Abstract:
Academic support services are critical to student success in Open and Distance
Learning (ODL), especially in teacher education programmes where learners
often handle multiple responsibilities. This study explores how students in the
Bachelor of Education (B.Ed.) and Postgraduate Diploma in Education (PGDE)
programs at the Open University of Sri Lanka (OUSL) perceive the academic
support they receive. This study aimed to assess the effectiveness of current
support services and identify areas requiring improvement. Using a survey
approach, data were gathered from 474 student teachers representing both
Sinhala and Tamil mediums through an online questionnaire. The instrument
covered six key academic support areas: academic counselling, day school
sessions, assessment feedback, self-learning materials, mentoring during teaching
practice, and online learning support. Overall, the results reflect a generally
positive student experience. Most participants appreciated the structure and
consistency of day schools (85%) and valued the mentoring support during
teaching practice (83%). Assessment feedback was seen as constructive by 73%
of respondents. However, the findings also pointed to clear gaps. A notable
portion of students (20%) felt they did not receive adequate counselling during
registration. Additionally, 21% found the self-learning materials insufficient for
independent learning, and 27% reported technical difficulties using the OUSL’s
online learning management system. A significant number of neutral responses
(32%) on services like welfare counselling indicated a lack of awareness rather
than indifference. The study recommends improving access to academic
counselling, especially at the point of registration, ensuring consistent mentor
training across programs, and upgrading the online platform to reduce technical
issues. These targeted improvements can enhance the effective learning
experience and support student retention in ODL settings, specially related to
teacher education programmes.
