The NOUN is a legally approved provider of distance learning using a single mode platform, operating from the headquarters at Abuja and 103 study centres across the country. Many more communities and local government areas are constantly requesting for study centres, thereby making the number of study centres to be on increase at all times. To ensure effective student support services, the university established the Directorate of Learner Support Services (DLSS) on inception at the headquarters. According to the web pages of the DLSS, the business of learner support services (LSS) is to help learners maximise the gains and
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the purpose of their studentship in all ramifications. Accordingly, the goals of LSS are to:
Publicise and provide usable information about NOUN;
Facilitate student learning;
Provide tutoring and instructional facilitation for students willing to benefit from such;
Provide multi-media resources and facilities to support student learning;
Run workshops and conduct seminars on learning strategies and related issues;
Help all learners on issues pertaining to time management, study habits, self-understanding, etc, all geared towards learning without tears at the university;
Serve as the bridge between the university and all learners by providing advocacy services;
Provide personal psychological counselling and guidance in all required dimensions;
Provide vocational guidance and careers development counselling to all students;
Provide required support for students with challenges;
Help students develop side-line capacities needed and useful in enhancing their success at the university;
Help the general public understand better the concept, philosophy and practices of Open and Distance Learning, ODL; and
Help provide support for supporters across the university.
The DLSS has the vision to be seen and regarded as supportive people, providing support services, playing supportive roles, within supportive structures to help open and distance learners adjust to academic life in most painless manner to achieve their academic ambition within ODL environment; and the mission of providing a non-time bound academic and socio-psychological service to students and staff of the university as well as provide usable information to the entire public on the NOUN.
The DLSS is headed by a Director at the headquarters with six sub units which are:
Academic planning;
Vocational guidance and career development services;
Psycho-social counselling services;
Special populations;
Capacity and human development; and
Online support services.
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Similarly, the components of LSS at the headquarters of NOUN with their unique functions are:
Office of the Director;
Study Centre Managers’ affairs unit;
Student Counsellors’ affairs unit;
Tutorial Facilitators’ affairs unit;
Special Study Coordinating unit; and
General administration.
In order to achieve the goals of the DLSS, there is a synergy in the provision of administrative functions, distribution of study or course materials, academic functions, and social functions. The Directorate of Learning Content Management System (DLCMS) provides platforms for online facilitation of courses for students. Also, virtual meetings of staff via zoom are often handled by the DLCMS. The Directorate provides rich and interactive contents comprising text, graphics, audio animations, video, images and simulations in a bid to provide support services.
It is important to state that counselling is very central to the provision of learner support services to students of the National Open University of Nigeria (NOUN). In a study by Okafor, Onwuadi, Imo, Eneh, Okeke and Eseadi (2021) it was observed that counselling as a learner support service has significantly enhanced quality of learning at NOUN, South East Study Centres. The study recommended that adequate media facilities for counselling should be provided to ensure proper guidance of students. As a matter of fact, the counselling oriented goals of the Directorate of Learner Support Services of The National Open University of Nigeria are to facilitate students’ learning, run workshops and seminars on learning strategies and related issues; help students in time management, study habits, self-understanding, etc; and serve as bridge between the university and all learners (Ukwueze, 2013).
SELF-ASSESSMENT EXERCISE
i) I want you to enumerate the challenges to learner support services in some of the institutions you have studied above.
ii) What are the suggestions for surmounting the challenges which you have identified.
4.0 CONCLUSION
It is about time, according to Lentell and O’Rourke (2004) that developing countries should start researching other models and methods of providing student support in situations of large student numbers
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WHICH IS CHARACTERISED BY Open and Distance Learning institutions.
5.0 SUMMARY
Case study on how support services are carried out was discussed in this unit with aim of having an idea of practices beyond the shoulders so as to be able to improve on the way learners are provided support from other ODL institutions across the world.
6.0 TUTOR-MARKED ASSIGNMENT
i) Having studied the way support services are rendered in some selected distance learning institutions across the world, state in brief, the meaning of student support services from the experience you have gathered.
ii) Mention the specific lesson you learnt from the way support services are rendered by the Zimbabwe Open University.
Explain briefly how support services are rendered in three of the universities stated below:
- Open University of Sudan - University of South Africa - Open University of Tanzania - Open University of United kingdom - Open University of Sri lanka - Makerere University, Uganda
iii) Explain counselling services as the hub of leaners support services in Open and Distance Learning institutions.
7.0 REFERENCES/FURTHER READING
Chattopadhyay, S. (2014). Learner Support Services in Open and Distance Learning System: Case Study on IGNOU. Retrieved from https://www.researchgate.net/publication/336128443
Lephalala, M.M.K. & Makoe, M., (2007). Learners’ Voices: using the Socio-Cultural Framework to understand South African Distance Learners. A Paper Presented at the International Conference on Learning, Johannesburg, 26-29 June.