Distance Education
Programme
Objective three for the study sought to identify the human rights issues involved in the
challenges. In answering this research question, an attempt was made to explore
emerging issues in the light of human rights. Human rights has been defined as the
rights which are inherent to the human being. The concept acknowledges that every
single human being is entitled to enjoy his or her human rights without distinction as
to race, colour, sex, language, religion, political or other opinion, property birth or
other status (Human Rights: A basic Handbook for UN Staff, 2007).
89
It is the conceptual issues above that make it imperative to link distance education
challenges to human rights issues. Inferring from the data gathered, the study
identified some human rights issues from the challenges.
The demographic profile identified most of the tutors with either a Bachelors’ Degree
or pursuing a Master of Arts/ Master of Education programme. Out of the 60 tutors,
only one respondent representing 1.7% indicated a Ph.D as the educational
qualification. As indicated in the demographic profile above, 8.3% respondents had a
Bachelor Degree. Those who indicated M.A./M.Ed were 13.3% (on-going) and 46.1%
respondents (completed). Respondents who indicated a Master of Philosophy were
10.0% on-going and 20.0% completed. A very shocking development came up during
the interview which as one of the tutors intimated that some of his colleague tutors
were polytechnic graduates.
Secondly, under research question two, a majority of 73.1% of students indicated that
students were not involved in decision making concerning their programme. Most
issues are only channelled through their Coordinators unlike the Students
Representative Council (SRC) of the Conventional system where students are well
represented in decision-making. This also could be attributed to an infringement on
Students’ rights to participate in decision making.
Another variable for consideration was the challenge facing DE students in terms of
information and communication. Inferring from table 4.12, a majority of 76.8% of
student respondents indicated that they had very little access to information, and
90
woefully insufficient feedback concerning quizzes/assignments, examination results,
anomalies and other matters of concern.
Furthermore, a majority of 86.9% student-respondents ticked ‘No’ indicating the
challenge they faced with regard to supply services. These supply service included
such things as course modules and Students’ Handbooks. Indeed, the item breakdown
of DE students’ fees indicates that students were to pay for course books. The basic
supply services however were either inadequate or non-existing. Coupled with the
insufficient supply, students were made to pay for photocopies of the same books
which otherwise should have been supplied to them once they had paid their full fees.
The main human rights issues emerging from the challenges included infringement on
DE students’; right to information and communication; right to basic support services;
respect for DE students’ dignity – Victimization and Non-involvement of DE
Students’ consent in decision-making.
4.5
Measures for Addressing Challenges involved in the UEW Distance
Education Programme
The last objective set out for the study was to identify measures that could be adopted
to help address challenges involved in the DE programme. DE students as well as
university staff were asked to suggest some measures. In achieving this objective,
questionnaires were administered to DE students and tutors. Interviews were also
conducted to gather data from tutors, study centre administrators and staff at DE
headquarters.
91
In table 4.18, tutors were asked whether the system of giving feedbacks to students
must be revamped and made easy. A look at the table shows 0.0% of respondents
indicating strongly disagree or disagree. Again, 0.0 % of respondents were undecided
while a majority of 100.0% indicated strongly agree or agree on revamping and
making easy the system of giving feedbacks to students.
When students were asked about revamping and making easy the system of giving
feedbacks by the university, 0.0% respondents indicated strongly disagree or disagree.
A surprising number of 2.5% respondents indicated undecided. A great number of
97.5%, however indicated strongly agree or agree on revamping and making easy the
system of giving feedbacks to students.
Table 4.18
Measures suggested by tutors
Question
16.The system of giving feedbacks to
students must be revamped and made
easy.
Total (%)
Table 4.19
SDA
0
DA
0
UND
0
0
0
SDA + DA = 0
(0.0%)
0
(0.0%)
SA
42
A
18
Total
60
42
18
60
SA + A =60
(100%) (100%)
Measures suggested by students
Question
22. The system of giving feedbacks to
student must be revamped and made
easy.
Total (%)
SDA
0
DA
0
UND
15
0
0
SDA + DA =0
(0.0%)
15
(2.5%)
SA
505
A
85
Total
605
505
85
605
SA + A =
590 (100%)
(97.5%)
In connection with the prompt supply of course materials to DE students by UEW,
table 4.20 shows a surprising number of 3.6% indicating strongly disagree or
disagree, whereas 96.4% of respondents indicated strongly agree or agree on UEW
92
promptly supplying course materials to DE students. 0.0% of respondents were
undecided on the issue. Table 4.21 shows the responses of students on the same issue.
Unlike in table 4.6.3, 0.0% of respondents indicated strongly disagree or disagree
showing that course materials should be promptly supplied to DE students. Another
0.0% were undecided while 100% respondents indicated strongly agree or agree on
the prompt supply of course materials to DE students.
Table 4.20
Measures suggested by tutors
Question
17. Course materials or modules should
be supplied to students promptly.
Total (%)
Table 4.21
SDA
1
DA
1
UND
0
1
1
SDA + DA = 2
(3.6%)
0
(0.0%)
SA
47
A
7
Total
55
47
7
SA + A =54
(96.4%)
56
(100%)
Measures suggested by students
Question
23.Course materials or modules should
be supplied to students promptly.
Total (%)
SDA
0
DA
0
UND
0
0
0
SDA + DA = 0
(0.0%)
0
(0.0%)
SA
510
A
82
Total
592
510
82
SA + A =
592
(100%)
592
(100%)
During the interview, a further probing brought to light the fact that the inability of
UEW to promptly supply course materials to students gave some tutors the
opportunity to make a business venture out of it, as they could make photocopies for
students for money.
In table 4.22 tutors were asked to indicate whether providing library resources and
ICT laboratories at the study centres will help address some of the challenges in the
DE programme, 0.0% of respondents indicated strongly disagree or disagree. 5.0%
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respondents they were undecided whether the provision will help. A great number of
95.0% of respondents however indicated strongly agree or agree showing that the
provision of library resources and ICT laboratories will help address some of the
challenges involved in the UEW DE programme.
On the other hand, when students were asked about the provision of library resources
and ICT laboratories, table 4.23 shows 0.0% of students indicated strongly disagree or
disagree. A low number of 1.2% of respondents was undecided. A great figure of
98.8% of respondents indicated strongly agree or agree showing that UEW should
provide such facilities.
Table 4.22
Measures suggested by tutors
Question
18. Library resources and ICT
laboratories should be provided at the
study centres.
Total (%)
Table 4.23
SDA
0
DA
0
UND
3
0
0
SDA + DA = 0
(0.0%)
3
(5.0%)
SA
46
A
11
Total
60
46
11
SA + A =57
(95.0%)
60
(100%)
Measures suggested by students
Question
24. Library resources and ICT
laboratories should be provided at the
study centres.
Total (%)
SDA
0
DA
0
UND
7
0
0
SDA + DA = 0
(0.0%)
7
(1.2%)
SA
543
A
52
Total
602
543
52
SA + A =
595
(98.8%)
602
(100%)
From table 4.24, 0.0% of tutors indicated strongly disagree or disagree showing that
Counselling Units should be set up at the study centres. A low number of 13.8%
respondents were undecided as to whether Counselling Units would be necessary. The
remaining 86.2% indicated strongly agree or agree showing that setting up
94
Counselling Units at the study centres would help address some of the challenges.
This was corroborated by student respondents. Table 4.25 which represented the
questionnaire responses of students showed 0.2% of them indicating strongly disagree
or disagree to the question of setting up Counselling Units. A figure of 5.8%
respondents were undecided whether that move important. A large number of 94.0%
however indicated strongly agree or agree on the move as a measure to help address
the challenges in the DE programme.
Table 4.24
Measures suggested by tutors
Question
19. UEW (IEDE) should set up
Counseling Units at the study
centres.
Total (%)
Table 4.25
SDA
0
DA
0
UND
8
0
0
8
SDA + DA = 0
(0.0%) (13.8%)
SA
42
A
8
Total
58
42
8
58
SA + A =50
(86.2%) (100%)
Measures suggested by students
Question
25. UEW (IEDE) should set up
Counseling Units at the study centres.
Total (%)
SDA
0
DA
1
UND
35
0
1
SDA + DA = 1
(0.2%)
35
(5.8%)
SA
496
A
70
Total
602
496
70
602
SA + A =
566 (100%)
(94.0%)
Tables 4.26 and 4.27 showed the responses of tutors when asked to indicate their
responses on the following statements as part of measures to help address challenges:
20. Tutors on the DE programme should be trained regularly to keep them abreast with
current trends in DE.
21. Entitlements due to tutors should be paid promptly to encourage them.
95
Table 4.26 revealed 0.0% of tutors indicated strongly disagree or disagree on regular
training programme for DE staff. 20.0% were undecided while 80.0% indicated
strongly agree or agree on the issue.
Responses to questionnaire item 21 provided tutors showed quite a significant
percentage. Table 4.27 showed that 0.0% of respondents indicated strongly disagree
or disagree. Again, 0.0% respondents were undecided whereas a great number of
100.0% respondents indicated strongly agree or agree that entitlements due to tutors
should be paid promptly to encourage them.
Table 4.26
Measures suggested by tutors
Question
20.Staff on the DE programme should
be trained regularly to keep them
abreast with current trends in DE.
Total (%)
Table 4.27
SDA
0
DA
0
UND
12
0
0
12
SDA + DA = 0
(0.0%) (20.0%)
SA
43
A
5
Total
60
43
5
60
SA + A =48
(80.0%) (100%)
Measures suggested by tutors
Question
21. Entitlements due to tutors should be
paid promptly to encourage them.
Total (%)
SDA
0
DA
0
UND
0
0
0
SDA + DA = 0
(0.0%)
0
(0.0%)
SA
59
A
1
Total
60
59
1
60
SA + A =60
(100%) (100%)
As part of measures to help address the challenges, respondents were again asked to
suggest other measures. The following were some of the responses provided by DE
students, tutors, administrators, coordinators and staff at the headquarters from the
interview conducted:
i. Supervision at the Centres should be improved
96
ii. Putting up convenient infrastructure at the Study Centres
iii. Regular training of all staff and tutors to produce more competent human
manpower
iv. Student Support Services such as:
a. provision of course materials and library resources to augment the
course modules.
b. establishing a proper system of disseminating information to students
and communicating with them.
c. rectification of anomalies in students’ results should be quick.
v. Payments of claims to tutors must be prompt to avoid the dissatisfaction.
vi. IEDE should be given some level of autonomy to run the DE programme
97
CHAPTER FIVE
DISCUSSION
5.0
Introduction
The preceding chapter was devoted to the presentation of findings obtained from the
study. This chapter however deals with a scrutiny of major findings making
inferences from the literature review. The major findings based on the research
questions are extracted and further discussed.
5.1
Challenges Facing UEW in Running the Distance Education Programme
The study revealed that the university faced several challenges such as inadequate
support services, very low tutor motivation, lack of students’ participation in decision
making, lack of information and communication gaps. The findings are consistent
with those identified in the literature review. For example, Dillon, Gunawardena and
Parker (1992) noted from the findings of a study conducted in Canakkale, Turkey by
Usun (2004) that the university faced various problems such as instructors’ negative
attitude towards off-campus students, lack of instructor contact outside class,
unavailability of library resources, technical problem related to audio; lack of training
(motivation) in the use of media for both instructors and students; poor distribution of
course materials to sites; and unruly behaviour of students at remote sites.
Similarly, Galusha (2004) reported in his research that, university of South
Mississippi faced numerous challenges in their distance education programme which
included: the faculty’s lack of staff training in course development and technology,
lack of support for distance students in general, and inadequate faculty selection of
98
distance education courses. Indeed, relation involved in those challenges is
comparatively clear that, in every human institution there are bound to be challenges.
This could be attributed to the law of scarcity and choice. That notwithstanding when
there are identifiable problems in an institution, the willingness to resolve them is
what matters most. Perhaps while those universities stated in the literature review
make effort to resolve such problems, UEW may have left these problems unresolved.
In order to overcome such challenges, Bekele (2008) illustrated in his model that there
must be interplay of paying particular attention to Human factor, course factor,
pedagogic factor and technologic factor all in the hope of attaining success outcomes
or measures.
5.2
Challenges faced by UEW Distance Education Students
Again, the study revealed that majority of students faced many but similar problems.
Some of which include: financial cost (11%); non-release of results (19.9%); long
awaited feedback from the university and non-supply of course materials. Others
include victimization from tutors, lack of easy access to information, inadequate
infrastructure at study centres and scarcity of reference materials. Table 4.4 in chapter
four shows some of the challenges. In the literature review, Taylor (2006 p.20) found
in university of Arizona that Distance education students in Brazil faced such
challenges as: extremely limited access to information and libraries. In Chicago, Saeid
(2004) reported that 69% of students withdrew from the distance education
programme because of personal reasons comprising family responsibilities, change in
employment circumstances, business travel, personal and family illness or other
personal commitments. In Winter Term (1995) an additional 20% of students cited
poor faculty support and 18% also indicated inappropriate pacing. One could attribute
99
the variety of problems to the environment and social conditions that prevail in each
country though they all constitute challenges. Perhaps most of the problems could be
as a result of lack of commitment from authorities or broad nature of distance
education programme. That notwithstanding, while some distance education
programmes are held through radios, televisions and the internet, that of UEW
constitutes face-to-face tutorials at stipulated centres. It would therefore not be wrong
to state that problems pertaining to UEW Distance education could to a large extent
be resolved.
5.3
Human Rights issues involved in UEW Distance Education Programme
One surprising finding had to do with the use of unqualified tutors on the programme.
The study revealed as stated in chapter four that 8.3% of tutors had a Bachelor
Degree. Tutors with M.A./M.Ed were 13.3% (on-going) and 46.1% (completed).
Respondents who indicated a Master of Philosophy were 10.0% on-going and 20.0%
completed.
The university policy stipulates that the entry requirement for lecturers should be a
Doctor of Philosophy. Exceptions are however made for a Master of Philosophy
depending on certain conditions. Undoubtedly, DE students are taught are given a
substandard education. This is especially true considering the fact that DE students
are university students and would be awarded university certificates just like the
conventional students despite being tutored by unqualified teaching personnel. This
could contribute to a low performance of DE students. This situation of using
unqualified teaching personnel to teach DE students could be seen as an abuse of their
educational rights to equal education. An interesting situation was revealed in the case
100
of B.Ed students being tutored by first degree graduates is a serious human rights
issue for consideration as these students could therefore not achieve the full
realization of their educational rights. As stated in the literature, Article 25 (1) of the
1992 Constitution of Ghana provides that all persons shall have the right to equal
educational opportunities and facilities and with the view of achieving the full
realization of their rights. Again, it is arguable to state that distance education students
are not treated equally in comparison with the Conventional students inferring from
the fact that lecturers of the university are all qualified professionals with either M.
Phil, Ph.D or professorship. These issues also correspond to Article 26 (1 and 2) of
the UDHR of 1948 which also declares that everyone has the right to education, and
higher education shall be equally accessible to all on the basis of merit. Education
shall be directed to the full development of the human personality and to the
strengthening of respect for human rights and fundamental freedoms.
Whereas these principles are there, it is rather unfortunate that most DE students of
UEW as found by this study lack easy access to information, unlike the Conventional
students. Besides, they are also denied of the supply of support services like course
books, computers, library facilities, feedback and class room furniture which cost they
pay for. Here again, it could be right to conclude that the educational rights of DE
students are grossly infringed upon. It is also against respect for their dignity since the
education they acquire must develop their human personality as provided in Article 26
(2) of the UDHR.
Article 21 (4) of the 1992 Constitution of Ghana stipulates that, all persons shall have
the right to information, subject to such qualification and Laws as a necessary in a
democratic society. Connecting this idea to the article, Hodgson (1986) observed that
101
support systems such as information developed in recognition of students needs help
the distance learner to become competent and self-confident in learning, social
interaction and self-evaluation.
Another human rights issue is about the non-participation of DE students in decision
making. Table 4.4.5, 92.5% of student-respondents indicated that DE students were
not involved in decision making. This is also denial of one’s rights to consent. It may
not be wrong to indicate that DE students are not regarded important. According to
Trux IV (1974) as provided by the literature, the role of faculty, students and
administrators in campus governance are poorly defined and that, the organizational
structures in which these roles are performed are loosely constructed. They posit that
at present, growth is too fast and specialization too fragmented for informal channels
of university communication especially for distance to survive. They contend that
there is the need to develop structures that promote informal influence and a sense of
personal contact instead of substructures that produce impersonal and formal
authority. After all, Article 21 (a, b) of the 1992 Constitution of Ghana enjoins all
persons to have the right to freedom of speech and expression, which include the
freedom of thought and conscience. Therefore, if students are denied these rights, then
it is an infringement on their rights.
Victimisation, which could be said to be equal to harassment, was also found in the
study. For a teacher or tutor to victimize a student is an abuse of fundamental human
rights. Aggrey (2009) reported in his study that human rights abuses take place in
schools. Those abuses, according to Aggrey, included discrimination based on
ethnicity, physical assaults, emotional abuse, sexual harassment and abuse of power.
102
One could attribute the prevalence of such abuses to the absence of constant
monitoring, lack of Counselling Units and poor coordination by the institutional
headquarters. More to the point is whether UEW DE students are aware of their rights
or have any rights. Higher Education Students in the United States for example have
certain rights outlined to them. These include:
i.
the right to form groups of their choosing to express their views, and
receive funding for them
ii.
the right to due process and impartial hearing in any disciplinary matter
iii.
assemble and demonstrate
iv.
the right to participate in the governance of the institution
v.
right to make rules and regulations, and have primary responsibility for the
governance of the student conduct and the right to do as they will, so long
as they harm nobody. (http://wikibin.org/articles/albaho-case.html)
These rights are highly upheld in the constitution of the United States. It would not be
an illusion for anyone to say that those rights are guaranteed in their constitution
because of their deeper understanding of democracy and respect for human rights.
5.4
Measures to address Challenges in the UEW Distance programme
Under Research question iv, some measures were identified that could be used to
solve the challenges faced by both the university and DE students. Interestingly, all
tutors and 97.5% of student respondents indicated that there was the need to revamp
the system of giving feedbacks to students so that students do not go through hectic
moments getting information from tutors, coordinators and administrators. In
addition, while a good number of 96.4% advocated for the need for prompt supply of
course materials to DE students by the university, a great majority of 100% of tutors
103
responded in the same way. Furthermore, a majority of 95% of DE students and 99%
of tutors were of the view that library resources and ICT laboratories were not
available and suggested they should be established at the study centres. Besides, the
importance
of
counselling
compelled
both
student-respondents
and
tutors/administrators to suggest the setting up of Counselling Units at the study
Centres to help (86.2% and 94% for DE students and tutors respectively). In table
4.6.3, a surprising number of 3.6% of tutors were not in support of the need for
prompt supply of course modules. A follow up on the issue revealed that the inability
of the university to supply the course materials made it possible for these tutors to
make a business venture from it as they could make photocopies of tutors’ copies of
the course materials for the DE students.
The discussion about measures to curb the challenges is consistent with the literature
review. For example, Prideaux (1989) also observed that, the effectiveness of support
services of Open/ Distance Education has not been adequately evaluated. He then
identified some information that could facilitate teaching and learning by distance.
These included:
i.
effective record keeping and administration
ii.
administrative assistance
iii.
dispatch of books by mail
iv.
library services
v.
tutoring and counseling
vi.
weekend courses at study centres and
vii.
electronic communication technologies
104
According to Prideaux, the list keeps on growing as new innovations are made by the
day, especially in the developed world. In a similar sentiment, Menchaca and Bekele
(2008) identified success factors in distance education which could be used to address
challenges facing distance education at UEW. To them, the success factors were a
function of interplay of human, technologic, course, pedagogic and leadership factors.
Thus, theoretically, success should be measured higher if learning was studentfocused, collaborative, problem-solving, flexible and process-oriented. Those
suggestions could be feasible but giving the daunting nature of challenges revealed in
the study, it is hard to think that these suggestions could generate a rapid change. It is
only hoped that if there is willingness, the model by Menchaca and Bekele (2008)
could be of good help.
105
CHAPTER SIX
SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS
6.0
Introduction
Chapter five dealt with a discussion of major findings. This chapter focuses on the
summary of findings, implication of findings, recommendations, areas for further
research and a conclusion.
6.1
Summary of Findings
i.
The study brought to the fore the fact that the University of Education,
Winneba to a large extent had many challenges in running the distance
education programme.
In the area of support services, 68.1% students
respondents indicated that the supply services provided to DE students were
inadequate.
The responses of the staff also confirmed that, there were
insufficient supplies such as administrative office, course books and libraries
for effective learning. Concerning tutor motivation, 96.6% of the respondents
indicated that, they were not adequately motivated. One of the interviewees
also emphasised that, even tutors’ allowance, which he described as peanut
was delayed.
ii.
Student participation in decision making was virtually low. Seventy-three
percent (73%) of students showed that distance education students were not
involved in decision-making concerning them. A response by a member of
Students Representative Council (SRC) showed that distance education
students were not recognized in decision-making. Concerning Information and
106
Communication, 73.4% tutors indicated that there was not even adequate
information about their studies. One of the staff members also attested that
portals on the website could be created for easy communication between
students and the University.
iii.
There were some challenges faced by students. Financial Cost (11%) involved
in the programme; Non-release of results (19.9%), Non-supply of course
materials (14.5%), and long periods of feedback from lecturers (9.3%). Other
challenges included: victimization by tutors, scarcity of reference materials,
inadequate and poor infrastructure at study centres. These gave an indication
of the fact that DE students encountered quite a number of challenges which
the attention of the DE providers.
Seventy-six point eight (76.8%) majority showed that they had minimal access
to information and communication.
Students who had easy access to
information were those nearer to the Coordinator, said an interviewee.
Besides, even regarding access to information about the admissions into the
distance education, 63.5% of the students indicated they information from
friends. Only 19.7% read about it in the dailies while a few 3.3% heard about
the Distance Education programme from the website.
A total of 90.6%
showed that they had challenges of academic interactions (work). Eight out of
ten interviewees were not satisfied with periods for tutorials, content of course
books, feedbacks on assignments, quizzes and anomalies.
A majority of
72.4% of DE student respondents indicated that DE students faced challenges
regarding respect for their human dignity while 24.4% of respondents faced no
problem. An additional interviewee expressed misgivings about a Coordinator
107
who was reluctant to help her retrieve her quiz marks because she would not
give in to his proposal for sexual affair. Furthermore, gross majority (92.5%)
of students indicated the challenges of participation and decision making.
They were not involved in most decisions concerning them. Interviewees
indicated that students were not represented at the staff-student consultative
meetings; briefings about SRC meeting; and though they paid SRC dues, they
were neither represented nor voted. A ‘No’ response of 86.9% by students
showed that they had challenges of supply services.
Other interviewees
indicated a lack of course books supply and student handbook.
iv.
The human rights issues involved in the DE programme included: substandard tutors who handled degree students; the right to information; the right
to basic supply services; respect for dignity; victimization; and student’
consent in decision-making. Students’ rights in those areas were not fully
enjoyed.
v.
In order to identify measures that could be used to help minimize or curtail the
challenges, the following were identified: All 100% tutor respondents said the
system of giving students feedbacks must be revamped. Ninety-seven point
five percent (97.5%) of student respondents also confirmed that system of
feedback to them must be reviewed. Majority (96.4%) of tutors suggested that
course materials should be supplied promptly to students while 100% of
students suggested the same. In terms of Library and ICT tutors, majority of
95% and 98.8% of most students suggested that such facilities should be
provided for. In addition, 86.2% and 94% of tutors and students respectively
indicated that, there should be Counselling Units at all Study Centres of the
Distance Education programme.
108
vi.
An interesting measure that came up had to do with the granting of some level
of autonomy to IEDE. This was believed to be a major measure that could
help the institution to address most of the challenges.
6.2
Implications of Findings
From the findings obtained in the study, there is the need for the management of
UEW to give careful attention to the Distance Education programme ran by the
university. Findings reveal that large numbers of Distance Education students are
dissatisfied with the programme. The study also revealed that tutors as well as
administrators are unhappy about the state of the Distance Education programme. In
effect, when these challenges are left unattended to, they may lead to the degeneration
of the Distance Education programme.
6.3
Recommendations
The following recommendations were made based on the results of the study:
i.
A review or evaluation of the qualification of teaching personnel used for
the DE programme must be done to help streamline the quality of the DE
programme.
ii.
A Monitoring team should be set up to embark on periodic monitoring of
the study centres.
iii.
The system of information dissemination must be revamped and made easy.
Closely linked is the fact UEW must create an effective communication
system for an easy communication between students and the institution and
among DE providers themselves. IEDE should create an online Student
Portal where students can assess information regarding their studies.
109
Feedbacks regarding DE students’ academic works should be given to them
iv.
promptly. This will help them monitor their academic progress.
v.
In order to meet the current trends in Distance Education, training
programmes should be organised at scheduled intervals to train teaching
personnel. This will put them in a better position to tutor the students more
effectively.
vi.
The supply of course materials to DE students must be prompt. In
connection with that, library facilities should be set up to augment the
inadequate course materials given to students.
vii.
ICT facilities as well as Counselling Units should be established at the
study centres to help make the academic works of DE students easy.
viii.
Payments of claims to tutors must be prompt to avoid the dissatisfaction.
This will motivate them to teach without ill-feelings.
ix.
IEDE should be given some level of autonomy to operate without much
scrutiny. This will help in the quick implementation of measures to help put
the DE programme in a better shape.
6.4
Limitations to the Study
Despite the fact that the researcher works with the institution, the geographical
extension of the various study centres scattered all over the country posed a little
problem. The researcher had to keep travelling from one town to the other to collect
data. Logistics and financial constraints also were major factors that limited the study
as the researcher had to print more questionnaires in order to collect data from a large
number of respondents. The researcher therefore took advantage of his being a staff of
110
the Distance Education office of UEW to reduce the daunting transportation problem
and means of distribution and collection of questionnaires.
6.5
Suggestions for Further Research
It must be stated that the research questions in the study were adequately answered. In
the study however, the nature of challenges revealed that the DE programme ran by
UEW was faced with a lot of challenges. Though the findings could be generalized
for the whole population of the DE programme, there is the need for a further research
into all the other study centres and sections of the DE in UEW with analysis skewed
towards the quantitative to give a broader view of the challenges involved in the UEW
Distance Education programme.
6.6
Conclusion
In the University of Education, Winneba, just like other universities such as
University of Ghana, Legon and University of Cape Coast, distance education has
been established in order to provide wide, easy and good quality access of university
education for the mass majority of teachers who desire to acquire diploma and postdiploma status. This is to improve the professional standard of teachers and that of
students from the basic to the university level. Education at all levels is a right which
each individual who pursue must enjoy to the fullest. Article 25 (1) of the 1992
Constitution of Ghana provides that all persons shall have the right to equal
educational opportunities and facilities with a view to achieving the full realization of
their rights.
111
The present study aimed at investigating the challenges involved in Distance
Education programme of the University of Education, Winneba from the perspectives
of Distance Education students as well as the institution. The descriptive survey
design was used for the study. The sample survey method was used to gather the
data. The study was carried out using tutors, study centre administrators and Distance
Education and staff at the institutional headquarters. The total population included all
staff, administrators, tutors and students of the UEW Distance education programme.
The target population consisted of 20,264 students, 660 tutors and 44 administrators
totalling 20,968. The sample size was 685 comprising 615 students and 70 Distance
Education providers.
The researcher used the simple random and the purposive sampling techniques to
select the respondents. The instruments used for gathering data were mixed method
comprising five point likert-type scale questionnaire with closed and opened ended
for the students and tutors as well as questionnaire items asking respondents to
indicate a ‘Yes’ or “No”. An interview guide was used to interview the staff of
Distance Education at UEW.
All the questions were in line with the research
questions. A period of five months was used to gather data.
All the 675
questionnaires were retrieved. The interview respondents included: 12 DE student, 6
tutors, 6 Study Centre administrators and 4 Staff at the IEDE Headquarters. Relevant
data gathered from respondents were coded and scored. The descriptive statistics,
frequency table and percentage, including thematic issues were used to present the
data.
112
This investigation into the challenges facing the DE programme organised by UEW
was necessary as it revealed enormous challenges some of which otherwise would not
have been brought to light. The study revealed that DE students faced a lot of
challenges in terms of:
i.
Lack of information and Communication
ii.
Inadequate Support Services
iii.
Inadequate or Poor Academic Interactions (Work)
iv.
Lack of Respect for DE students’ Dignity and
v.
Non- participation of DE students in decision-making
Largely, the challenges of DE students were a reflection of the inability of UEW to
offer a well-composed or coordinated programme. The University of Education,
Winneba, on the other hand, faced a number of challenges which needed quick
responses in order to sustain the DE programme. Some of those challenges were
found in the following areas: inadequate support services, lack of motivation of staff
especially tutors on the DE programme and administrators at the Study Centres, nonparticipation of students in decision-making, lack of information flow and
Communication
It is important to note that some of these challenges could be tantamount to abuse of
DE students’ rights. Critical among such were:
i.
the use of non-qualified teaching personnel to tutor the DE students
ii.
non-participation of DE students in decision making about their
programme.
iii.
non-supply of course books to DE students though students have paid
for them
iv.
lack of information and communication with DE students.
113
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APPENDIX A
QUESTIONNAIRE FOR STUDENTS
Dear participant,
This questionnaire is being administered as part of a study to investigate into the
challenges associated with the Distance Education (DE) programme of the University
of Education, Winneba (UEW). Specifically, the study examines the problems faced
by UEW students on the DE programme, challenges faced by UEW in administering
the DE programme and human rights issues associated with the programme, all with
the aim of making recommendations for improving the programme.
As a stakeholder in the DE programme, your views are regarded very important in
this study. It will therefore be very much appreciated if you could spend part of your
time to answer this questionnaire. Please rest assured that your response will be
treated with utmost confidentiality and anonymity.
Thank you in advance for your assistance.
SECTION A
Background information
Please respond to the various items by ticking [] or writing your answer(s) or
response(s) as applicable.
Sex:
Male
[ ]
Female [ ]
Age:
25 -30 [ ]
Marital Status:
Married [ ]
31 and beyond [ ]
Single [ ]
Divorced [ ] Separated [ ]
Widow (er) [ ]
Level of study:
Diploma
[ ]
Level: [
]
Post-Diploma [ ]
Level: [
]
123
SECTION B
Challenges facing students
1. How did you hear of the DE programme?
From a friend [ ]
On the radio [ ]
In the Dailies [ ]
Any other [
] (please specify……………………
2. What challenges do you face as a student on the DE programme? (rank all
that apply with numbers)
Financial cost
[ ]
Combining domestic workloads with studies [ ]
Non-release of results
[ ]
Difficulties in accessing results
[ ]
Feedback from lectures taking long
[ ]
Inadequate information
[ ]
Non-supply of Course materials
[ ]
Time constraints
[ ]
Lack of motivation
[ ]
Unsupportive spouse
[ ]
Communication problems
[ ]
Any others. (Please specify)………………………………………
3. I am aware that as a student, I have some related-human rights in the Distance
Education Programme.
Yes [ ]
No [ ]
4. I have access to adequate resources like furniture.
Yes [ ]
No [ ]
5. The classroom facilities for tutorials are adequate.
Yes [ ]
No [ ]
6. Tutorials given are adequate.
Strongly Disagree [ ]
Disagree [ ]
Strongly Agree [ ]
124
Undecided [ ]
Agree [ ]
7. Course materials on each course are supplied to De students promptly.
Yes [ ]
No [ ]
8. I am given adequate information needed for my studies.
Yes [ ]
No [ ]
9. I have been supplied with a copy of the Diploma/B.Ed Degree Students’
Handbook.
Yes [ ]
No [ ]
10. I have been sufficiently informed of what my rights are as a DE student.
Yes [ ]
No [ ]
11. I have access to information I need regarding my education.
Yes [ ]
No [ ]
12. I am always given sufficient feedback when I request for information from my
Centre Coordinator and/or Administrator.
Yes [ ]
No [ ]
13. The channel to seek information regarding my education from the university is
effective.
Yes [ ]
No [ ]
14. The tutors for every course are readily available to attend tutorials.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
15. The content of some of the course materials is difficult to understand.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
16. I feel satisfied with the needed respect accorded me concerning my studies by
the university (tutors, Coordinators/ UEW)
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
17. Feedback about assignments or quizzes meets students’ expectation.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
18. Feedbacks about anomalies in results meet students’ expectation.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
125
19. Students’ consent is sought in decisions about their education.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
20. Students are always involved in decision making about their academic work.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
21. The work of the SRC extends towards students of the Distance Education
Programme.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
SECTION C
Measures for addressing the challenges
22. The system of giving feedbacks to student must be revamped and made easy.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
23. Course materials or modules should be supplied to students promptly.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
24. Library resources and ICT laboratories should be provided at the study
centres.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
25. UEW (IEDE) should set up Counseling Units at the study centres.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
26. Suggest any other efforts that could be taken to address challenges facing
UEW DE students.
i. …………………………………………..………………………………
…
ii. …………………………………………………………………………
……
126
APPENDIX B
QUESTIONNAIRE FOR TUTORS
Dear participant,
This questionnaire is being administered as part of a study to investigate into the
challenges associated with the Distance Education (DE) programme of the University
of Education, Winneba (UEW). Specifically, the study examines the problems faced
by UEW students on the DE programme, challenges faced by UEW in administering
the DE programme and human rights issues associated with the programme, all with
the aim of making recommendations for improving the programme.
As a stakeholder in the DE programme, your views are regarded very important in
this study. It will therefore be very much appreciated if you could spend part of your
time to answer this questionnaire. Please rest assured that your response will be
treated with utmost confidentiality and anonymity.
Thank you in advance for your assistance.
Designation:
Tutor [ ]
Educational Qualification:
Bachelor Degree [ ]
Master of Arts/Education Degree [ ]
On-going [ ]
Master of Philosophy Degree [ ]
On-going [ ]
Completed [ ]
Completed [ ]
Doctoral Degree [ ]
Completed [ ]
127
On-going [ ]
Place of work:
Senior High School [ ]
Teacher Training College [ ]
Polytechnic [ ]
University [ ]
SECTION A
Challenges facing the University in running Distance Education programme
1. The communication flow to DE students is adequate.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Strongly Agree [ ]
Agree [ ]
2. The infrastructure used in running the Distance Education programme at the
study centres is commendable.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
3. There are enough library resources at the study centres for DE students to
access.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
4. Course Materials on each course are supplied to students promptly.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
5. Tutors are motivated enough to tutor students without ill-feelings.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
6. Payment of claims to tutors is prompt.
Strongly Disagree [ ]
Disagree [ ]
Strongly Agree [ ]
Undecided [ ]
Agree [ ]
7. The number of tutorial sessions organized for DE students is adequate.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
8. There is enough training for tutors in the use of media.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Strongly Agree [ ]
Agree [ ]
9. Students are always given sufficient feedback about information needed for
their education.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
128
10. Feedbacks on students’ grievances about results are promptly given to them.
Strongly Disagree [ ]
Strongly Agree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
11. The tutors for every course are readily available for tutorials.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
12. There is a laid down channel for aggrieved students to report their complaints.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
13. The channel for addressing students’ grievances is effective.
Strongly Disagree [ ]
Strongly Agree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
14. The SRC is very active when it comes to issues involving Distance Education
students.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
15. Students are usually represented in decision making.
Strongly Disagree [ ]
Strongly Agree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
SECTION B
Measure to Address Challenges
27. The system of giving feedbacks to students must be revamped and made easy.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
28. Course materials or modules should be supplied to students promptly.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
29. Library resources and ICT laboratories should be provided at the study
centres.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
30. UEW (IEDE) should set up Counseling Units at the study centres.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
129
20. Staff on the DE programme should be trained regularly to keep them abreast
with current trends in DE.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
21. Entitlements due to tutors should be paid promptly to encourage them.
Strongly Disagree [ ]
Disagree [ ]
Undecided [ ]
Agree [ ]
Strongly Agree [ ]
22. Kindly suggest any other measures that could be taken to address challenges
facing the university in running the DE programme.
i.
…………………………………………………………………………
ii.
…………………………………………………………………………
iii.
…………………………………………………………………………
130
APPENDIX C
INTERVIEW GUIDE
(i)
what are the challenges facing the University of Education, Winneba in
running the Distance Education programme?
a. Supply Services
b. Motivation of staff especially, tutors on the DE programme and
administrators at the Study Centres
c. Participation of students in Decision-making
d. Information and Communication
(ii)
what are the challenges faced by students on the Distance Education
programme?
a. Information and Communication
b. Supply Services
c. Academic Interactions(Work)
d. Respect for Dignity and
e. Participation and Decision-making
(iii)
what human rights issues are involved in the UEW Distance Education
programme?
(iv)
what measures could be taken to help address these challenges?
131
APPENDIX D
TABLE OF TARGET POPULATION OF STUDENTS
Distribution of Target Population of Students
Zone
Northern zone
Middle zone
Southern
Grand Total
Centre
Navrongo
Tamale
Wa
Atebubu
Bechem
Enchi
Kumasi (UEW)
Kumasi Girls
Obuasi
Techiman
Accra (ATTRACO)
Accra Academy
AssinFoso
Axim
Cape Coast
Dambai
Hohoe
Koforidua
Sogakope
Tarkwa
Nkawkaw
Winneba
Male (%)
325 (54%)
980 (63%)
279 (53%)
224 (76%)
763 (51%)
57 (64%)
1235 (40%)
890 (43%)
193 (43%)
350 (63%)
498 (23%)
62 (25%)
197 (60%)
15 (56%)
440 (37%)
112 (73%)
376 (47%)
824 (37%)
210 (51%)
94 (35%)
81 (42%)
710 (49%)
8996 (44%)
132
Female (%)
274 (46%)
572 (37%)
249 (47%)
65 (24%)
728 (49%)
32 (36%)
1815 (60%)
1170 (57%)
253 (57%)
205 (37%)
1662 (77%)
75 (75%)
130 (40%)
12 (44%)
763 (63%)
41 (26%)
429 (53%)
1379 (63%)
208 (49%)
176 (65%)
112 (58%)
753 (51%)
11268 (56%)
Total (%)
599 (100%)
1552 (100%)
528 (100%)
289 (100%)
1491 (100%)
89 (100%)
3050 (100%)
2060 (100%)
446 (100%)
555 (100%)
2160 (100%)
253 (100%)
327 (100%)
27 (100%)
1203 (100%)
153 (100%)
805 (100%)
2203 (100%)
418 (100%)
270 (100%)
193 (100%)
1463 (100%)
20264 (100%)
APPENDIX E
TABLE OF TARGET POPULATION OF DE PROVIDERS
Table 3.1: Distribution of Target Population of DE Providers
Zone
Northern zone
Middle zone
Southern
Centre
Navrongo
Tamale
Wa
Atebubu
Bechem
Enchi
Kumasi (UEW)
Kumasi Girls
Obuasi
Techiman
Accra (ATTRACO)
Accra Academy
AssinFoso
Axim
Cape Coast
Dambai
Hohoe
Koforidua
Sogakope
Tarkwa
Nkawkaw
Winneba
Total
DE Headquarters IEDE (Winneba)
Grand Total
Tutors
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
Coordinators/administator
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
Total (%)
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
32
660
44
704
20
724
133