<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Globally, ODL institutions experience mismatch between scalability of numbers and scalability of success rates. This study explored the scalability of success rates in open, distance e-learning as perceived by the learners within the <italic>Chain of Response Model</italic>. The primary aim of the study was to look at online learners’ success rate by focusing on two institutional factors drawn from the Model, namely: the learner’s study modules related challenges and support services. The results of an online survey of 180 undergraduate and postgraduate online learners of Egerton University, Kenya, showed: (a) the response rate of 16%; (b) a mixture of hardware, software and personal factors were identified as pre-requisites for e-learning success: (c) a number of mathematically-based modules were identified as risks to success in online studies; and (d) while the learners saw the learner support services as important they were less satisfied with their provision. The present study points to two broad areas that require further studies. First, qualitative look into specific challenges that learners face with respect to learner support service provisions, modules interactivity, and those identified as difficult to follow and thus posing risks to the learners’ success. Second, investigation into tutor-learner contacts with the view of identifying whether such contacts are reactive or proactive.</p></abstract>

Globally, ODL institutions experience mismatch between scalability of numbers and scalability of success rates. This study explored the scalability of success rates in open, distance e-learning as perceived by the learners within the Chain of Response Model. The primary aim of the study was to look at online learners’ success rate by focusing on two institutional factors drawn from the Model, namely: the learner’s study modules related challenges and support services. The results of an online survey of 180 undergraduate and postgraduate online learners of Egerton University, Kenya, showed: (a) the response rate of 16%; (b) a mixture of hardware, software and personal factors were identified as pre-requisites for e-learning success: (c) a number of mathematically-based modules were identified as risks to success in online studies; and (d) while the learners saw the learner support services as important they were less satisfied with their provision. The present study points to two broad areas that require further studies. First, qualitative look into specific challenges that learners face with respect to learner support service provisions, modules interactivity, and those identified as difficult to follow and thus posing risks to the learners’ success. Second, investigation into tutor-learner contacts with the view of identifying whether such contacts are reactive or proactive.

Scalability of Learners’ Success Rates in e-Learning: A Survey Study of the Learners’ Perspectives

European Journal of Open, Distance and E-Learning

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Globally, ODL institutions experience mismatch between scalability of numbers and scalability of success rates. This study explored the scalability of success...

Scalability of Learners’ Success Rates in e-Learning: A Survey Study of the Learners’ Perspectives

Published Online: Jul 28, 2018

Page range: 1 - 15

DOI: https://doi.org/10.2478/eurodl-2018-0001

Keywords
Open and distance learning, online learning, scalability, e-learning, success rate, support elements

© 2018 Ezra K. Maritim et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Scalability of Learners’ Success Rates in e-Learning: A Survey Study of the Learners’ Perspectives

Published Online: Jul 28, 2018

Page range: 1 - 15

DOI: https://doi.org/10.2478/eurodl-2018-0001

KeywordsOpen and distance learning, online learning, scalability, e-learning, success rate, support elements

© 2018 Ezra K. Maritim et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Keywords
Open and distance learning, online learning, scalability, e-learning, success rate, support elements