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Opening Doors for Learners: Barriers and Challenges at

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dc.contributor.author Hill, C. M.
dc.date.accessioned 2019-07-03T04:55:56Z
dc.date.available 2019-07-03T04:55:56Z
dc.date.issued 2009
dc.identifier.issn 1800-3621
dc.identifier.uri http://repository.ou.ac.lk/handle/94ousl/601
dc.description.abstract Research was conducted in order to identify psychological, personal, and institutional barriers that may hinder academic achievement and lead to non-completion at the Open University of Sri Lanka (OUSL). Methods included exploratory interviews with 67 learners and staff, and the development and implementation of the Learner Support Questionnaire, which was administered to 227 learners. Findings indicate that many OUSL learners have an inadequate understanding of Open and Distance Learning, a limited repertoire of study strategies, insufficient metacognitive skills, and are overly dependent on teacher-centred pedagogies. Learners, particularly less experienced learners, may overestimate their academic abilities. Other barriers to success including personal and institutional factors are discussed. en_US
dc.language.iso en_US en_US
dc.publisher Open University of Sri Lanka en_US
dc.relation.ispartofseries OUSL Journal;Vol. 5
dc.subject Distance Learning en_US
dc.subject OUSL en_US
dc.subject ODL en_US
dc.subject Open Learning en_US
dc.title Opening Doors for Learners: Barriers and Challenges at en_US
dc.type Article en_US

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