Abstract:
Distance education is an innovative learning experience which focuses on
learning technology with the aim of creating human capital by using delivery
of lessons from highly accredited source to the learner. At the University of
Cape Coast in Ghana, individuals from diverse backgrounds and organizations
embark on distance learning who under normal circumstances would
not have had access to attend classes in the mainstream. The compelling need
to determine their success in various centres is determined by effective assessment
procedures and programme evaluation. This depends on types,
structures, tools, mode of delivery and assessment records. This paper therefore
examines the academic underpinnings of what precisely occurs at the
University of Cape Coast. The paper instigates an inquiry to draw attention to
learning outcomes of the “new” academic environment which stakeholders
are benefitting from. The investigation was a case study from selected centres
of the Eastern region. It adopted the mixed approach with sample selection
which involved 50 students, 30 course tutors and 5 course coordinators.
Semi-structured interview and group discussion were used as validation tools.
Analytical processes were through sequencing and concurrent procedures
using descriptive statistics and discursive method as basis for generating data.
Respondents claimed that assessment procedures were superb. However, both
students and course tutors complained about continuous assessment component
of Teacher Made Test which is entirely ignored. The recommendation
was to adopt well defined assessment and evaluation strategies.
