Experiences of Nurses on Tutor-marker Feedback in their Postgraduate Open and Distance Learning Course at the University of Namibia

Abstract

The development of education in Namibia is guided by four broad goals: access equity, quality and democracy. Open and distance learning (ODL) remains one of the most convenient modes of study, promoting access to higher education in Namibia. However, studies have pointed out that feedback plays a significant role in the improvement of distance education and students’ performance. Institutions of higher education need to constantly assess the experiences of students who choose to study through this mode in order to devise strategies that can be used to address the challenges. The experiences of postgraduate nursing students regarding tutor-marker feedback in Namibia have not been extensively researched. The purpose of this study was to explore and describe the experiences of nurses regarding tutor-marker feedback in their postgraduate ODL course at the University of Namibia. A qualitative, explorative and contextual study was conducted. The sample comprised postgraduate nursing diploma students specialising in nursing education and health service management in the 2020 academic year, studying through ODL. Purposive sampling was utilised. Data were collected from 17 participants using semi-structured interviews. The data were analysed using qualitative thematic analysis and strategies to ensure trustworthiness. Ethical considerations related to the study were implemented. The analysed data revealed three themes, namely: students’ experience of tutor-marker feedback, challenges of marking feedback, and recommendations for improvement. Therefore, the findings of this study call for actions and plans from ODL management teams to address the challenges identified in this study. For effective learning to take place in ODL, timely and helpful feedback from tutors should be provided.