Assessing the Perspective of Distance and Online Learners about Institutional Support for the Learning Process
Keywords:
Student support, distance learners, instructional process, academic competency support, higher education institutions, distance and online learningAbstract
This study was aimed to analyze the perspective of distance and online learners about the institutional support for their learning process. Quantitative survey design was used to conduct this study. All the graduate students studying in the distance and online learning programs were the population for this study. Simple random sampling technique was used to select the respondents from different degree programs, semester, geographic area, age group, status of students (working or full-time students), and gender. In total, 518 students submitted their response to the research instrument. There were four factors covered in the 7-point scale: tutors' characteristics, academic competency support, use of technology in instruction and teaching practices. The study concluded that there was a statistically significant difference among students' responses from various semesters on tutors' characteristics, academic competency support, use of technology in instruction and teaching practices. The gender wise statistically significant difference was also noticed for the study variables. The study recommended to analyze the needs and preferences of students from various backgrounds to make the teaching-learning process more inclusive and welcoming for students.
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