Building the Learner profile of an ODL student
Based on the foregoing, Croft (1991) outlines some of the considerations about the ODL learner that could inform the learner support services an institution may provide.
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Demographic factors |
Motivation |
Learning factors |
Subject background |
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•How many learners are you likely to have? •What ages are they? Are they children? Adults? •Are your learners men? Women? •What is their family status? How many children do they have? •What is their geographic location (for example, rural, or urban)? •What is their previous education? •What language or languages do they read and speak? Do they hold jobs?
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•Why are they learning? •How might your program relate to their lives or work? •What do they want from the program? • What are their hopes and fears?
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• What are their beliefs about learning? • What learning styles do they prefer? • What learning skills do they have (for example, reading ability)? • What experience do they have of open and distance learning?
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• How do they feel about the subject of the program? • What knowledge and skills do they already have in that subject? • What misconceptions or inappropriate habits do they have? • What personal interests and experiences might they have that are relevant?
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In addition to the 4 categories above, there are two others i.e.
1. Resource needs factors
- Where, when, and how will they be learning?
- Who will be paying their fees or expenses?
- How much time will they have available for study?
- What access will they have to facilities such as study centers?
- What access will they have to the equipment and media required for the course?
- What access will they have to human support from tutors, mentors, colleagues, and other learners?
2. Special needs of distance learners
Distance learners have special needs, which include:
- Information to help learners relate to the institution and understand its system;
- Contact tutors to help maintain motivation and overcome learning problems;
- Institutional identity, which is some means of helping learners identify with a remote institution and to feel that they are part of a body of learners rather than studying in isolation; and
- Advice on how to study; as well as that provided within the course itself, learners often need additional support to guide good study techniques.
Summary:
We have looked into the unique characteristics of the open and distance learner that go towards building the profile of the learner. This profile will impact the nature of support needed to help achieve instructional objectives and the success of open and distance learning.
Reference:
Learner support | OER Africa pg 1-4
- Croft, M. (1991). Student Support Services: An Overview, in the Report of Round Table on Student Support Services, Vancouver, Commonwealth of Learning, April 29-May 3, p.3-30.