The Open UniversitySkip to content
 

Understanding the adjustment of first-year distance education students in South Africa: Factors that impact students’ experiences

Mittelmeier, Jenna; Rogaten, Jekaterina; Sachikonye, Mwazvita; Gunter, Ashley; Prinsloo, Paul and Rienties, Bart (2019). Understanding the adjustment of first-year distance education students in South Africa: Factors that impact students’ experiences. The International Review of Research in Open and Distributed Learning, 20(3)

Full text available as:
[img]
Preview
PDF (Version of Record) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (288kB) | Preview
DOI (Digital Object Identifier) Link: https://doi.org/10.19173/irrodl.v20i4.4101
Google Scholar: Look up in Google Scholar

Abstract

Much research in face-to-face contexts outlines the importance of early adjustment on students’ higher education experiences. However, few studies have replicated this research in distance learning contexts to unpack the early multifaceted adjustments associated with studying in absence of a physical campus. This is particularly needed from a Global South perspective, where countries like South Africa have become regional hubs for distance learners. To explore distance learners’ adjustment experiences, this study analysed results from a Student Adaptation to College Questionnaire (SACQ) with 320 distance learners at the University of South Africa, mixed with qualitative thematic analysis of open-ended questions. The results outlined key factors that impact distance learning experiences for students in South Africa, including demographic variables, class, language, and access to resources. These findings, compared with similar work in face-to-face contexts, suggest areas in need of additional support from distance education providers in South Africa and beyond.

Item Type: Journal Item
ISSN: 1492-3831
Project Funding Details:
Funded Project NameProject IDFunding Body
International Distance Education and African StudentsNot SetESRC
Keywords: distance education; higher education; student adjustment; South Africa
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Faculty of Wellbeing, Education and Language Studies (WELS) > Learning and Teaching Innovation - Academic
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: International Development & Inclusive Innovation
Item ID: 58256
Depositing User: Bart Rienties
Date Deposited: 13 Dec 2018 16:00
Last Modified: 14 Nov 2019 10:10
URI: http://oro.open.ac.uk/id/eprint/58256
Share this page:

Metrics

Altmetrics from Altmetric

Citations from Dimensions

Download history for this item

These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.

Actions (login may be required)

Policies | Disclaimer

© The Open University   contact the OU