Learner Support Practices in Open and Distance Learning Institutions in Gaborone, Botswana.
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| 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192942699 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Learner Support Practices in Open and Distance Learning Institutions in Gaborone, Botswana. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sameta%2C+Linda%22">Sameta, Linda</searchLink><relatesTo>1</relatesTo><i> lindasmphande@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Mukhopadhyay%2C+Sourav%22">Mukhopadhyay, Sourav</searchLink><relatesTo>2</relatesTo><i> sourav.mukhopadhyay@nu.edu.kz</i><br /><searchLink fieldCode="AR" term="%22Moorad%2C+Fazlur%22">Moorad, Fazlur</searchLink><relatesTo>3</relatesTo><i> fazlurmoorad@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Online+Learning%22">Online Learning</searchLink>. Mar2026, Vol. 30 Issue 1, p399-422. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+management+system%22">Learning management system</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduation+rate%22">Graduation rate</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Services+for+students%22">Services for students</searchLink><br />*<searchLink fieldCode="DE" term="%22Open+learning%22">Open learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Web+accessibility%22">Web accessibility</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Gaborone+%28Botswana%29%22">Gaborone (Botswana)</searchLink><br /><searchLink fieldCode="DE" term="%22Botswana%22">Botswana</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>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.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.24059/olj.v30i1.4765 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 399 Subjects: – SubjectFull: Learning management system Type: general – SubjectFull: Graduation rate Type: general – SubjectFull: Educators Type: general – SubjectFull: Services for students Type: general – SubjectFull: Open learning Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Web accessibility Type: general – SubjectFull: Gaborone (Botswana) Type: general – SubjectFull: Botswana Type: general Titles: – TitleFull: Learner Support Practices in Open and Distance Learning Institutions in Gaborone, Botswana. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sameta, Linda – PersonEntity: Name: NameFull: Mukhopadhyay, Sourav – PersonEntity: Name: NameFull: Moorad, Fazlur IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 24725749 Numbering: – Type: volume Value: 30 – Type: issue Value: 1 Titles: – TitleFull: Online Learning Type: main |
| ResultId | 1 |
