129 Turkish Online Journal of Distance Education-TOJDE July 2010 I SSN 1302-6488 Volume: 11 Number: 3 Article 6 PROVI DI NG I NFORMATI ON COMMUNI CATI ON TECHNOLOGY SUPPORT TO DI STANCE EDUCATI ON STUDENTS: A Case of The University of Ghana, Legon Beatrice K. AGYEMANG Librarian, Presbyterian College of Education Akropong, GHANA Perpetua DADZI E Senior Lecturer, Department of I nformation Studies, University of Ghana, Legon, GHANA ABSTRACT A study to investigate the current state of I nformation Communication Technology policy of the University of Ghana Distance Education (DE) programme and the extent of awareness and use of ICTs in general by the DE learners was carried out. The survey methodology was adopted using questionnaire and interview instruments. Respondents were made up of 120 DE students, the coordinator of the DE programme, and 5 workers at the DE unit. The questionnaires were distributed to all the 120 students while the workers responded to a semi-structured interview. The data was analyzed using descriptive statistics (percentage frequency distribution and examining relationships). The main findings of the study revealed that there was a policy statement on providing I CT-based support to the DE learners; however, this policy has not yet been implemented. Most of the DE students were fully aware of ICT and majority of them use the internet across the regions. The students had positive attitude towards ICTs in that they deemed it necessary in the course of their studies and were willing to pay for I CT services. The main barriers identified that could affect the usefulness of the various I CTs were electricity, cost and accessibility. The study recommends among others, the forging of partnerships between distance education programmes and ICT companies, the networking of DE centres and the use of diverse ICT facilities, among others. Keywords: Distance education, information communication technology, University of Ghana I NTRODUCTI ON The issue of distance education (DE) has become an educational phenomenon worldwide. Different countries have their peculiar reasons for adopting distance education as a method of providing education for the citizens (Alemna, 2004). I n the UK for instance, the Open University (OU) system caters for those who cannot take advantage of the conventional education system while in Australia, distance education or external studies has developed out of its geographical and demographic peculiarities.