6786-9850

Unified Journal of Educational Research and General Studies

Vol 1(3) pp. 021- 028 November, 2015.
http://www.unifiedjournals.org/ujergs
Copyright © 2015 Unified Journals

Original Research Article

Learning by Distance: Prospects, Challenges and Strategies

Isaac Kofi Biney1, 2* and Emile Kwadwo Worlanyo1
1
School of Continuing and Distance Education (SCDE), College of Education, University of Ghana, Legon
2
University of Ghana Learning Centre – Accra Centre & Tema Office

Accepted 20th November, 2015

The advancement in teaching and learning technologies places learning by distance at the centre in higher education
institutions. Hence single-mode tertiary institutions are becoming dual-mode institutions, delivering distance education
(DE) opportunities, to a critical mass of learners. Today, people are working and learning simultaneously, to adjust to the
changing work environment. This paper explores prospects, challenges and strategies in DE. On prospects, it was revealed
that higher education institutions involved in DE saves money as student number increases while overheads cost remain
relatively stable. Many unreached students are reached. University education is sent to the doorsteps of learners. The issue
of time and space is bridged. Student-centred teaching and learning is encouraged. Low and late supply of learning
materials, low quality of instruction, negative perception of family members towards DE and poor attitudes of tutors
toward tutoring were revealed. Lack of timely feedback from lecturers, lack of interaction among learners, and lack of
support by the faculty were identified. It recommends that managements of DE programs should be selfless in providing
services to students. Lecturers should adopt teaching technologies to engender meaningful learning amongst students.

Key words: Distance learning, distance-learner, technologies, prospects, challenges, strategies

INTRODUCTION

Distance education, as an alternative to face-to-face also] has the potential to provide an affordable [and]
instruction, has witnessed steady growth in higher quality education to the majority, and can improve the
education since its beginning in the mid-1800s. This socio-economic status of individuals and their nations
growth is evidenced by the fact that in 1990, nearly 30 (Asunka, 2008); Keegan, 1990; Kuhanga, 1990; UNESCO,
percent of all adult students in the United States were 2002; Daniel, 2007; Krishnan, 2012).
receiving education, in some distance format (Roberts, Society demands for lifelong learning, employment and
2006). The influx of adults taking distance education family responsibilities, call for adults to seek forms of
course has occurred in part, because of the proliferating education other than traditional face-to-face instruction
demand of our technological society, and the complexity (Moxley, 2006). Distance education provides adults with
of modern life. Distance education, apart from widening the opportunity for formal education while allowing for
access to education particularly at the university level, [it flexible scheduling. The reality is that it appears the

*Corresponding Author’s E-mail: [email protected]

Unif. J. Edu. Res. Gen. Std Isaac Kofi Biney and Emile Kwadwo Worlanyo 22

emergence of distance education at the University of aged students, as well as an older population, without
Ghana, is accompanied by some challenges that need to having them leave their homes (Johnson et al., 2009 cited
be addressed, to make the objective of learning by in Oduro-Mensah & Biney, 2013). Distance education
distance realised. It seems the biggest challenges facing allows these populations to earn college certificates,
adult learners are about balancing school and life, diplomas, degrees, and even master’s degrees using the
accessibility, and costs of the programme. Internet, two-way television fiber optic technology,
Tracing the intake of students into University of Ghana digital phone lines, and satellites. Any study or studies
from the 2009/10 academic year, 1097 learners were on distance education must be underpinned by a solid
admitted into the programme, and another 2,508 theory that comprehensively explains what distance
learners were admitted for the 2010/11 academic year education innovation is all about.
in addition to 748 mature students (University of Ghana Theory, as mentioned here, is invaluable in guiding the
Basic Statistics, 2007). The sheer quantum leap in complex practice of a rational process such as teaching
admission numbers alone is a challenge with limited and learning at a distance. Education is a purposeful
academic logistics to cater for learners on the distance activity and theory provides us with the understanding
mode even though the issue of access is addressed. necessary to take effective action. Every theory of
According to Carr (2000), the distance mode of learning learning has a focus depending on what its objective is.
is not without problems. This is due to the fact that most The challenges distance learners encounter is varied in
distance learning programmes are beset with higher both nature and context. This study is underpinned or
attrition rate. Dibiase (2000) argues that with the growth guided by the social constructivists theory, which is of
of distance education over the years, there has been the view that “knowledge is a function of how the
problems of high degree of learners in most distance individual creates meaning from his or her experiences;
learning institutions worldwide, including the University it is not a function of what someone else says is true”
of Ghana Distance Education Programme (UGDEP) (Krishman, 2012; Daniel, 2011; Hart and Venter, 2013
learners’ enrolment, and completion rate in any distance cited in Niwagila, 2014: 49). They argue that this belief is
learning institution should get continuous attention from not analogous to behaviourists and cognitivists
researchers and providers. Administrators hope that perspectives, which hold the view that knowledge is
distance learning methods will help make higher mind-independent and can be mapped onto a learner.
education more cost-effective (Dibiase, 2000), but (Huan, Rather, they believe that humans create meaning as
2004) indicated that the success of such programmes opposed to acquire it. To the social constructivists, both
depend largely on extensive research that will provide the learner and environmental factors are critical, and
information that may help in developing better and the interaction between these two, is what creates
appropriate student support services to improve the knowledge.
effectiveness and efficacy of programme delivery and When developing a distance education programme,
success. according to constructivism theory, designers must
In view of the challenges that the distance learners create stimulating environments that capture learners’
encounter in UGDEP, this study seeks to highlight attention and also enable them to formulate knowledge
prospects, challenges, and also establishes the strategies and derive meaning for themselves. These environments
that when adopted, and implemented, the UGDEP would allow for collaboration between learners and the
achieve the objectives of distance learning as envisaged facilitator, and encourage meaningful dialogues so that
by the University of Ghana, Legon. understanding can be individually constructed.
“Knowledge… is language mediated” (Krishman, 2012;
Objectives of the Study Daniel, 2011; Asunka, 2008) and computer-meditated
communication (CMC) supports this belief because
The main objectives of the study were to: learners attempt to interpret, clarify, and validate their
(i) Find out the prospects of distance learners pursuing understanding through sustained dialogue (i.e., two-way
UGDEP. communication) and negotiation. Stacey (cited in Abel,
(ii) Identify challenges faced by learners of UGDEP. 2010), compared CMC to face-to-face interaction and
(iii) Suggest strategies that DE tertiary institutions can noticed that CMC provided “more intense communication
implement the programme. than face-to- face groups, where the lack of social
pressure and the greater freedom to express their views,
LITERATURE REVIEW without struggling for the right of the audience, enabled
participants to react to the content, and not the author,
With the advent of the revolution in information with more reflective and effective communications (p.
technology, community colleges and four year colleges 57).
and universities have begun to carry education beyond In terms of evaluation from a constructivist point of view,
the walls of their respective campuses (Johnson et al., there is no single solution to a problem, and students are
2009). Distance learning, or distance education, is an encouraged to justify their own solutions and show how
attempt by institutions to reach the traditional college- they arrived at their conclusions. This theory is

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Unif. J. Edu. Res. Gen. Std Isaac Kofi Biney and Emile Kwadwo Worlanyo 23

appropriate for the study since adult learners, on learning (DEEL). Perhaps it is this basis that Kwapong
distance programme, have a lot of life experiences that (2008) opines that open and distance learning has
may serve as a guide to proffer solution, as to overcome proved to be a sure way of widening access to education
the challenges they face in their studies. especially for women. She adds that distance education is
To Johnson et al. (2009), distance teaching and learning an educational philosophy that seeks to overcome or
is also achieved by simultaneous communication remove as many barriers as possible to education. The
between an educator and adult learners at several assertion by Kwapong that distance education has come
different sites, usually via satellites. Learning course to stay, considering the number of students whom out of
material through a series of audio recordings and/ or their own volition, or due to circumstances beyond them,
videotapes is also considered distance learning. In short, opt for distance education rather than the traditional
distance learning is a non-traditional way of delivering, synchronous mode of learning. However, it must be
conveying, and learning information via the Internet, the noted that, for universities to incorporate or fully go the
World WideWeb, the modem, satellite hookups, VHS distance mode goes with a lot of effort, time and cost.
tapes, cassette tapes, CD-ROM, and interactive Research indicates that the success of students in
multimedia courses. Indeed, tele-conferencing and video- distance education depends on three factors: support
conferencing are all channels of carrying out distance services, logistics/administration and learning materials
learning and education programme. Thus, all distance (Dzakiria, 2008; Daniel, 2010). However, in many
education programmes are made effective in terms of institutions more emphasis is placed on course
delivery, today, through improved Information development than on the other factors (Simpson, 2000,
Communication Technology (ICT). 2002). As a consequence of this, some students often lose
That notwithstanding, Wilson (cited in Bates & Poole, motivation, become isolated, perform poorly and even
2003) critiquing the use of technology in facilitating drop out as they lack the core support that is crucial to
teaching and learning in our learning environment, aptly their success (Simpson, 2002, 2012; Dzakiria, 2005,
put it in this way: 2008; De Hart & Venter, 2013).
“It’s [that teaching with technology] about serving learners and Hence, quality implementation strategies should be put
not about using technology. First of all, designing educational in place for distance programmes to start and run
experience around technology is a foolish chase. You cannot effectively. Aggor et. al (1994) therefore recommended
possibly keep up with the technology. The paradox of
some systematic strategies to the National Distance
technology enhanced education is that technology changes very
rapidly and human beings change very slowly. It would seem to
Education Secretariat (NDES) to be adopted in the design
make sense for proponents of e-learning to being with the and delivery of distance education courses by Ghanaian
students. At least that is a relatively slow moving target. Universities. The recommendations include the
Deployment of technology then becomes an exercise in applying following:
a rapidly improving technology to a very consistent set of goals”  The universities should examine and carefully select
(p. xiii). suitable course materials produced by other tertiary
institutions for use, with modifications in initiating
But as to whether learning with technology is their first programmes (p.3). To this Asunka (2008)
fundamentally different from classroom learning, we also states that the fastest way to eliminate
tend to agree with Bates and Poole (2003) that an uneasiness in a distance-delivered class is to contact
understanding of both learning, and the nature of local sites or individual students prior to the start of
technology, is essential to the appropriate use of class and get to know them as individuals, not just
technology for teaching. It must be said, however, that students.
the fast changing nature of workplace due essentially to  The universities through NDES should adopt a team
ICT, equally makes it imperative that today’s learners are approach in the planning and production of core
taught with technology, and also made to become course materials.
proficient with the use of technologies in their studies.  Course writers and instructional staff should be
When that is done, it will reflect positively in the paid adequate remuneration and courses shall
execution of work, at workplaces. We also agree with belong to academic departments.
(Kwapong, 2008) that the needs of our learners and the  The universities should plan to use a wide range of
demands of the subject matter, not technology, should media to maximize student access and to meet their
drive our teaching. After all, technology is a tool, a means learning needs and situations. Radio, audio and video
to end, not an end in itself. In any case, it is an undeniable recordings can be used to supplement and enhance
fact that effective teaching leads to, or engenders, print materials and other instructional methods.
meaning learning. That certainly should arrest our  The NDES must establish effective instructional and
attention even as we brace ourselves to adopt technology student support services by using existing physical
to drive teaching and learning in our learning settings. and human resources of the University and Institute
The above discussions notwithstanding, the demand for of Adult Education Centres (p. 13).
tertiary education in Africa has now been high, and that
is giving a boost to distance education and electronic

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Unif. J. Edu. Res. Gen. Std Isaac Kofi Biney and Emile Kwadwo Worlanyo 24

Lastly, “effective distance education administrators are imperative. Most of the studies conducted in the field of
more idea people. They are consensus builders, decision- distance education have a western orientation and have
makers, and facilitators. They maintain control of less significance for developing countries (Abel, 2010).
technical managers, ensuring that technological The few existing studies have a tendency to homogenise
resources are effectively deployed to further the the students’ experiences in terms of abilities and
institution’s academic mission. At the same time, they generally fail to consider individual differences among
lead and inspire faculty and staff in overcoming obstacles learners (Abel, 2010; Mhehe, 2002; Srivastava and
that arise” ((Benakani, 2009)). This is in agreement with Reddy, 2007). Specific studies conducted on distance
what (Dzakiria, 2008) suggested earlier that in addition students looked at the experiences from an institutional
to change on an individual level, change must be point of view (Abel, 2010; Mahai, 2008; Ng’umbi, 2009),
collective in that it must occur simultaneously on the while some reflected on gender (Mhehe, 2002). Again, in
level of organizational structure and function. these studies students’ experiences are often
Despite the challenges in learning by distance, in tracing homogenised, neglecting to take into account the
the phases the University of Ghana Distance Education fact that learners have different experiences regarding
Programme (UGDEP), Adda (2004) states that various their learning as distance students (Asunka, 2008).
efforts have been made by the Government of Ghana, the Nevertheless, the under-resourced nature of Distance
universities and international agencies like the Education Universities, particularly in Africa, acts as a
Commonwealth of Learning (CoL) to integrate distance hindrance to the effective provision of support (Asunka,
education into the nation’s tertiary education system. 2008). Although the above linkages between educational
Higher Education has an important role to play in provision and socio-economic development seem
national development and in keeping academic pursuits straightforward, realising these goals depends on access
and augmenting of knowledge (Benakani, 2009). Aside to a high quality education through which individuals can
from that distance education students are perceived to fulfil their personal goals, as well as help meet the socio-
have more challenges than their conventional economic needs of the nation (Bhalalusesa, 2006). This
counterparts (Mhehe, 2002) and this has the tendency to study intends to contribute to the delivery of high quality
cause distance learners to drop out from their education by exploring distance adult students’
programmes. This argument was further expatiated by experiences on the programme at the University of
(Mhehe, 2002) who stressed that dropout is a Ghana in terms of prospects, challenges and strategies
phenomenon caused by learners’ characteristics that can be adopted to address the challenges they face.
(educational background, personality, motivation, Having considered the challenges that students on the
aptitude and so on) and life circumstances (occupation, distance mode encountered, the objective of the study
relationship with family and peer group, health and so highlights the prospects that learners can derive from
on). learning by distance and strategies that can help address
These challenges of learners for the most part results in the challenges.
non-completion of programme on schedule or dropout.
In summary, effective distance education requires the RESEARCH METHODOLOGY
integrated interest, participation, and enthusiasm of
faculty, students, facilitators (tutors), support staff, and A constructivist-interpretivist perspective formed the
administrators. The informed involvement of these grounds for this paper. The chosen perspective of this
related participants will help meet the challenges that study leans on the qualitative design, hence this research
may arise in the implementation of the programme. made use of an exploratory qualitative design. Abel
Numerous studies have centered on the application of a (2010) believe that with the anti-positivist or
variety of traditionally based theoretical models on constructivist paradigm, meaning is constructed and
distance education setting (Abel, 2010). However, there (over time) constantly re-constructed through
has not been any empirical study on addressing experience resulting in many differing interpretations. In
challenges of distance learners based on the same vein, this research sought to get into the inner
students’/organisers’ perspective at the University of world of the distance leaners and organisers of the
Ghana. The advancement of technology, therefore, has UGDEP in order to be abreast of challenges and solicit
made geographical distance less of an issue in the some views on strategies address the problem of
practice of distance education (Macintyre and learners.. The participants were all the present and last
Macdonald, 2011). students of the distance learning programme, as well as
However, in some parts of the world, particularly in rural present Centre Organisers. The participants were
developing areas where there is poor infrastructure and purposively selected since they are the ones who have
a low level of technology, the issue of access to been experiencing the challenges that come with
technology remains a real one. Hence, the establishment distance programme.
of centres close to students’ environments, the provision
of suitable support services, and the opportunity to The study made use of two sets of structured interview
regularly interact with other students and tutors is guides which solicited information from students and

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Unif. J. Edu. Res. Gen. Std Isaac Kofi Biney and Emile Kwadwo Worlanyo 25

centre organizers of the distance education programme

respectively. The interview guide was made up of eight Personal interactions
open-ended questions. Open-ended questions were used
because it allowed for generation of in-depth information A major component of the interviewing process was
and also the researcher was able to ask follow up having personal interaction with the students as key
questions to strengthen the information already stakeholders in order to get their perspective of what
gathered. The open-ended interview guide also helped distance learning programme in the university meant to
respondents to freely express themselves with a focus on them. This was contained in a statement by “one student”
the objective of the study and the interviewer was also of the distance education programme (last) thus:
able to promptly record responses given and asks
respondents for clarification where necessary. The Learning by distance gave me the opportunity to maintain my
interviews were audio recorded verbatim, transcribed job while going to school. This is crucial because in this day and
and analysed by using the constant comparison data age getting a job in Ghana is difficult. He, however, lamented
that the fees for distance students is too high as some of them
analysis process adopted from Glasser and Strauss
are not working.
(1967).
In an attempt to find out reasons for choosing
Trustworthiness
distance learning modules as a student, one respondent
(present student) gave this reply which is captured here
Trustworthiness is the extent to which a study can be
as an anecdotal evidence:
replicated in another context in qualitative research
(Merriam, 2002). The participants of the study were Am a breadwinner and thus cannot stop work and attend
sufficiently engaged as a way of ensuring the credibility school, as such the opportunity to go school while working is
of the study. Enough contextual information about the second to none. And it helps me not to waste my time after
fieldwork site and participants were provided in the work since I have something to learn as a student.
study to ensure transferability. In terms of dependability
and conformity of this study, the research methods used The question as to specific challenges faced as distance
were vividly explained as well as the objective for the learners attracted the following responses from three
research, projection of limitations. students (two present students and one last student):

Ethical Considerations We encounter many challenges, but a few of them that when
addressed urgently would make learning by distance appealing
include; irregular changes in tutors, high tuition fees, late
Before embarking on this study, clearance was sought release of examination results that lead to non-completion of
from the university authorities, while the participants programmes by some students, and helping in how to
were informed in writing concerning the objectives of the manage stress associated with distance learning programme.
study, the time and meeting place, as well as what is
expected of them during the interview. The participants As well, another student of the distance education
were assured of strict confidentiality of information that programme (present), further remarked:
they give and their right to opt out of the interview
without any repercussions since their participation was Am police woman and a mother, learning through distance
purely voluntary. Participants were also made aware that mode really helped me because I don’t have anybody to send
the interviews will be tape recorded and the data will be and bring my kids to and from school and flexibility is good.
kept for a period of six months after the study and will be The worry I have is that some of the tutors are really not on top
destroyed afterwards. of their courses that they teach. And this makes it difficult for
you to get the stuff right from the tutorials. What makes
matters worse is that we, the distance learners are supposed to
RESULTS OF THE STUDY use a module which invariably comes very late and this is of
great concern to us.
Any good idea conceived and not put into action forever
remains an idea and nobody apart from the one who Material Development
conceived the idea without making it public will ever be
privy to the unborn idea. For this reason, ideas have to The value of (quality) course materials in a distance
move from the drawing board to the implementation education cannot be overemphasized. Aggor et al. (1992)
stage. It is in this light that the researchers having taught advise that the universities should examine and carefully
at the University of Ghana Distance Education select suitable course materials produced by other
Programme came out with the study to bring out tertiary institutions for use, with modifications in
strategies that if adopted would help streamline the initiating their first programmes. Due to the premium
distance programme. During the interviews with the placed on quality course materials in the distance
students of the programme, the following themes which learning enterprise, this research investigated the
encapsulate the strategies unfolded. materials provided for students soliciting students

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Unif. J. Edu. Res. Gen. Std Isaac Kofi Biney and Emile Kwadwo Worlanyo 26

evaluation of reading materials (modules) given them DISCUSSION OF RESULTS

and all students (ten) (seven present and three last)had
this to say: Personal interactions

As for the modules, apart from forgivable topographical errors (Benakani, 2009) postulates that the emerging
their contents are self-explanatory, thus easy to use. They are, technologies of distance learning can have a positive
for the most part, summarized and technical terms are always effect on the educational system if it is recognized that
explained in brackets against them. The modules have self-
change is a journey, not a blueprint and that the
assessment parts that make interesting reading them. The
modules sometimes even guide you as to where you can go to
development of new skills, behaviours, and beliefs is a
get further materials to augment your knowledge on a subject complex process that must embrace the problems
matter. Even students in the main stream were borrowing our inherent in change. The question that arises is how will
books to study can you imagine that? people accept change if it is not properly communicated
to them. The whole idea of incorporating distance
Role of the Organizers education to the existing synchronous model sent shivers
to the spine of some faculty, with the anticipation that
As indicated earlier in this research, the organizers play they would be over tasked or may lose their jobs (Badu-
very instrumental roles in the success of distance Nyarko, 2000). That notwithstanding, those entrusted to
learning programme. They are at the operating core of translate the UGDEP from an idea into reality did very
the programme at the Regional Study Centres. Among well as evidenced from the study results despite the
their roles are helping in the recruitment of tutors, teething challenges that are inherent.
liaising between tutors, learners and administration and
ensuring that the various centres are well prepared for Abel (2010) suggested that when carrying out a distance
tutorials to be held. In reiterating the roles of their roles, education programme, monitoring and support must
an organizer aptly puts it this way that: follow. He explained that during this stage, efforts during
planning and initiation become translated into
As an organizer, I liaise between tutors, students and the sustainable programme improvement. One cannot but
administration. In fact, this forms the core of the work. We agree with Keast that for every programme to succeed
also make sure that the module is ready; the place is swept continuous monitoring or supervisory strategies must be
and have the materials. We also monitor tutors’ put in place so as to see the pros and cons in order to put
attendance (Tamale Organizer). in corrective measures should if the need be so that the
success of the programme will be ensured. To a very
Aside what has just been noted, one Organizer reflected large extent, the putting in place course organisers for
on how he had to take on additional roles in addition to the distance programme is a laudable idea.
the main roles as an Organizer. He indicated:
Challenges of the Distance Learner
I designed what you call the module covers and the colours
before one was chosen. Apart from modules, I am deeply involved The quantum leap in the admission numbers alone
in the organization of tutorials. For Accra centre, I am involved portends a possible challenge for both the institution
in recruiting of tutors, preparation of tutorial time table for the (University of Ghana) and learners in the distance
academic year, semester and the weekly tutorial as well, I make
education programme. Kwapong (2008) argues that
sure that logistics are in place when the learners come for
tutorials (Legon Organizer).
programme such as open and distance learning has
proved to be a sure way of widening access to education,
This organizer was made to add on additional tasks by especially for women who by virtue of cultural
virtue of his proximity to the national centre for the constraints, for the most part would not have had the
entire UGDEP. He was the organizer for Legon where opportunity to access high education. Further congruent
everything was being coordinated and implemented; with this point is the assertion made (Benakani, 2009)
hence he had to do a bit of administrative work for the that higher education has an important role to play in
programme to start on time. national development and in keeping academic pursuits
and augmenting of knowledge.
The Organizers in this study are actually performing But evidence abounds that aside from the fact that
multiple tasks, which range from ensuring that rooms for distance education has the prospects of overall
interaction sessions are cleaned and are ready for the development of society, the reality also exists that
day’s work. They also ensure that materials are available distance education students are perceived to have
for facilitators to use. It is also the duty of the organisers more challenges than their conventional counterparts
to ensure facilitators are present and also serve a liaison (Kwapong, 2008) and this has the tendency to cause
duty between students, facilitators and the distance learners to drop out from their programmes.
administrators of the programme. This argument was further expatiated and corroborated
in a study (Benakani, 2009) stressing that dropout is a

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Unif. J. Edu. Res. Gen. Std Isaac Kofi Biney and Emile Kwadwo Worlanyo 27

phenomenon caused by learners’ characteristics CONCLUSION

(educational background, personality, motivation,
aptitude and so on) and life circumstances (occupation, The study explored distance learning by looking at the
relationship with family and peer group, health and so prospects, challenges and strategies thereof. In relation
on). to the objectives of the study, it can be concluded that in
This is where the rules of programme organizers as the development of the UGDEP, proper identification and
liaison between learners and faculty is key since inclusion of all structures with flexible adjustment were
(Kwapong, 2008) hinted that open and distance learning in place. To ensure smooth implementation of UGDEP,
has proved to be a sure way of widening access to there should be involvement and deliberations with
education. There has to be a way for some of these faculty, training and retraining of course writers, training
challenges that learners are likely to face to be managed for tutors recruited for the programme, as well as
to levels that are bearable. Again, it needs proper training of all stakeholders involved in UGDEP. The MDGs
planning and strategies as indicated in this research to be on education for all, places more responsibility, in terms
able to successfully implement quality programmes of provision, to tertiary institutions. It thus gives UGDEP
(Amponsah, 2010). a real meaning. Hence, many people are expected to
pursue their education by distance, in institutions
The fact that the whole idea of distance learning has providing DE in Ghana, including the University of Ghana.
come to stay based on the current number of applicants The University of Ghana has to be ready to address
to universities who universities the world over cannot challenges confronting adult learners. The sheer
use only the face-to-face mode to deal with. However, quantum leap in admission numbers into the University
one can also argue that at the end of the day, the should of Ghana Distance Education Programme (UGDEP) alone
new systems put in place using technology as a means to is encouraging. However, the challenge here has to do
address the challenges that if not checked can defeat the with limited academic facilities and logistics to cater for
good idea that distance education programme has. This learners on the distance mode, even though the issue of
can be achieved through putting in place the right access is addressed. The learners on the other hand
systems and structures. should be sufficiently oriented on what go into pursuing
higher education through DE mode, in order to cope with
Material Development some of the challenges involved in UGDEP. The good
news, however, is that new innovations are being put in
The quality of modules developed for the programme is place, which in no time would make some of these
corroborated by a recommendation by Aggor et al (1992) challenges; sufficiently addressed. The administrators of
that the universities should examine and carefully select the DE programme being run at the University of Ghana
suitable course materials produced by other tertiary have seen massive advancement in terms of delivery. The
institutions for use, with modifications in initiating their UGDEP has moved from textbook to web platform- Sakai
first programmes. Teaching and learning Management Platform. This gives
As a matter of principle, the modules were made to a an ample indication that the UGDEP has come to stay and
standard that contained quality content and was also will continue to be a force to reckon with in the near and
user friendly, so as not to scare the students from distant future.
enrolling on the programme. As a matter of fact, all It is, therefore, imperative that lecturers in UGDEP
students on the programme attested to the quality of should adopt technology supporting tools to engender
modules given them and that students in the main meaningful teaching and learning among students.
stream were borrowing their books to study. This gives
an indication of the quality of the modules prepared for REFERENCES
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