Students' Access, Use and Perceptions of Learner Support Services Provided in a Higher Education Blended Learning Environment: An Exploratory Case Study

Abstract

Based on revelations in the literature that effective learner support services contribute in improving student achievement whilst reducing dropout rates, particularly in online distance learning courses, and also a discovery that the research literature largely ignore the question of learner support services to blended learners, this study explored students' access, use and perceptions of learner support services offered to blended learners at a higher education institution in Ghana. The objective was to help improve such services, and also contribute towards the evolution of best-practice strategies for providing timely and efficient learner support services in the blended learning environment, particularly under developing world conditions. 254 students participated in the study by responding to an online questionnaire. Data were analysed using simple descriptive statistics Findings reveal that students did not regularly patronize the services on offer, and those who did, hold the perceptions that such services only averagely addressed their needs, hence they felt moderately satisfied with the channels available for accessing and receiving learner support services at the institution. The implications of these findings are discussed.