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The Support System in Distance Education: Factors Affecting Achievements Among Women Learners

Year 2005, Volume: 6 Issue: 4, 118 - 127, 01.12.2005

Abstract

istance education has the potential to contribute to the enhancement of women’s development by overcoming not only temporal and spatial barriers but familial commitments as well. It brings education to their home and allows women to learn at their individual pace, seek skills for individual development and at the same time, enables them to fulfill family responsibilities. An important element of distance education is the provision of the learner support system that provides students the access to learning resources and means of communication that would facilitate the array of educational activities and exposure to various other guidance and advisories. This paper reports on the study undertaken to elucidate the dimensions of the support system provided by the School of Distance Education (SDE), Universiti Sains Malaysia (USM) to its women learners that would have significant impact on their achievements. The factorial analysis conducted revealed that the role of the faculty is the main contributing factor affecting these achievements, followed by the provision of the intensive course, the electronic portal, video conferencing and to a much lesser extent, the existence of the regional centres. The implications of this study are discussed with the view of improving the support system provided by the institution and the need to put into action the necessary strategies to further improve the achievement of the women learners.

References

  • Amundsen, C.L. & Bernard, R.M. (1989). Institutional support for peer contact in distance education: an empirical investigation. Distance Education, 10(1), 7-27.
  • Brunner, C. (1991). Gender and distance learning. The Annals of American Academy, 514, 145.
  • Burge, E. (1988). Forward. In K. Faith. (Ed.). Toward New Horizons for Women in Distance
  • Education: International Perspectives. UK: Routledge, Chapman and Hall Burge, E. & Lenskyi, H. (1990). Women studying in distance education: issues and principles. Journal of Distance Education, 5(1), 20-37.
  • Cole, S. & Coats, M. (1989). The role of regions in the Open Univeristy. Open Learning, (1), 27-32.
  • Daud, S.M., Hashim, Y. & Saleh, M. N. (2000). Factors influencing the effectiveness of teaching and learning through the video conferencing in distance education (in Malay).
  • Malaysian Journal of Distance Education, 2(1), 67-90. Faith, K. (1988). Gender as an issue in distance education. Journal of Distance Education, (1), 75-79
  • Hipp (1997). Women study at a distance: What do they need to succeed? Open Learning, (2), 41-49.
  • Kember, D. & Dekkers, J. (1987). The role of study centers for academic support in distance education. Distance Education, 8(1), 4-17.
  • Kirkup, G. & Von Prummer, C. (1990). Support and connectedness: the needs of women distance education students. Journal of Distance Education, 5(2), 9-31.
  • Knox, D. M. (1997). A review of the use of video conferencing for actuarial education – a three-year case study. Distance Education, 18(2), 225-235.
  • Navarro, P. & Shoemaker, J. (2000). Performance and perceptions of distance learners in cyberspace. The American Journal of Distance Education, 14(2), 15- 35.
  • Naylor, P., Cowie, H. & Stevenson, K. (1990). Using student and tutor perspectives in the development of open tutoring. Open Learning, 5(1), 9-18.
  • Morgan, C. & Morris, G. (1994). The student view of tutorial support: report of a survey of
  • Open University Education students. Open Learning, 9(1), 22-33. Olcott, D. & Wright, S.J. (1995). An institutional support framework for increasing faculty participation in postsecondary distance education. The American Journal of Distance Education, 9(3), 5-17.
  • Phillips, M., Scott, P. & Fage, J. (1998). Towards a strategy for the use of new technology in students’ guidance and support. Open Learning, 13(2), 52-58.
  • Robson, J. (1996). The effectiveness of teleconferencing in fostering interaction in distance education. Distance Education, 17(2), 304-324.
  • Sewart, D. (1993). Student support system in distance education. Open Learning, 8(3), 3
  • Simpson, O. (2000). Supporting Students in Open and Distance Learning. London: Kogan Page.
  • Stevenson, K. & Sander, P. (1998). How do Open University students expect to be taught at tutorials? Open Learning, 13(2), 42-46.
  • Taplin, M & Jegede, O. (2001). Gender differences in factors influencing achievement of distance education students. Open Learning, 16(2), 133-154.
  • Tait, A. (2000). Planning student support for open and distance learning. Open Learning, (3), 287-299.
  • Zhang, P. (1998). A case study on technology use in distance learning. Journal of Research on Computing in Education, 30(4), 398-419.

Hanafi ATAN

Year 2005, Volume: 6 Issue: 4, 118 - 127, 01.12.2005

Abstract

References

  • Amundsen, C.L. & Bernard, R.M. (1989). Institutional support for peer contact in distance education: an empirical investigation. Distance Education, 10(1), 7-27.
  • Brunner, C. (1991). Gender and distance learning. The Annals of American Academy, 514, 145.
  • Burge, E. (1988). Forward. In K. Faith. (Ed.). Toward New Horizons for Women in Distance
  • Education: International Perspectives. UK: Routledge, Chapman and Hall Burge, E. & Lenskyi, H. (1990). Women studying in distance education: issues and principles. Journal of Distance Education, 5(1), 20-37.
  • Cole, S. & Coats, M. (1989). The role of regions in the Open Univeristy. Open Learning, (1), 27-32.
  • Daud, S.M., Hashim, Y. & Saleh, M. N. (2000). Factors influencing the effectiveness of teaching and learning through the video conferencing in distance education (in Malay).
  • Malaysian Journal of Distance Education, 2(1), 67-90. Faith, K. (1988). Gender as an issue in distance education. Journal of Distance Education, (1), 75-79
  • Hipp (1997). Women study at a distance: What do they need to succeed? Open Learning, (2), 41-49.
  • Kember, D. & Dekkers, J. (1987). The role of study centers for academic support in distance education. Distance Education, 8(1), 4-17.
  • Kirkup, G. & Von Prummer, C. (1990). Support and connectedness: the needs of women distance education students. Journal of Distance Education, 5(2), 9-31.
  • Knox, D. M. (1997). A review of the use of video conferencing for actuarial education – a three-year case study. Distance Education, 18(2), 225-235.
  • Navarro, P. & Shoemaker, J. (2000). Performance and perceptions of distance learners in cyberspace. The American Journal of Distance Education, 14(2), 15- 35.
  • Naylor, P., Cowie, H. & Stevenson, K. (1990). Using student and tutor perspectives in the development of open tutoring. Open Learning, 5(1), 9-18.
  • Morgan, C. & Morris, G. (1994). The student view of tutorial support: report of a survey of
  • Open University Education students. Open Learning, 9(1), 22-33. Olcott, D. & Wright, S.J. (1995). An institutional support framework for increasing faculty participation in postsecondary distance education. The American Journal of Distance Education, 9(3), 5-17.
  • Phillips, M., Scott, P. & Fage, J. (1998). Towards a strategy for the use of new technology in students’ guidance and support. Open Learning, 13(2), 52-58.
  • Robson, J. (1996). The effectiveness of teleconferencing in fostering interaction in distance education. Distance Education, 17(2), 304-324.
  • Sewart, D. (1993). Student support system in distance education. Open Learning, 8(3), 3
  • Simpson, O. (2000). Supporting Students in Open and Distance Learning. London: Kogan Page.
  • Stevenson, K. & Sander, P. (1998). How do Open University students expect to be taught at tutorials? Open Learning, 13(2), 42-46.
  • Taplin, M & Jegede, O. (2001). Gender differences in factors influencing achievement of distance education students. Open Learning, 16(2), 133-154.
  • Tait, A. (2000). Planning student support for open and distance learning. Open Learning, (3), 287-299.
  • Zhang, P. (1998). A case study on technology use in distance learning. Journal of Research on Computing in Education, 30(4), 398-419.
There are 23 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Hanafi Atan This is me

Zuraidah A. Rahman This is me

Omar Majıd This is me

Noraida A. Ghanı This is me

Rozhan M Idrus This is me

Publication Date December 1, 2005
Submission Date February 27, 2015
Published in Issue Year 2005 Volume: 6 Issue: 4

Cite

APA Atan, H., Rahman, Z. A., Majıd, O., Ghanı, N. A., et al. (2005). The Support System in Distance Education: Factors Affecting Achievements Among Women Learners. Turkish Online Journal of Distance Education, 6(4), 118-127.