Part 1

Perspectives on Learner Support

 Aim of the Study 

The aim of the study is to encourage good learner support practices. We hope to contribute to this goal by:

	highlighting models of learner support that illuminate good practice
	identifying lessons of experience based on the research findings
	stimulating debate between SAIDE and other institutions / organizations about learner support.

The research undertaken for this study has mainly been empirical, and is informed by a literature review. The research presented here is qualitative in nature and case study based in order to provide rich descriptions of learner support activities. We believe that through these detailed descriptions of learner support we have uncovered a range of innovative strategies and variations in support that respond to learners’ different biographies, learning styles, prior knowledge, social motivation and other factors (Cole & Coats, 1988). 

These descriptions offer valuable lessons and can lay a sound foundation for scenario planning of learner support across institutions and programmes. They provide ideas and guidelines for those who are in the early stages of setting up learning support arrangements in their own institutions. However, they can also offer experienced practitioners ideas for refinement and improvement as a result of reflecting on the practice of others (Dolan & Castley, 1998). 

In many ways this study responds to two earlier publications and represents the continuation of an ongoing dialogue on learner support. In 1993, The Commonwealth of Learning published a series of case studies which offered insight into learner support services within institutions in southern Asia (Sweet, 1993) and in 1998, the University of South Africa (UNISA) published a series of case studies which offered insight into the forms of learner support offered by member states of the Distance Education Association of Southern Africa (Nonyongo & Ngengebule, 1998). This study attempts to continue the debate at the level of individual South African ODL programmes.

The guiding principle in the research that underpins this study has been to try to draw out useful lessons of experience from actual South African practice.