Evaluating student support provision in a hybrid teacher education programme using Tait’s framework of practice
Effective student support is key in stemming the dropout in distance education. This article reports on the student support provision in a hybrid teacher education programme. Altogether 160 participants were purposively selected; 126 completed a survey, 33 (30 students and 3 administrative staff) to...
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International Council for Open and Distance Education (ICDE)
2021-03-01
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doaj-b18390e58ae94105b3ddedb216b8147d2021-05-04T10:15:12ZengInternational Council for Open and Distance Education (ICDE)Open Praxis2304-070X2021-03-01131213510.5944/openpraxis.13.1.1171339Evaluating student support provision in a hybrid teacher education programme using Tait’s framework of practiceFolake Ruth Aluko0University of PretoriaEffective student support is key in stemming the dropout in distance education. This article reports on the student support provision in a hybrid teacher education programme. Altogether 160 participants were purposively selected; 126 completed a survey, 33 (30 students and 3 administrative staff) took part in six focus group discussions; and one instructional designer took part in a one-on-one interview. Tait’s framework on student support guided the study. The data analysis involved descriptive statistics and thematic analysis. The findings revealed that, although the institution is striving to support its students, areas that need attention include call centre services, tutor support services, tutor-student communication, and funding. Recommendations include the need for providers to pay particular attention to students’ whole experience to ensure effective student support. Further research is needed regarding the contextualisation of each aspect of Tait’s framework; the author suggests some guidelines to guide this process.https://openpraxis.org/index.php/OpenPraxis/article/view/1171distance educationteacher educationstudent supportstudent successtait’s student support framework |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Folake Ruth Aluko |
spellingShingle |
Folake Ruth Aluko Evaluating student support provision in a hybrid teacher education programme using Tait’s framework of practice Open Praxis distance education teacher education student support student success tait’s student support framework |
author_facet |
Folake Ruth Aluko |
author_sort |
Folake Ruth Aluko |
title |
Evaluating student support provision in a hybrid teacher education programme using Tait’s framework of practice |
title_short |
Evaluating student support provision in a hybrid teacher education programme using Tait’s framework of practice |
title_full |
Evaluating student support provision in a hybrid teacher education programme using Tait’s framework of practice |
title_fullStr |
Evaluating student support provision in a hybrid teacher education programme using Tait’s framework of practice |
title_full_unstemmed |
Evaluating student support provision in a hybrid teacher education programme using Tait’s framework of practice |
title_sort |
evaluating student support provision in a hybrid teacher education programme using tait’s framework of practice |
publisher |
International Council for Open and Distance Education (ICDE) |
series |
Open Praxis |
issn |
2304-070X |
publishDate |
2021-03-01 |
description |
Effective student support is key in stemming the dropout in distance education. This article reports on the student support provision in a hybrid teacher education programme. Altogether 160 participants were purposively selected; 126 completed a survey, 33 (30 students and 3 administrative staff) took part in six focus group discussions; and one instructional designer took part in a one-on-one interview. Tait’s framework on student support guided the study. The data analysis involved descriptive statistics and thematic analysis. The findings revealed that, although the institution is striving to support its students, areas that need attention include call centre services, tutor support services, tutor-student communication, and funding. Recommendations include the need for providers to pay particular attention to students’ whole experience to ensure effective student support. Further research is needed regarding the contextualisation of each aspect of Tait’s framework; the author suggests some guidelines to guide this process. |
topic |
distance education teacher education student support student success tait’s student support framework |
url |
https://openpraxis.org/index.php/OpenPraxis/article/view/1171 |
work_keys_str_mv |
AT folakeruthaluko evaluatingstudentsupportprovisioninahybridteachereducationprogrammeusingtaitsframeworkofpractice |
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1714627703560208384 |