Abstract:
This study was motivated by my desire to understand the phenomenon of the Influence of Support Services on Progression, Programme Completion and Dropout among distance education students in University of Education, Winneba. I was also interested in knowing participants’ perceptions about the learner support services and their contribution to distance learners’ progress and programme completion. The investigation was carried out to find out why despite the provision of learner support services, there were dropouts and low completion rates in the Distance Education programme of the University of Education, Winneba. The study also identified the strengths and weaknesses of learner support services. A qualitative case study research design was applied. Group and individual interviews were conducted with participants. Data were analysed using ATLAS.ti computer software which simplified the management of the large data generated during the fieldwork. The study found that there was the need for sustained learner-tutor and learner-learner interaction and regular communication with the supporting institution during the learning process. This requires planning and aligning learner support services to identified learner needs, access to learning resources including the existence and application of effective monitoring and supervision mechanisms for academic, counselling and administrative support in order to ensure commitment and accountability of learner support providers. In order to reduce isolation which is created by the physical separation between learners and service providers, the study recommends a structure for the provision of decentralized learner support services that are near where distance learners live and work for ease of access.
