Implementation of learner support services in distance teacher education programmes in selected public colleges of education in Zambia

Abstract

The use of distance education to widen access to educational provision emerged around the 1960s. Learner support services (LSS) make up a fundamental part of the success of the distance education system. This study assessed the implementation of learner support services in distance teacher education programs in selected public colleges of education in Zambia. Overall, the study found that both students and teacher educators were aware of LSS although the majority of the distance teacher education students indicated that LSS was not well implemented. Others stated that giving of modules and also going to the college to revise after paying money was what constituted LSS. However, participants were of the view that the modules given to them were generally not of good quality and the revision questions were too many. Based on the findings, learner support in distance education programs for teachers had a number of challenges that had greatly contributed to compromising the quality of the graduate teachers on the distance mode of learning. Furthermore, the data revealed that the implementation of learner support tended to be more theoretical than the application on the ground as would be expected. Despite some of the lecturers knowing that LSS is the backbone of distance education, the results revealed that their understanding of LSS was just meeting the learners and discussing what was to be written during examinations. Such lecturers did not understand the fact that LSS is cardinal in distance education (DE). The study also found that all the intakes of DE learners were not adequately given LSS and as a result their responses were not in line with what LSS is. Thus, it is recommended that colleges should develop different support tools and strategies to augment its students’ motivational, psychological, and emotional state that might contribute to their affective involvement.