The use of technology at the Institute of Extra Mural Studies of the National University of Lesotho to transform teaching and learning
Despite the recognized need of provision of adequate and relevant technological support for distance learners, the Institute of Extra Mural Studies (IEMS) of the National University of Lesotho (NUL) faces an enormous challenge of inability to offer learners relevant and desirable technological support. IEMS is mandated to widen access to educational opportunities through distance education. Distance education (DE) is a mode of delivery used as an option to provide education to those learners who have not had an opportunity to enroll for full-time conventional education. This mode of learning separates learners from the teaching institution as well as deprives them of regular contact with their peers (KOUL & Bhatt 1989:12). Therefore, distance learning institution have an obligation of affording learners relevant support to assist them cope with challenges resulting from the mode of learning they have opted for. // An empirical investigation was conducted to identify the quality of technological support offered by the institute to enhance learning. Focus groups discussions were conducted with academic staff and learners. Findings from the study revealed that learners did not have any access to computers either at the main center or regional centers. Primarily, dissatisfaction was raised with regard to the institution failure to provide necessary technological support to learners. In addition participants also stated that IEMS did not equip them with technological skills to prepare them for the world of work. // Paper ID: 272
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