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Tutoring Deeply Marginalised Distance Learners: Challenges and Achievements
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Abstract
PCF5: Cross-Cutting Theme // This article is based on a qualitative study that focused
on the experiences of 4 Tutors who provided learning
support in the form of f2f tutoring and assignment
feedback to distance learners from the San communities
who were studying secondary school level courses whilst
in very remote settlements in the western part of
Botswana between 2003 and 2007. It is a case study in
which two sites are used. The experiences of tutors were
captured using various tools of which the journals and
one to one interviews were the main sources of data
collection. The 4 tutors were the only tutors at the time
who were engaged in tutoring the four courses, English,
Maths, Setswana, Human and Social Biology. The
findings of the study indicate that whilst challenges
existed, the tutors managed to navigate their ways and
achieved remarkable success in retaining learners and
ensuring that they completed their courses. Factors that
contributed to the success are outlined and evidence of
academic achievement is provided. Lessons for servicing
deeply marginalised distance learners are also drawn
from the study. // Paper ID 437
Country
Botswana
Region
Africa
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Date
2008
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Commonwealth of Learning (COL)