| 摘要 | 第1-12页 |
| Abstract | 第12-14页 |
| Dedication | 第14-15页 |
| Acknowledgements | 第15-16页 |
| CHAPTER 1 INTRODUCTION | 第16-28页 |
| ·INTRODUCTION | 第16页 |
| ·BACKGROUND INFORMATION TO THE STUDY | 第16-19页 |
| ·Organization of Education during the Colonial Era | 第16-17页 |
| ·Organization of Education during the Post-independence Era (1964 to Present) | 第17-19页 |
| ·RESEARCHER'S EXPERIENCE IN DISTANCE EDUCATION | 第19-20页 |
| ·STATEMENT OF THE PROBLEM | 第20-22页 |
| ·PURPOSE OF THE STUDY | 第22-23页 |
| ·RESEARCH QUESTIONS | 第23页 |
| ·SIGNIFICANCE OF THE STUDY | 第23-24页 |
| ·LIMITATIONS OF THE STUDY | 第24页 |
| ·ASSUMPTIONS | 第24-25页 |
| ·DEFINITION OF TERMS | 第25-26页 |
| ·Learner Support | 第25页 |
| ·Hybrid Mode of Distance Learning | 第25页 |
| ·Study Circles | 第25页 |
| ·Teacher-learners (TLs) | 第25-26页 |
| ·Facilitators | 第26页 |
| ·Field Supervisors | 第26页 |
| ·Module | 第26页 |
| ·Teacher Helpers | 第26页 |
| ·Tutor Markers | 第26页 |
| ·SUMMARY | 第26-27页 |
| ·ORGANIZATION OF THE REMAINDER OF THE STUDY | 第27-28页 |
| CHAPTER 2 LITERATURE REVIEW | 第28-58页 |
| ·INTRODUCTION | 第28页 |
| ·TEACHER EDUCATION AND DISTANCE EDUCATION | 第28-36页 |
| ·Use of Distance Education in Teacher Preparation | 第28-31页 |
| ·Teacher Education in Malawi | 第31-32页 |
| ·Historical Perspective of Distance Education and Teacher Training through Distance Education in Malawi | 第32-36页 |
| ·LEARNER SUPPORT IN DISTANCE EDUCATION | 第36-43页 |
| ·Conceptualization of Learner Support | 第36-38页 |
| ·Elements of Learner Support | 第38-40页 |
| ·Models of Learner Support | 第40-43页 |
| ·CHALLENGES IN DISTANCE EDUCATION IN DEVELOPING COUNTRIES | 第43-52页 |
| ·Organizational Barriers | 第43-46页 |
| ·Faculty Barriers | 第46-48页 |
| ·Learner Barriers | 第48-52页 |
| ·Theoretical Framework | 第52-56页 |
| ·The Social Development Theory | 第52-55页 |
| ·Application of the Social Development Theory to DCE's Learner Support Model | 第55-56页 |
| ·SUMMARY | 第56-58页 |
| CHAPTER 3 RESEARCH METHODOLOGY | 第58-74页 |
| ·INTRODUCTION | 第58页 |
| ·CONTEXE FOR THE STUDY | 第58-60页 |
| ·RESEARCH DESIGN | 第60-61页 |
| ·SOURCES OF DATA AND SAMPLING PROCEDURES | 第61-67页 |
| ·Quantitative Method | 第61-62页 |
| ·Qualitative Method | 第62-67页 |
| ·DATA COLLECTION | 第67-71页 |
| ·Arrangements for data collection | 第67-68页 |
| ·Data Collection Procedures | 第68-71页 |
| ·DATA MANAGEMENT AND ANALYSIS PROCEDURES | 第71-72页 |
| ·RESEARCH CREDIBILITY | 第72-73页 |
| ·ETHICAL ISSUES | 第73页 |
| ·SUMMARY | 第73-74页 |
| CHAPTER 4 FINDINGS OF THE STUDY | 第74-134页 |
| ·INTRODUCTION | 第74页 |
| ·DEMOGRAPHIC DATA OF SURVEY RESPONDENTS | 第74-80页 |
| ·Teacher-learners'(TLs') Surveys | 第74-78页 |
| ·Facilitators' Survey | 第78-80页 |
| ·EXETNT TO WHICH ACADEMIC SUPPORT SERVICES AT DCE DEVELOP TEACHER-LEARNERS' SKILLS FOR INDEPENDENT STUDY | 第80-102页 |
| ·Extent to which Module Facilitation Develops Teacher-learners' Skills for Independent Study | 第80-94页 |
| ·Extent to which Assignment Feedback Guides Teacher-learners in their Studies | 第94-102页 |
| ·IMPACT OF LIBRARY SUPPORT SERVICES AT DCE AND OUTSIDE DCE ON TEACHER-LEARNERS' STUDIES | 第102-111页 |
| ·Impact of Library Support Services at DCE | 第103-107页 |
| ·Impact of Library Support Services outside DCE | 第107-111页 |
| ·ROLE OF COUNSELING SUPPORT SERVICES IN HELPING TEACHER-LEARNERS TO COPE WITH THEIR STUDIES | 第111-116页 |
| ·Satisfaction with Counseling from CDCE Administrators | 第111-112页 |
| ·Counseling from Academic Advisors | 第112-115页 |
| ·Counseling from Field Supervisors | 第115-116页 |
| ·CONTRIBUTION OF ADMINISTRATIVE SUPPORT SERVICES FROM DCE AND LOCAL SCHOOLS TO TEACHER-LEARNERS' SUCCESS IN THEIR STUDIES | 第116-127页 |
| ·Contribution of Administrative Support Services from DCE | 第117-124页 |
| ·Contribution of Administrative Support Services from Local Schools | 第124-127页 |
| ·IMPACT OF PROFESSIONAL SUPPORT SERVICES FROM FIELD SUPERVISORS ON TEACHER-LEARNERS CLASSROOM PRACTICE | 第127-131页 |
| ·Mixed Reactions on Frequency of Classroom Observations | 第127-129页 |
| ·Contentment with Field Supervisors' Comments on Observed Lessons | 第129-131页 |
| ·Infrequent Review of Teacher-learner Portfolios | 第131页 |
| ·SUMMARY | 第131-134页 |
| CHAPTER 5 DISCUSSION OF FINDINGS, RECOMMENDATIONS #119AND IMPLICATIONS FOR FURTHER RESEARCH | 第134-152页 |
| ·INTRODUCTION | 第134页 |
| ·DISCUSSION OF THE FINDINGS | 第134-146页 |
| ·Extent to which Academic Support Services Develop Teacher-learners' Skillsfor Independent Study | 第135-140页 |
| ·Impact of Library Support Services at DCE and outside DCE on Teacher-learners Studies | 第140-142页 |
| ·Role of Counseling Support Services in helping Teacher-learners to cope with their Studies | 第142-143页 |
| ·Contribution of Administrative Support Services from DCE and Local Schools to Teacher-learners' Success in their Studies | 第143-145页 |
| ·Impact of Professional Support Services from Field Supervisors on Improving Teacher-learners' Classroom Practice | 第145-146页 |
| ·RECOMMENDATIONS FOR THE IMPROVEMENT OF LEARNER SUPPORT SERVICES AT DCE | 第146-150页 |
| ·Recommendations for Domasi College of Education | 第147-150页 |
| ·Recommendations for the Ministry of Education, Science and Technology (MoEST) | 第150页 |
| ·IMPLICATIONS FOR FURTHER RESEARCH | 第150-151页 |
| ·SUMMARY | 第151-152页 |
| References | 第152-166页 |
| Appendices | 第166-206页 |
