Presently all over the world, there is a great concern among teachers, parents, organisations, community leaders and higher education lecturers about the problems that beset teaching and learning particularly in the teaching programmes, for example, for under-qualified teachers studying at a distance. Most distance education (DE) programmes are concerned with education of adults and it seems fairly obvious that the research plans should be informed by the theories and research about learning in higher education institutions. In terms of teacher education, such studies could, inter alia, focus on teacher development, curriculum planning, learner support programmes, communication and evaluation of DE. DE itself refers to a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to learners who are not physically present in a traditional educational setting such as a classroom. Distance learning is becoming an increasingly popular way of studying, and most universities now provide courses using this mode of teaching and learning. Today’s learners, though, are demanding high quality, consumer-focused and flexible courses and learning resources, and active learner support. This means that providers of DE need to reconsider key issues about learner support systems, to ensure that this is delivered appropriately and effectively. This study focuses on learner support in DE education for under-qualified teachers. The concept, learner support, can be traced far back to Vygotsky’s concept of the zone of proximal development, which refers to a learners’ optimal developmental potential if assistance that is timely and appropriate is provided by another person (Vygotsky, 1978). The appeal of the concept of the zone of proximal development lies in the fact that it directs attention to the need for maximum support in the learning process, and does so in a way that emphasises that good teaching is necessarily responsive to the state of understanding achieved by particular learners. Learner support systems may include the resources that the learner can access in order to engage in the learning process, for example, libraries or the resources that relate to the mediation of the communication process such as the media or technology. This study acknowledges that there are different kinds of learner support structures, but argues that there are critical or main components of support services which are registration support, learner support services, contact sessions, technological support and feedback strategies. Therefore, this study focuses on the role played by these five learner support structures as used in the programmes of DE under-qualified teachers at The University of South Africa (UNISA). Supported by empirical data, this study seeks to argue that instructional designers and tutors in the programmes of under-qualified teachers studying through DE need to ensure quality learning support as learning environments are increasingly designed according to the principles of resource-based and independent learning. In a sustainable learning environment, support must be designed according to principles that ensure that learners progress from teacher-directed activity to self-regulated activity. The challenge to deliver a high-quality learner support system, and for tutors and administrators to assume a central educational role in developing effective distance learning environments, the need for teaching and research is increasingly emphasised in research literature. Finally, it is hoped that this piece of work will help to promote more discussion and debate about the use of learner support programmes in DE institutions in particular, and in teaching and learning in general. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Presently all over the world, there is a great concern among teachers, parents, organisations, community leaders and higher education lecturers about the problems that beset teaching and learning particularly in the teaching programmes, for example, for under-qualified teachers studying at a distance. Most distance education (DE) programmes are concerned with education of adults and it seems fairly obvious that the research plans should be informed by the theories and research about learning in higher education institutions. In terms of teacher education, such studies could, inter alia, focus on teacher development, curriculum planning, learner support programmes, communication and evaluation of DE. DE itself refers to a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to learners who are not physically present in a traditional educational setting such as a classroom. Distance learning is becoming an increasingly popular way of studying, and most universities now provide courses using this mode of teaching and learning. Today’s learners, though, are demanding high quality, consumer-focused and flexible courses and learning resources, and active learner support. This means that providers of DE need to reconsider key issues about learner support systems, to ensure that this is delivered appropriately and effectively. This study focuses on learner support in DE education for under-qualified teachers. The concept, learner support, can be traced far back to Vygotsky’s concept of the zone of proximal development, which refers to a learners’ optimal developmental potential if assistance that is timely and appropriate is provided by another person (Vygotsky, 1978). The appeal of the concept of the zone of proximal development lies in the fact that it directs attention to the need for maximum support in the learning process, and does so in a way that emphasises that good teaching is necessarily responsive to the state of understanding achieved by particular learners. Learner support systems may include the resources that the learner can access in order to engage in the learning process, for example, libraries or the resources that relate to the mediation of the communication process such as the media or technology. This study acknowledges that there are different kinds of learner support structures, but argues that there are critical or main components of support services which are registration support, learner support services, contact sessions, technological support and feedback strategies. Therefore, this study focuses on the role played by these five learner support structures as used in the programmes of DE under-qualified teachers at The University of South Africa (UNISA). Supported by empirical data, this study seeks to argue that instructional designers and tutors in the programmes of under-qualified teachers studying through DE need to ensure quality learning support as learning environments are increasingly designed according to the principles of resource-based and independent learning. In a sustainable learning environment, support must be designed according to principles that ensure that learners progress from teacher-directed activity to self-regulated activity. The challenge to deliver a high-quality learner support system, and for tutors and administrators to assume a central educational role in developing effective distance learning environments, the need for teaching and research is increasingly emphasised in research literature. Finally, it is hoped that this piece of work will help to promote more discussion and debate about the use of learner support programmes in DE institutions in particular, and in teaching and learning in general. / Curriculum and Instructional Studies / D. Ed. (Didactics)