Application of Inclusive Student Services Process Model in the present study

model forms the ‘lenses’ through which I perceive the focus of my study and had influence on the study design and implementation. I considered the five phases of the model (learner intake, learner intervention, learner support, learner transition, and measurement of effectiveness) that influence learner support for distance education students. The study design focused on the components of the inclusive student services process model in influencing learner support management and delivery. I considered learner support as any assistance given to in-service teachers in terms of tangible and intangible resources to aid their learning (see section 3.3 above). My underlying assumption is that distance learning in-service teachers’ learner support depends much on the influence of the training institution and their workplaces. This does not rule out the possibility of having other ‘influencers’ of learner support beyond the training institutions and the schools of work. I represent this conceptual position as indicated in Figure 4.

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Figure 4: In-service teacher support pipeline: a conceptual model

From the conceptual framework, inclusive student support process correlates with the learner support by the university and workplace. This means that improved learner support from the university and schools implies a better inclusive student services process. Effective application of Inclusive student services process also reveals the ultimate result which is, improved learner support and learners’ satisfaction. However, learner support and satisfaction could also be influenced by factors outside (other ‘influencers’) the Inclusive student services process such as political climate and government policies (indicated by the dotted lines).

The choice of Inclusive student services process model relied on its relevance and strength to embrace learner support services for on-campus and off-campus students, which is a common practice in Ugandan universities. In applying this model, sensitivity to the prevailing institutional culture and the learners’ support needs (Fiege, 2010) was contextualised to Uganda. Where necessary, the weaknesses of the model are presented.

Other ‘influencers’ of learner support e.g. political stability and

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The Inclusive student services process model was preferred because it captures the definition of learner support adopted (see section 1.6). Additionally, considering the evolution and different generations of distance education (Anderson & Simpson, 2012, Taylor, 2001), this model can be applied in any generation of distance education (see section 3.2). This makes application of this model relevant to Uganda because of its inclusion of both on-line and off-line learner-support common in Ugandan universities.

Furthermore, the systematic and logical presentation of the learner support in phases, makes the inclusive student services model relevant to the Ugandan context. This is because the scope and quality of learner support can be analysed at each stage as the learner progresses on his/her academic journey. Although modifications were considered to include off-line learner support in the study context, the five main phases of the model were maintained. The model also informed the formulation of data collection instruments especially the questionnaire tool (appendix 3).

With reference to application of the learner intake phase of Floyd and Casey-Powell’s (2004) model, I based on studies from other developing institutions with similar distance education practices like South Africa (Makoe, 2012), Ghana (Tagoe & Abakah, 2014), Taiwan (Toa, 2008), and on distance education practices in Uganda (Bbuye, 2006). In the process, key preliminary support given to distance education in-service teachers were identified. The learner support services considered include; provision of information on admissions, registration process, orientation in distance education and frequently asked questions. There is also need for services of functional help desk for distance education, hotline phone number, fees clearance process and options, information on scholarships and financial aid; and accessibility to an up-dated student handbook.

In several universities in Uganda, most of these learner support services are found on the respective university website. Hardcopies of such materials are also provided (Basaza et al., 2010) to support many distance education students especially teachers working in remote areas without ready access to the internet in their work stations. Although Floyd and Casey-Powell (2004) argue for a differentiation between services for on-campus and those of distance education learners, this is not yet a common practice in Uganda. This is because distance education is mainly blended having some activities completed by the students at a distance and others at the main university campus or study centres during face-to-face sessions. Blended

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model of distance education apply to in-service teachers in Uganda because they benefit from support intended for on-campus students.

Based on the learner intervention phase of the model (Floyd & Casey-Powell, 2004), and studies from developing countries (Makoe, 2012) on learner support; those relevant to the Ugandan context were identified. The support activities adopted in the study context include;

organising beginners’ workshop, setting up functional help desk, and providing training in technology use. The other aspects include use of group email to circulate information, library use and information search orientation, ensuring timely communication, giving counselling and guidance services, having accessible study centres, and availing suggestion box for students. Exposing distance learners to modern technology use especially computers helps those who can access computers and the internet to search for study materials and develop a sense of independent learning to complete the course assignments. Likewise, exposure to library use and information search enhances independent learning among distance learners (Floyd & Casey-Powell, 2004). The challenge however, is the lack of computers and long distances that distance learners have to move to access study centres and use the institutional facilities in Uganda hence, limiting their ability to develop and become independent learners.

Relating to the Learner Support Phase of the model (Floyd & Casey-Powell, 2004), the key learner support services identified in the case study context include; academic support and access to instructors, organisation of face-to-face workshops for instructional support, provision of quality modules, timely distribution of modules and coursework, and services to students with special learning needs. Support to enable learners to interact, giving students study guides and test/examinations taking tips, preparing students’ survival success course (considering what they need to know and do to remain focused and succeed in their studies), providing computers with internet connection, access to library materials, enriching subject content and teaching methods, providing field support, and effective school practice supervision were included. Though universities are taking initiatives to improve on-line support to the students in Uganda, many support services are still provided off-line. It could be necessary to improve on the quality of the off-line learner support services to enhance chances of providing quality services when such services are put on-line. This is in line with what Duchastel (1997) termed as, “shoeing old models onto the web” (p222). He further advocates for the use Web technologies to enhance collaborative learning, increased use of library facilities and for the betterment of instruction in distance education. The idea is that use of instructional technologies breaks the professor/lecturer-centred university instruction.

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Similarly, in their study (Claus & Dooley, 2005), posit that there is need to review traditional off-line teaching methods if they are to remain relevant and cope with the increasing use of technological methods in distance education instruction. However, Moore (2003) raises the notion of the widening gap between students and their tutors where technologies substitute the lecturer. Rather than the physical separation, the use of modern technologies in distance education is believed to empower both teachers and learners due to improved communication and interaction, provides different modes of instruction and transforms the teaching-learning process (Valk, Rashid & Elder, 2010). Floyd and Casey-Powell’s (2004) model though relevant to both on-line and off-line distance education, it underscores the role of modern technologies in enhancing quality of distance education; but cautions on the need for proper planning and use of technologies in order not to distract learner support management and delivery.

Following the learner transition phase of the model (Floyd & Casey-Powell, 2004), and studies like (Tagoe & Abakah, 2014) in Ghana with similar distance learning practices like Uganda, the following key learner support services were captured; provision of career development and counselling services, instilling tips to write professional resumes, use of social media to enhance interactions, and having special sessions for time management skills enhancement. In Uganda, most of this support services are still provided off-line but need strengthening as more emphasis apparently is put on imparting course content.

In line with the measurement of effectiveness phase (Floyd & Casey-Powell, 2004), the key support services identified in the study context include; conducting course evaluations, finding out whether instructors give comments on coursework, provisions of timely feedback on coursework and exams, provision of information on alumni services and counselling students on further study after graduating. All those attributes of the model guided the content of data collection instruments (appendices 3, 4 and 5).

However, the cyclic nature of the model (Figure 3) would give an impression that learner support is a continuous process, but this is not illuminated in the model. Though a useful theoretical framework for explaining the process of learner support, the inclusive student services process model was based on institutional working environment in the USA. Indeed examples of institutions identified by Floyd and Casey-Powel (2004) where the model had been applied include; Colorado Community College, Pitt Community College, Houston Community College, Rio Salado College, Brevard Community College, Bunker Hill Community College, Portland Community College, Bellevue Community College, Community College of Batimore,

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all of which are found in different states of the USA. However, it can be argued that by the time of their writing in 2004, not many studies had applied the model outside the USA.

Furthermore, the application of the inclusive student services process model has been extended to several studies in the developed countries (Dare, Zapata, & Thomas, 2005; Russo-Gleicher, 2013; Profeta, 2007; Tuquero, 2011), and in developing countries (Makoe, 2012; Tagoe &

Abakah, 2014; Tao, 2007). Those examples of studies from other developing countries gave me the impetus to apply the model in Uganda.