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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
Language: English
Authors: Linda Sameta, Sourav Mukhopadhyay, Fazlur Moorad
Source: Online Learning. 2026 30(1):399-422.
Availability: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Open Education, Distance Education, Access to Education, Enrollment Rate, Graduation Rate, Electronic Learning, Online Courses, Technical Assistance, Internet, Learning Management Systems, Sustainable Development, Learning Motivation, Universities, Relevance (Education), Feedback (Response), Communities of Practice
Geographic Terms: Botswana
ISSN: 2472-5749
2472-5730
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507880
Database: ERIC
FullText Links:
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  Data: Learner Support Practices in Open and Distance Learning Institutions in Gaborone, Botswana
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  Data: <searchLink fieldCode="AR" term="%22Linda+Sameta%22">Linda Sameta</searchLink><br /><searchLink fieldCode="AR" term="%22Sourav+Mukhopadhyay%22">Sourav Mukhopadhyay</searchLink><br /><searchLink fieldCode="AR" term="%22Fazlur+Moorad%22">Fazlur Moorad</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Learning%22"><i>Online Learning</i></searchLink>. 2026 30(1):399-422.
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  Data: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
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  Data: <searchLink fieldCode="DE" term="%22Botswana%22">Botswana</searchLink>
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  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.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 399
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Open Education
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Enrollment Rate
        Type: general
      – SubjectFull: Graduation Rate
        Type: general
      – SubjectFull: Electronic Learning
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      – SubjectFull: Online Courses
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      – SubjectFull: Technical Assistance
        Type: general
      – SubjectFull: Internet
        Type: general
      – SubjectFull: Learning Management Systems
        Type: general
      – SubjectFull: Sustainable Development
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Relevance (Education)
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Botswana
        Type: general
    Titles:
      – TitleFull: Learner Support Practices in Open and Distance Learning Institutions in Gaborone, Botswana
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            NameFull: Linda Sameta
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              Y: 2026
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