Learner Support Practices in Open and Distance Learning Institutions in Gaborone, Botswana.

Saved in:

Bibliographic Details
Title:	Learner Support Practices in Open and Distance Learning Institutions in Gaborone, Botswana.
Authors:	Sameta, Linda¹ lindasmphande@gmail.com, Mukhopadhyay, Sourav² sourav.mukhopadhyay@nu.edu.kz, Moorad, Fazlur³ fazlurmoorad@gmail.com
Source:	Online Learning. Mar2026, Vol. 30 Issue 1, p399-422. 24p.
Subject Terms:	Learning management system, Graduation rate, Educators, Services for students, Open learning, Qualitative research, Web accessibility
Geographic Terms:	Gaborone (Botswana), Botswana
Abstract:	The Government of Botswana has embraced open and distance learning (ODL) as a strategic approach to achieve universal access to quality education. However, a notable discrepancy between enrollment and completion rates in ODL institutions threatens the fulfillment of Sustainable Development Goal 4 and the establishment of a skilled workforce. This study investigates the importance of robust learner support systems in bridging this gap. Employing a qualitative multiple-case study design, data were collected from 42 ODL practitioners using open-ended questionnaires and individual interviews. Although this design provided in-depth insights into learner support, findings are limited in generalizability and reflect the perspectives of ODL practitioners in a specific context only. The findings reveal that effective learner support—comprising online technical assistance, improved Internet accessibility, virtual learning evaluation, and fostering learner communities—is essential for enhancing completion rates. This study emphasizes the need for ODL institutions to invest in technological infrastructure and implement comprehensive learning management systems to effectively support learners. Although these findings are similar to those of studies conducted in developing countries, they provide valuable guidance for improving learner support practices in ODL programs, particularly in the context of Botswana’s educational landscape. [ABSTRACT FROM AUTHOR]
	Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	The Government of Botswana has embraced open and distance learning (ODL) as a strategic approach to achieve universal access to quality education. However, a notable discrepancy between enrollment and completion rates in ODL institutions threatens the fulfillment of Sustainable Development Goal 4 and the establishment of a skilled workforce. This study investigates the importance of robust learner support systems in bridging this gap. Employing a qualitative multiple-case study design, data were collected from 42 ODL practitioners using open-ended questionnaires and individual interviews. Although this design provided in-depth insights into learner support, findings are limited in generalizability and reflect the perspectives of ODL practitioners in a specific context only. The findings reveal that effective learner support—comprising online technical assistance, improved Internet accessibility, virtual learning evaluation, and fostering learner communities—is essential for enhancing completion rates. This study emphasizes the need for ODL institutions to invest in technological infrastructure and implement comprehensive learning management systems to effectively support learners. Although these findings are similar to those of studies conducted in developing countries, they provide valuable guidance for improving learner support practices in ODL programs, particularly in the context of Botswana’s educational landscape. [ABSTRACT FROM AUTHOR]
ISSN:	24725749
DOI:	10.24059/olj.v30i1.4765