Forthcoming

Student Teachers' Perspectives on Academic Support Services in Open and Distance Learning

Authors

  • F.M.Nawastheen Professor, Department of Secondary & Tertiary Education, Faculty of Education, The Open University of Sri Lanka Author
  • Ms. K.S.P. Sisindra Lecturer, Department of Secondary & Tertiary Education, The Open University of Sri Lanka, Nawala, Nugegoda, Sri Lanka Author
  • Ms. N.G.L.S.J. Liyanage Lecturer, Department of Secondary & Tertiary Education, The Open University of Sri Lanka, Nawala, Nugegoda, Sri Lanka Author
  • Ms. W.M.A.P.S.Fernando Lecturer, Department of Secondary & Tertiary Education, The Open University of Sri Lanka, Nawala, Nugegoda, Sri Lanka Author
  • Mr.R.S. Dilakshan Lecturer, Department of Secondary & Tertiary Education, The Open University of Sri Lanka, Nawala, Nugegoda, Sri Lanka Author

DOI:

https://doi.org/10.70148/v3i1.2

Keywords:

Academic support services, Learner engagement, Open and Distance Learning, Open University of Sri Lanka, Student perceptions, Teacher education

Abstract

Academic support services are crucial for student success in open and distance learning (ODL), particularly in teacher education where learners balance multiple responsibilities. This study examined student teachers' perspectives on academic support within the Bachelor of Education (B.Ed.) and Postgraduate Diploma in Education (PGDE) programmes at the Open University of Sri Lanka. Grounded in Tait's (2000) tripartite framework and Keller's (1987, 2009) ARCS Model, it assessed support effectiveness and identified enhancement areas. A survey was administered to 474 student teachers examining six dimensions: academic counselling, interactive learning sessions, assessment feedback, self-learning materials, mentoring during teaching practice, and online learning support. Descriptive statistics and inferential analyses (t-tests and ANOVA) examined perceptions and variations across gender, programme type, and study centres. Findings revealed generally positive perceptions, with mentoring and teaching practice receiving highest satisfaction (M = 3.77, SD = 0.65), followed by interactive learning sessions (M = 3.73, SD = 0.65). Notable gaps emerged in self-learning materials (M = 3.43, SD = 0.73), online learning support (M = 3.45, SD = 0.73), and assessment feedback (M = 3.46, SD = 0.65). Gender analysis showed significant differences only in assignment feedback perceptions, with males reporting higher satisfaction (p = .007). No significant differences existed between B.Ed. and PGDE students, suggesting equitable programme support. However, significant variations across study centres were identified for all dimensions (p < .05), highlighting service quality disparities. Recommendations include enhancing counselling accessibility, standardizing mentoring structures, improving self-learning materials, and strengthening online infrastructure for equitable support in teacher education programmes.

Author Biographies

  • F.M.Nawastheen, Professor, Department of Secondary & Tertiary Education, Faculty of Education, The Open University of Sri Lanka

    F.M. Nawastheen commenced his academic career in 2006 as a Lecturer in the Department of Secondary and Tertiary Education at the Open University of Sri Lanka, where he currently serves as Professor and Head of the Department

  • Ms. K.S.P. Sisindra, Lecturer, Department of Secondary & Tertiary Education, The Open University of Sri Lanka, Nawala, Nugegoda, Sri Lanka

    K.S.P. Sisindra is a Lecturer (Probationary) in Secondary and Tertiary Education at the Department of Secondary and Tertiary Education, Faculty of Education, The Open University of Sri Lanka. She holds a Bachelor’s Degree(Honors) in Education with First Class from the University of Colombo. 

  • Ms. N.G.L.S.J. Liyanage, Lecturer, Department of Secondary & Tertiary Education, The Open University of Sri Lanka, Nawala, Nugegoda, Sri Lanka

    N.G.L.S.J. Liyanage is currently serving as a Probationary Lecturer in the Department of Secondary and Tertiary Education. She brings with her over seven years of experience as a government school teacher, where she gained extensive practical knowledge in teaching and educational practices at the school level. 

  • Ms. W.M.A.P.S.Fernando, Lecturer, Department of Secondary & Tertiary Education, The Open University of Sri Lanka, Nawala, Nugegoda, Sri Lanka

    Ms. W. M. Ann Purnima Sandamini Fernando began her teaching career at Bishop Edmund Peiris College in Chilaw. In 2021, she joined the Open University of Sri Lanka (OUSL) as a Temporary Lecturer in the Department of Secondary and Tertiary Education, Faculty of Education. Her commitment to academic excellence and passion for teaching led to her appointment as a Probationary Lecturer in 2022. 

  • Mr.R.S. Dilakshan, Lecturer, Department of Secondary & Tertiary Education, The Open University of Sri Lanka, Nawala, Nugegoda, Sri Lanka

    Mr. R.S. Dilakshan is a Lecturer (Probationary) in Secondary and Tertiary Education at the Department of Secondary and Tertiary Education, Faculty of Education, The Open University of Sri Lanka. He holds a Bachelor’s Degree(Honors) in Education  from the University of Peradeniya. 

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Published

28-11-2025

Issue

Vol. 3 No. 1 (2026): Online First (Early Access)

Section

Articles

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Copyright (c) 2025 F.M.Nawastheen, Ms. K.S.P. Sisindra, Ms. N.G.L.S.J. Liyanage, Ms. W.M.A.P.S.Fernando, Mr.R.S. Dilakshan (Author)

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Fareed Mohamed, N., K.S., P. S., N.G.L.S.J. , L., Fernando, A. P. S., & R.S., D. (2025). Student Teachers’ Perspectives on Academic Support Services in Open and Distance Learning. Journal of Research, Innovation, and Strategies for Education (RISE), 3(1), 20-39. https://doi.org/10.70148/v3i1.2