This study investigated distance learning pedagogy and its effects on learners’ motivation in distance education (DE) in the University of Buea. The specific objectives of the study were to: (1) explore how face-to-face tutorials influence learners’ motivation in distance learning, (2) find out how independent learning influence learners’ motivation in distance learning, (3) examine how group learning influence learners’ motivation in distance learning and (4) examine how instructional materials influence learners’ motivation in distance learning. The study employed the case study survey research design to answer these research questions. The target population of the study was 128 students. The accessible population was made up of all the 62 distance learners (both current and former) resident in Buea. The sample of the study consisted of 15 students (ten current students and five former distance learners), selected using both the purposive and convenient sampling techniques. Data were collected using both interview schedule and focus group discussion schedule and the validity and reliability of the instrument was established using a system called trustworthiness. Data collected from the field were analysed using the process of thematic analysis whereby concepts or ideas were grouped under umbrella terms or key words. The results of the study indicated that, face-to-face tutorials, independent learning, group learning and instructional materials have positive influences on learners’ motivation in distance learning. From the results obtained, the researcher recommended amongst other recommendations that both synchronous and asynchronous methods of learning should be adopted in distance learning; independent learning should be giving a proper place in distance education in the University of Buea; the coordinator of distance learning in the University of Buea should ensure that distance education tutors should modify their learning environment from large classes to embrace more group learning approaches; and that the Faculty of Education in the University of Buea should ensure that distance learning continue to employ the use of essential instructional materials for their teaching learning interaction alongside other synchronous and asynchronous learning media.
Distance Education, Distance Learning Pedagogy, Learners’ Motivation, Face-to-Face Tutorials, Independent Learning, Group Learning and Instructional Materials
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