A Study Of The Learner Support System For Distance Education At Domasi College Of Education,Malawi:Implications For Transformative Trajectories

Domasi College of Education offers a teacher education distance program aimed at upgrading under-qualified teachers in community day secondary schools (CDSSs) from certificate to diploma level in education, which is a minimum requirement for secondary school teaching in Malawi. The key components of the learner support include face-to-face teaching, field supervision and study circle discussions. Therefore, this study investigated the impact of the learner support system in the program in preparing teacher-learners for independent study and improving classroom practice. The investigation was intended to answer the umbrella question:How well does DCE provide learner support services to help teacher-learners achieve their learning goals. Specifically, the study was guided by5research questions:(1) To what extent do academic support services at DCE develop teacher-learners' skills for independent study?(2) How do library support services at DCE and outside DCE help teacher-learners in their studies?(3) In what ways do counseling support services offered by CDCE administrators, academic advisors and field advisors help teacher-learners to cope with their studies?(4) How do administrative support services from DCE and local schools contribute to the success of teacher-learners' studies?(5) What is the impact of professional support services from field supervisors on teacher-learners' classroom practice?Mixed methods design was used to gather data from5administrators,14field supervisors, a librarian,55facilitators,507current teacher-learners, and156former teacher-learners of Domasi College of Education; and10librarians from National Library Services (NLS) and two officers from other institutions in Malawi offering distance education. The use of mixed methods allowed for the triangulation of information and ensured greater credibility in the findings. Quantitative and qualitative analysis were used for data analysis. Statistical package for the social sciences (SPSS) version16.1was used to analyze data collected from closed questions from questionnaires. Descriptive statistics such as frequencies, percentages and means were used in this case. Qualitative data from questionnaires were analyzed using a combination of annual and electronic analysis known as cut-and-file technique (McMillan&Schumacher,2006).Findings of the study suggested that DCE did moderately well in the delivery of learner support services. Firstly, the study revealed that despite limitations in module facilitation, the exercise prepared teacher-learners for self-directed learning. However, there were inefficiencies in the provision of assignment feedback, a situation that denied teacher-learners tuition to direct them in their studies. Secondly, participants'views on the impact of library support services at DCE and outside DCE indicated that the libraries failed to meet the needs of most teacher-learners. Thirdly, the study showed that teacher-learners were generally satisfied with counseling support services from CDCE administrators, academic advisors and field supervisors although they complained about irregular interactions with the administrators and academic advisors. Fourthly, teacher-learners' views on the contribution of administrative support services from DCE to their studies generally indicated contentment, save for some limitations in module distribution and assignment handling. Finally, although both teacher-learners and field supervisors reported that classroom observations enhanced teacher-learners' practice in the classroom, the supervision of lessons met a few challenges that required redress.Based on the findings, it was recommended that the College should elucidate the rationale for module facilitation; enhance staff capacity in implementing distance education activities; provide opportunities for laboratory experiments; employ simple and inexpensive forms of technology to supplement the print technology; train teacher-learners in basic computer skills, secure collaboration with the National Library Service; and work towards quality and not simply quantity. In addition, it was recommended that the Ministry of Education, Science and Technology should improve staffing levels and increase financial allocation to the program.