Distance Learning Models and Their Effusiveness in Cameroon Higher Education

Abstract

This study investigated the distribution and effectiveness of distance learning models in selected higher education institutions in Cameroon. The specific objectives of the study were: (1) to identify the distance learning models currently in use in higher education worldwide, (2) to identify and describe the models currently used in selected Cameroon higher education institutions, and (3) to assess the effectiveness with which each institution applies its distance learning model. The design of the study was a survey, based on the cross-section survey. The participants in this study were made up of 97 respondents from Distance Learning (DL) programmes in the universities of Buea, Douala, Dschang and Yaounde I. Data were collected from literature and a close ended questionnaire, designed using the Likert method. Content analysis was carried out through literature review. The design facilitated a comparison of indicators among the distance learning programmes of the four institutions concerned. The quantitative data were subjected to descriptive and inferential statistical analysis using the Statistical Package for the Social Sciences (SPSS) Version 17.0 (SPSS Inc. 2008). Descriptive statistics were used to present the distribution of subjects between and within subsets using frequencies, proportions, cross tabulations and Multiple Responses Analysis. The results of the study indicate that in general terms, higher education institutions worldwide use at least seven models in distance learning programmes. Cameroon higher education institutions on their part are using mainly the Multi-media, and the Telelearning models of distance learning. In relation to effectiveness, all the distance learning programmes are reported to be satisfactorily providing students with pre-registration information, information relating to the content of courses, and motivational strategies that reduce the student dropout rate. However, students in all the distance learning programmes reported dissatisfaction with interaction.