Tutoring Deeply Marginalised Distance Learners: Challenges and Achievements

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Date
2008
Authors
Gatsha, Godson
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Commonwealth of Learning (COL)
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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
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Subject
Distance Education, Learner Support, Secondary Education, Rural Communities
Country
Botswana
Region
Africa
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