INTRODUCTION

Distant education takes place when a teacher and student(s) are separated by physical distance, and technology (i.e. voice, video data, and print), often in concert with face to face communication, is used to bridge the instructional gap. These types of programmes are designed to provide adults a second chance of formal education, and to benefit those disadvantaged by limited time or finance, distance or physical inability, and up date their knowledge base while being employed (Wills, 1993).

The very important difference between distance education and traditional face to face education is that DE permits provision of instruction through a combination of technological media and print without the necessity for regular face to face instruction. In such a learning system the student becomes responsible for his/her own learning as is also observed by Singh & Sudashan (1996).

Research comparing distance education to traditional face to face instruction indicates that teaching and studying at a distance can be as effective as traditional instruction, when the method and technologies used are appropriate to the instructional tasks, there is student to student interaction, and when there is timely teacher to student feed back (Moore & Thompson, 1990 Verduin & Clark, 1991)

The interactive sessions can take varying forms in different institutions from simple discussions to formal lecture sessions or practical work sessions. Hence, the relative importance given to contact sessions may depend on the institution itself.

Another important factor brought for the in this regard is participants' level of readiness which is essential for self directed learning to be productive and to achieve expectations in a contact session (Holden, 1995)

The primary role of the student is to learn. Under the best of circumstances, this challenging task requires motivation, planning, and the ability to analyze and apply the information being taught. In a distance education setting, the process of student learning is more complex for several reasons such as many distant education students being older, have jobs and families. They must co-ordinate the different areas of their lives which influence each other. They take DE courses because they are interested in obtaining a qualification in order to quality for a better job or for promotional purposes; while some are interested in it to advance their knowledge and not really interested in completing a degree. (Schumer, 1993)

In distance education, the learner is usually isolated. The motivational element arising from the contact and competition with fellow students is absent, and also lacks the immediate support of a teacher, who is otherwise able to motivate and support when necessary, students in ODL and their teachers often have little in common interms of background and day to day experiences and therefore, it takes longer for student teacher rapport to develop. This study further indicates that without face-to-face contact distant students may feel ill at ease with their teacher as an “individual” and uncomfortable in their learning situations. (www.uidaho.edu/eo/dist9.html)

It is also noted in distance education settings, technology is typically the medium through which all information and communication flow. Until the teacher and students become comfortable with the technical delivery system, communication will be inhibited.

Lot of researchers have discussed the significance of teacher's role and personality in the DE system in creating an effective learning situations. This concerns how teachers communicate information and instructions with the students, but in the DE context this aspect remains largely unexplored according to Chan (2002).

At the Open University of Sri Lanka(OUSL) face to face contact sessions are assigned a great deal of importance and figure as a major element of the teaching and learning process. The particular form of the face to face contact session may vary according to faculty and the discipline offered. The institutional perspective on face to face contact sessions is that it forms a component of the teaching at the OUSL and its objective is to function essentially as an aid to the tutor in print provided in various programs.

Although day schools have become an established component of course delivery at the OUSL there has been no previous attempt to systematically investigate whether the actual conduct of day schools does in fact fulfill institutional expectations and objectives. Furthermore, students' expectations of these face to face contact sessions could differ significantly from institutional expectations. Therefore this study is undertaken to examine students' expectations of day schools at OUSL and to determine how effectively these sessions are organized, implemented and monitored to meet students' expectations.

 

METHODOLOGY

The methodology employed is the qualitative. The data has been drawn from individual in-depth interviews utilizing an interview protocol developed by the researchers. Participants for this study consist of a purposive sample of two students from each program totaling ten students.

The analysis is based on qualitative content analysis. To ensure and enhance internal and external validity and reliability several techniques like triangulation, multi-site design, (considering different programs), clarifying researcher biases, replicating findings and member checks have been utilized. The internal validity of the research was ensured by conducting the research exercise through multiple investigators. The subjects chosen represent different dimensions of the typical OU student.

 

FINDINGS

DS Content

One of the major interests of students of all programmes consist of content and the manner in which the day schools (DS) are conducted.. Thus students of all programmes expected explanations of basic principles and concepts relating to subject matter, more clarification of difficult areas and guidance for study. The responses contained;

“……. we need more clarification. At least we need the basic concepts to be explained by a good academic” (Kanthi, 38 final year Management student)

“certain … Quantitative Techniques contained concepts that were difficult to understand and needed to be explained …….”

“……….Its better if the day school academic could clarify these difficult material” ( employed 28 B.Sc. student) “

“due to rapid change in Law and emergence of new cases the course material quickly become outdated. Therefore the Law students expect such updates at the day school,…….”.(50,Law Student)

Students also expected guidance at interactive sessions, the form of the guidance expected included how to study the course material, identify focus areas, correct methods of reference including the internet and additional texts, preparation for examinations, and particularly among law students to master the art of correct analysis of statute and case law.

Reasons for the varied expectations are, being new to the subject matter which need more clarification particularly with regard to subjects like Quantitative techniques and financial Management. Including deficiencies in the course material, time constraints to study due to family or/and work commitments, competitiveness of individuals and the objective of pursuing their degree programs.

“the course material contain a lot of figures, which could not be understood without the help of a teacher, as they were not properly labeled” (29 B.Sc Student).

In the context of Law programmes, guidance emerged as another significant expectation the reason being;

“When we start working we will have to know more about changes and we need to learn to work on our own”.

Some students need guidance in the DS because of the deficiencies in the print material which are either out dated or due to poor print quality.

A unique feature emerged is the practice of “Kuppi” sessions meaning miniature peer group teaching conducted by Open University students. This includes a form of paid or unpaid group or individual tuition which include extensive teaching and helping in preparing `model answers' for assignments. The Science and Management students feel it is positive help and their needs are addressed through peers who are already familiar with the system .Some students wish that these contributions be recognized and formalized within the ODL system. However, some students commented on the political nature of the `Kuppis' and the lack of knowledge of those conducting such classes leading to poor student performance. The `Kuppi' sessions therefore can be viewed as an ideal which reflects the student orientation to traditional methods of teaching and lack of their appreciation and adaptation to the ODL system.

Teacher effectiveness and personality

A very significant aspect of students' expectations pointed out by the students across all programs is teacher effectiveness apart from the content. Student responses varied from negative to positive about teacher personality and effectiveness.

Students seem content with a majority of the teachers and their effectiveness and their positive responses are.

“Some of the lecturers really seem to know and love their subjects, they make their subject seem most interesting one that can be learned, they help to bridge the gap between the student and academic world” (law student)

“Effectiveness of teachers also matters a lot for the success of face to face interactive sessions. But it also depends on the course and the academic personality …” (Management Student).

“Actually in some classes teachers explain the content very interestingly giving the content outline. After attending such a day school I have achieved my expectation and motivated to do a further reading”. (BSc. Student)

“Lecturers are not always good or bad … Some are very clear and to the point'. (Social Studies student)

Some student responses reveal negative comments relating to teacher effectiveness.

“… We have no option but to be in some classes which are not promising, some do not especially due to teaching skills”.

“I don't come for lectures when the teaching is not up to my expectations”. (Social Studies student)

“Unfortunately we do not get opportunity for motivation in all the day schools because they are not conducted in the same pattern. I mean all academics do not have the talent to motivate students”. (Science student)

“Sometimes we are unable to send our questions to the academic concerned prior to the day school, so we send the questions at the day school itself; some academics reject our queries and blast students for sending queries late”. (Science student)

“Not all lecturers have good relationship with students. Some scold students for taking down notes. Some don't talk to students or encourage questions. Outside lectures don't have the lobe and the commitment for teaching as the internal academics …, some don't teach well, some teachers are regularly absent…, they are totally unaware of the day schools even when we call them at home to remind…, some lecturers come and re-read the material, some are very knowledgeable but do not know how to teach. Some teachers are not patient or helpful: they don't like us asking questions…” (Law student)

The students' views of an “effective teacher personality” emphasis on traits such as. Patient, tolerant, approachable, pleasant, punctual, friendly/authoritative, committed, language wise vocal, sense of humor, formal, encouraging and confident are a few frequently mentioned across the programs. Students mentioned expected academic skills, being qualified, good presentation skills, should b e prepared for the day school, knowledgeable, interesting teaching and ability to use a good blend of effective teaching techniques.

On the whole it can be summarized that

• The Management Studies, Law as well as Social Studies students emphasized on the importance of effective language skills and good personality in the academics.

• Absenteeism is particularly mentioned as a problem by the Law students. The students across all programs sighted the need for punctuality in day schools by the academics.

• Need to submit “queries prior to day school” is particularly seen as a constraint to effective interactive learning by Science students.

• Effective discussion management in the day schools with out going off track has been sighted particularly by the Language Studies students.

Social expectations

The fulfillment of social needs of the students emerged as an unexpected function of DS sessions. An opportunity to interact with peers is perceived as important by students especially considering the nature of ODL which does not afford much opportunity for peer interaction.

However the degree of importance assigned to this and the nature and motivation for social interaction seem to vary across programs.

“meeting people lead to a sharing of experiences which could help for improvement”. (BMS Student)

“I have made friends with fellow students… and we really try to help each other. If someone fails an assignment then we try to help the student do better next time. If people who are working don't have time to do reference. We try to help out by photocopying stuff for them. I find that the contact I made have helped me face several personal crises”.(ELT Student)

These links serve as a source of strength in academic as well as personal endeavors perhaps over a long period. It has been an opportunity to meet a variety of students in different fields of employment, social environments and ages.

“I know people of 18-70 years who address me as friend and I have formed life time friendships in the three years that I have been here” (Law Student)

“Meeting peers helps to generate competition, know your skills in comparison to others having the chance to meet the peers are like and energizer”

Face to face interaction has been functional in generating competition among the students and to be aware of ones relative standing concerning the subject matter.

Structure of the day school

Some departments favoured 2 hour day schools while others held 3 hour day schools. Many students felt that the current practice of holding two, three hour day schools per day acceptable for practical rather than pedagogical reasons.

“Sessions are bit too long and but I think for practical reasons that is good to have two sessions per day. If you have only a morning session the afternoon session is wasted anyway”.

“I think the whole day is too long for day schools. I am very tired by the end and tend not to contribute to the discussion at the end of the day. But for practical reasons it is good to have the full day because if you have only half the day the other half is wasted anyway”.

Students who attended day schools of 2 hours duration felt that this was adequate only if the academics were punctual. Furthermore, they felt that the session of shorter duration was more conducive to effective learning.

Infrastructure facilities

Majority of the students expressed dissatisfaction with the existing state of infrastructure at the Open University. Nearly all of them feel that most classrooms are in poor condition.

The physical conditions are commented upon at length - poor ventilation, lack of adequate lighting, leaking roofs which allowed water to come into the classroom and the lack of basic technology for the day school academic to conduct an effective discussion session.

 

CONCLUSIONS AND RECOMMENDATIONS

The overall findings of this study clearly indicate that the participants of DS assign a great deal of importance to contact sessions. .The variety of academic functions expected from DS (explanation, clarification & guidance which should be the function of the course materials) indicates that the students attach equal importance to the tutor in print as well as the tutor in person in the ODL system in Sri Lanka. It is also noted that student expectations of day schools is much varied from that of institutional expectations for day schools.

The existence of “Kuppi” or “miniature “classes indicate that students take the initiative in conducting informal contact sessions that fulfill their own expectations of contact sessions. These finding s are however at variance with Sudasan & Singh's view of distance education as a mode that does not require the necessity of regular class participation. Importantly these findings also indicate that this dependence on contact sessions stems from a lack of orientation to DE, serious limitations in the instructional material as well as practical constraints on time available for self study.

Also impinging on the effectiveness of the academic is the current day school structure and the infrastructure facilities provided by the University. With its heavy reliance on technical delivery system in the typical ODL system ( http://www.uidaho.edu/eo/dist1.html ) poor infrastructure facilities further inhibit the communication between the student and instructors in the OUSL.

It is striking that some of the students seem to be aware of the distinction between distance education and the teaching methods in conventional universities, most of their expectations nevertheless seemed to be similar to those of conventional universities. This position is well expressed by some students.

The B.Sc. students mostly characterized as being unmarried, unemployed and in their twenties (relatively young ) seem to expect more traditional type of teaching. The BA in ELT student and Social Sciences too feel that they are more comfortable with the traditional method due to familiarity with it. This may be because the students are from remote areas with narrow exposure to other methods of teaching and learning experiences.

However, most students did express awareness of responsibility of their role in the ODL system. In concluding I may quote Kamala 43, employed female Social Studies Student;

“the undergrads are supposed to be reading for a degree not studying for one … you need a lot of commitment and responsibility in this type of exercise … in this system 70% is the students' responsibility. You should read and be prepared for the day school otherwise you are lost'.

 

RECOMMENDATIONS

To improve the quality of the day schools at OUSL;

• Regular revision and evaluation of instructional material to determine quality and if they are up-to-date

• Regular teacher evaluation & communication of feedback to academics

• Orientation and training of new and current day school academics

• More intensive orientation program to students to the Distance Education system

• Improving infrastructure by way of strengthening the regional Educational Services (RES) such as IT facilities, halls, etc.

 

ACKNOWLEDGEMENTS

The authors wish to acknowledge the contributions of the following people in the preparation of this paper:
Dinali Devendra, Department of Language Studies, The Open University of Sri Lanka;
Nalana Edirisinghe, Department of Zoology, The Open University of Sri Lanka;
Sunethra Gunatillake, Department of Law, The Open University of Sri Lanka.

 

REFERENCES

Chen , H. ( 2002 ), “ Towards an Understanding of Interactions in Distance education ” In Interaction In D istance E ducation , Journal of Computer Assisted Learning, 17, 58-71.

Holden A.M. (1995), “ The effects of Metacognitive advice and control of sequence on student achievement and attitude ;” Doctoral Dissertation, Lousiana State University, Dissertation, Abstracts international, 56, 07A

Moore, M.G. & Thompson, M.M., with Quigley, A.B., Clark, G.C., & Goff, G.G. (1990). “ The effects of distance learning: A summary of the literature ”. Research Monograph No. 2. University Park, PA: The Pennsylvania State University, American Center for the Study of Distance Education. (ED 330 321).

Schuemer, R. (1993), “ Some psychological aspects of distance education. Hagen, Germany: Institute for Research into Distance Education ”. (ED 357 266)

Singh, & Sudashan , (1996), “ Distance Education Development ”, Delhi, Discovery Publishing Home, U.K.

Willis, B. (1993), Distance education: A practical guide. Englewood Cliffs, NJ: Educational Technology Publications.