One of the objectives of open distance learning (ODL) is to provide support and facilitate quality learning processes on the part of the students through interactive activities. According to Daniel (1992), ODL offers a number of advantages to students, one of which being that it provides students with learning opportunities that they would not otherwise had. Unfortunately, student retention and high drop-out rates have long been a serious concern in both ordinary public schools and ODL institutions. This chapter outlines some of the challenges to ODL in higher education institutions (HEI). Some of the possible solutions to these challenges faced in ODL are also discussed.

Various practitioners – for example, Tait (2000), Simpson (2000) and Mannan (2001; 2007) – have sought to understand student needs, define the services that ought to be provided and determine the means by which these services should be delivered in any set of given circumstances. This is because learning institutions and ODL systems need to be user-friendly. In ODL it is assumed that students receive feedback according to their individual needs, simply because the system provides assistance via the telephone or email. These consultations may involve one or two contacts, or be more ongoing. This means that the primary focus of ODL is to provide support services to students, which means that these services should be flexible. What is even more important in ODL, however, is the quality of feedback in student support services (SSS). For ODL to provide quality education, SSS should be strategic and make learning interesting and encouraging for students. Sharma (2002) identifies two systems that are important in the smooth running of ODL: the course itself (the product) and SSS. Sharma (2002) further states that, of these two systems, SSS is the most important. In my opinion, SSS includes (or should include) the provision of individual advice, counselling services, continuous assessment, and quality feedback through recognising the learning needs of individual students.

Kishore (1998) points out that the success and/or failure of ODL and the overall management of ODL will be determined by the strengths and weaknesses of SSS.