PERSPECTIVES OF STUDENT TEACHERS ON ACADEMIC SUPPORT IN OPEN AND DISTANCE LEARNING PROGRAMMES

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.