Assessment of Face-to-Face Tutorial Sessions of the University of Education, Winneba Distance Education Learners of Ghana
Keywords:
distance education, assessment, face-to-face tutorialsAbstract
The study assessed the University of Education, Winneba (UEW) distance education (DE) learners’ perceptions, expectations, and challenges of face-to-face tutorial sessions and why DE learners absent themselves from face-to-face tutorial sessions. It was a qualitative study; precisely participatory research. The data was collected through focus group discussion. Twenty-eight (28) participants (learners) on UEW DE degree programmes were purposively selected for the research. The objectives of the study were to find out DE students' perceptions, absenteeism, challenges and expectations of tutorial sessions. The research questions that guided that study were: what are the UEW DE students' perceptions about face-to-face tutorials? what are the expectations of UEW DE students of face-to-face tutorials? what are the challenges that UEW DE students encounter during face- to-face tutorials? and, why do UEW DE learners absent themselves from face-to-face tutorials? The research found out that DE students see face-to-face tutorial sessions as vital, and expected their tutors to teach them and not to facilitate during the face-to-face tutorial sessions. Challenges associated with face-to-face tutorial sessions were mostly administrative and andragogical. It was recommended that tutors should involve the DE students in deciding which method of tutoring to be used at all times to encourage participation and attendance. Also, more reliable technological distance learners' support system aimed at breaking communication barriers with the distance learners should be deployed in the provision of distance education in UEW.
Résumé
L'étude a évalué les perceptions, les attentes et les défis des apprenants de l'enseignement à distance (FOAD) de l'Université d'Éducation, Winneba (UEW) des séances de tutorat en présentiel et pourquoi les apprenants de DE s'abstiennent des séances de tutorat en face à face. C'était une étude qualitative ; précisément la recherche participative. Les données ont été recueillies dans le cadre de discussions de groupe. Vingt-huit (28) participants (apprenants) aux programmes de diplôme de l'UEW-FOA D ont été sélectionnés à dessein pour la recherche. Les objectifs de l'étude étaient de connaître les perceptions, l'absentéisme, les défis et les attentes des étudiants de l'UEW-FOAD face aux séances de tutorat. Les questions de recherche qui ont guidé cette étude étaient les suivantes : quelles sont les perceptions des étudiants de l'UEW-FOA D sur les tutoriels en présentiel ? Quelles sont les attentes des étudiants de l'UEW-FOAD vis-à-vis des tutoriels en présentiel ? Quels sont les défis que rencontrent les étudiants de l'UEW FOAD lors des tutoriels en face à face ? et pourquoi les apprenants l'UEW-FOAD s'absentent-ils des tutoriels en présentiel ? La recherche a révélé que les étudiants des FOAD considèrent les séances de tutorat en présentiel comme vitales et ils s'attendent à recevoir de la part de leurs tuteurs des enseignements et non de la facilitation pendant lesdites sessions. Les défis associés aux séances de tutorat en face à face étaient principalement d'ordre administratif et andragogique. Il a été recommandé que les tuteurs impliquent les étudiants des FOAD dans le choix de la méthode de tutorat à utiliser à tout moment pour encourager la participation et l'assiduité. En outre, un système d'appui technologique plus fiable aux apprenants à distance visant à briser les barrières de communication avec ces derniers, devrait être déployé dans le cadre de l'enseignement à distance à UEW.
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