Challenges facing teachers pursuing tertiary distance education: a case study of the University of Cape Coast

Abstract

The conceptual frameworks that underpinned the study were Maslow's hierarchy of motivational needs and McLuhan's theory of technological determinism. The study examined the problems faced by teachers pursuing tertiary programmes through Distance Education in Ghana, with particular "reference to those of University of Cape Coast. The purpose was to find out how the teachers had accepted the distance education programme, as well as the usefulness of course materials to the students, how the students financed their education and whether the fees charged were affordable to the students. Additionally, the study sought to find out the students' support services and students' feedback systems put in place and how students perceived the performance of course tutors. Also investigated were how students combined their normal teaching with their studies and how the teaching practice of students was supervised. The survey, a descriptive type of research was adopted with a sample size of 354, comprising 324 students, 4 centre coordinators and 26 course tutors. The questionnaire was the main instrument employed to collect data from the respondents. A return rate of 95% was achieved. The instruments used for the analysis of the data were t-test and ANOVA in the SPSS package. The major findings indicated that teachers "had accepted the distance education programme. The majority of them (students) financed their education from their salaries. Some of them, however, took loans from their bankers to finance their education. The students found the fees to be affordable. They were of the view that the Ghana Education Service should pay part of the cost they bear on their education to serve as an incentive to motivate more teachers to enroll in the distance education programme as this will go a long way to solve the problem of shortage of teachers in the classrooms. The students requested that they be given the opportunity to access the SSNIT loan scheme. The students support services and feedback systems, in place were unstructured and ineffective. The students considered course tutors to be knowledgeable, as they employed varied methods in their lessons. The tutors gave enough reinforcements, involved the students in the lessons and made lessons lively. Most of the students found it difficult to combine their normal teaching work with their studies and this was affecting the teaching, studies and social life. Supervision of students teaching practice was yet to start; the two methods that the organisers plan to use for the supervision of the teaching practice are peer/micro teaching and observation of the teaching of the students in their normal classroom setting. The study concluded with recommendations for strengthening students support services and feedback systems. Other areas for further research were also recommended.