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Globally, ODL institutions experience mismatch between scalability of numbers and scalability ofsuccess rates. This study explored the scalability of success rates in open, distance e-learning asperceived by the learners within the Chain of Response Model. The primary aim of the study was tolook at online learners' success rate by focusing on two institutional factors drawn from the Model,namely: the learner's study modules related challenges and support services. The results of an onlinesurvey of 180 undergraduate and postgraduate online learners of Egerton University, Kenya,showed: (a) the response rate of 16%; (b) a mixture of hardware, software and personal factorswere identified as pre-requisites for e-learning success: (c) a number of mathematically-basedmodules were identified as risks to success in online studies; and (d) while the learners saw thelearner support services as important they were less satisfied with their provision. The present studypoints to two broad areas that require further studies. First, qualitative look into specific challengesthat learners face with respect to learner support service provisions, modules interactivity, andthose identified as difficult to follow and thus posing risks to the learners' success. Second,investigation into tutor-learner contacts with the view of identifying whether such contacts arereactive or proactive.

an: 131097500; source: European Journal of Open, Distance & E-Learning; docTypes: Article; pubTypes: Academic Journal;