Accessing learner support services in a distance education context at UNISA Adult Basic Education Department

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dc.contributor.advisorMtose, Xoliswaen
dc.contributor.advisorMoyo, Georgeen
dc.contributor.authorArko-Achemfuor, Akwasien
dc.date.accessioned2026-08-14T01:44:43Z
dc.date.available2026-08-14T01:44:43Z
dc.date.issued2013en
dc.description.abstractThis study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.en
dc.format132 leaves; 30 cmen
dc.formatpdfen
dc.identifier.citationArko-Achemfuor, Akwasi. 2013en
dc.identifier.othervital:16199en
dc.identifier.otherhttp://hdl.handle.net/10353/d1013382en
dc.identifier.otherDistance education -- South Africaen
dc.identifier.otherUniversities and colleges -- South Africaen
dc.identifier.otherAdult education -- South Africaen
dc.identifier.otherEducational innovations -- South Africaen
dc.identifier.otherEducational technology -- South Africaen
dc.identifier.otherEducation, Higher -- South Africaen
dc.identifier.urihttp://hdl.handle.net/20.500.11837/4732
dc.language.isoEnglishen
dc.publisherUniversity of Fort Hareen
dc.publisherFaculty of Educationen
dc.rightsUniversity of Fort Hareen
dc.subjectDistance education -- South Africaen
dc.subjectUniversities and colleges -- South Africaen
dc.subjectAdult education -- South Africaen
dc.subjectEducational innovations -- South Africaen
dc.subjectEducational technology -- South Africaen
dc.subjectEducation, Higher -- South Africaen
dc.titleAccessing learner support services in a distance education context at UNISA Adult Basic Education Departmenten
dc.title.alternativeAccessing learner support services in a distance education context at UNISA Adult Basic Education Departmenten
dc.typeThesisen
dc.typeMastersen
dc.typeM Eden

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