| Abstract: | Evidently, the implementation of a DL system does not ensure a high-quality education. Lack of sufficient time, difficulty of course materials and the absence of adequate learner support as the major perceived problems that caused the withdrawal of students from distance teacher-training programs. The purpose of this study is to explore the dynamics and challenges of distance education at Private Higher Institutions in South Ethiopia. For the given study, a representative sample of tutors and academic program leaders was selected using probability sampling techniques
(simple random and stratified sampling techniques were used). The researcher finally decided 40 tutors, and 10 program leaders/coordinators and 6 distance learners as FGD as the total elements of the sample. For the specific kind of investigation, only questionnaires (for tutors) and interview (for program leaders) were used. The finding revealed that, the number of learners in a class during tutorial programs is not to the standard, the tutors’ are responsible for one to two courses at a time and the remainder for more than two courses, assignments were too difficult for the ability of
the students on the courses some learners do not receive modules before tutorial sessions and, consequently, some were forced to share modules on certain courses, modules were not given long enough in advance of the actual tutorial sessions less commitment of stakeholders to realize the DL program. The researcher recommended that, Intensification distance education units at the institution and ensuring that students have a suitable educational background when they join to specific program would make distance education more effective. In addition to this, it is good to try to make the system more flexible and use different information and communication technologies to support distance education like e-library. |
