The Gap between Student Perceptions and Expectations of Quality Support Services at the University of South Africa

Autor/inn/en	Makoe, Mpine; Nsamba, Asteria
Titel	The Gap between Student Perceptions and Expectations of Quality Support Services at the University of South Africa
Quelle	In: American Journal of Distance Education, 33 (2019) 2, S.132-141 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2019.1583028
Schlagwörter	Foreign Countries; College Students; Student Attitudes; Expectation; Distance Education; Educational Technology; Technology Uses in Education; Student School Relationship; Academic Support Services; Delivery Systems; South Africa + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Schülerverhalten; Expectancy; Erwartung; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schüler-Lehrer-Beziehung; Auslieferung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Assessing service quality gaps in Open Distance Learning (ODL) universities is essential to promote quality and develop programmes to manage deficiencies. The purpose of this study was to compare students' expectations and perceptions of student support services, to determine service quality gaps. Data were collected from a sample of ODL students using a modified SERVQUAL questionnaire consisting of four quality dimensions: Tangibles, Reliability, Delivery, and Assurance. Descriptive and inferential statistical analyses were used to analyze the data. The results showed that students' expectations were higher than their perceptions in three service quality dimensions with the tangibles dimension having the largest gaps. Students' expectations were not met in Tangibles, Reliability, and Delivery dimensions. Assurance was the only dimension rated highest for perceived service. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01