Authors: Justine G. Mbwambo (Institute of Adult Education, Tanzania) and Subiri Katete (Institute of Adult Education, Tanzania)
Abstract: This study sought to explore learners’ perspectives on support services in distance learning at the Institute of Adult Education in Tanzania. The study used the explanatory sequential mixed method design to capture respondents’ perspectives on quality of learner support services provided at the Institute. The target population was 350 distance learning diploma students. A sample of 83 students was drawn from the population through simple random sampling. The study employed a closed-ended questionnaire and an open-ended interview in data collection. Quantitative data was analysed through the thematic approach while quantitative data was analysed through descriptive statistics. The analysis led to the conclusion that learner support services existed but were inadequately provided. Most of the students were not satisfied with how face to face sessions were conducted. While the majority of respondents were satisfied with information about choosing courses of study, the majority were not satisfied with stress management services. The study recommends that the institute should develop strategies to ensure provision of quality student support services in terms of academic matters, guidance and counselling and stress management. Furthermore, students should be encouraged to report challenges experienced and propose the best way to improve the situations.