Learner Support Services, Learner Interactions and Retention of Students in Open Distance Learning Programmes: the Case of Selected Universities in Kenya

Abstract

This study examined the extent to which learner support services and learner interactions influenced the retention of learners in Open Distance Learning Programmes at selected universities in Kenya. The study examined seven objectives which were to: establish the extent to which Academic Support Services; Administrative Support Services; Counselling Support Services; Technical Support Services; combined learner Support Services and Learner Interactions influenced the retention of learners in Open distance learning programmes at the selected universities in Kenya, and to establish the extent to which Learner Interactions moderated the relationship between combined learner support services and retention of learners in Open distance learning programmes. The study was grounded on Tinto’s theory of Institutional Departure, Moore’s Transactional Distance Theory, and Bean and Metzner’s theory of Non-Traditional Student Retention. The study used a cross-sectional survey design with a mixed methods approach targeting a population of 1990 students taking Bachelor of Education degree programmes by open distance learning. The sample size was 322 students who were randomly selected. The study used online survey questionnaires, focus group discussions and key informant interviews to collect data. Data was analyzed using descriptive and inferential statistics, where means, frequencies, percentages and standard deviations were determined, and hypotheses were tested to establish the relationships between study variables. The study made seven findings: Academic support services were significant predictors of student retention (t=5.004,p<0.005); Administrative support services were significant predictors of learner retention (t=2.927,p<0.005); technical support services were significant predictors of learner retention (t=2.502,p<0.005) and counselling support services were not significant predictors of learner retention(t=0.342,p<0.005); combined learner support services of academic, administrative and technical were significant predictors of retention; Learner interactions were significant predictors of retention with regards to assignment difficulty (t=3.632, p<0.05), content structure (t=2.356, p<0.05), interactions with instructors (t=2.607, p<0.05), and feedback (t=3.058, p<0.05), whereas learner interactions in the use of Information communication technology (t=0.306, p>0.05) was not a significant predictor of learner retention in open distance learning programmes. The last finding was that learner interactions did not have a significant moderating influence on the relationship between combined learner support services and retention of learners taking open distance learning programmes. The study recommended intensification of all types of learner support services and enactment of a policy framework targeting training, certification, reporting and regulation of institutions offering distance learning programmes. Finally, the study suggested replication of a similar study targeting learners who drop out of distance learning programmes. The findings from this study would be useful in various ways: they could form an empirical basis for practitioners, instructors, administrators, managers, policymakers, researchers, and other stakeholders in university education on how learner support services need to be planned and provided in open distance learning programmes in Kenya. To the ODL managers, the findings of this study may be useful in formulating support services relevant to the unique needs of distance education students. Further, the findings will provide valuable insights into the influence of learner interactions in ODL institutions at the university level and specifically, target strategies for improving learner interactions. To the employers, the findings will give insights into how employees can be supported to continue learning while working without necessarily taking long study leaves.