The effectiveness and efficiency of student support services in open distance learning institutions in Africa: a desktop review
Shabani, Dr Omari; Maboe, Kefiloe
Today, most higher education (HE) institutions throughout the world are shifting towards an Open Distance Learning (ODL) system. The emergence of the Covid-19 pandemic has also prompted conventional institutions to move towards this system. This shift requires a greater investment in student support services, especially if the institution strives to attract new students, retain current ones, improve their overall performance, increase students’ progression rates and employability. A desktop review was conducted to ascertain the effectiveness and efficiency of these services and establish any possible direct or indirect association with students’ academic achievements. Studies conducted between 1990 and 2020 were examined using Google and Google Scholar, Scopus, EBSCOhost, ProQuest, Science Direct, Sabinet and the National Research Foundation. The review
revealed that student support services’ effectiveness and efficiency in ODL institutions in Africa are measured by the success, failure, dropout and attrition rates at these institutions. The effectiveness and efficiency of these services cannot be measured in isolation, but in terms of the philosophical and educational perspectives underpinning the education system. Moreover, dropout rates should be viewed in light of economic and educational landscapes. There is a dearth of literature supporting a direct association between the effectiveness and efficiency of student support services and students’ academic outcomes. The researchers recommend that empirical
studies be conducted to provide more evidence-based information instead of speculation in the absence of empirical facts. Student support services’ effectiveness and efficiency need to be planned and implemented at the level of pedagogy and practice, while policy could offer an environment for planning.
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