Experiences of Part-time Primary School Teachers Studying in One University in Lesotho

Abstract

This study explored the experiences of part-time students at a university in Lesotho, aiming to comprehensively examine both the challenges and opportunities that come with this mode of study. Moore’s Theory of Transactional Distance was used as the theoretical framework as it is relevant in understanding the dynamics between educational structure, dialogic interactions, and the psychological and communication gap in distance learning environments. Additionally, semi-structured interviews were conducted with twelve participants, evenly distributed across the first-year to third-year level, with four students representing each academic year of study. The researchers employed the Google Meet video conferencing platform to collect data from the participants. All interviews were recorded, and subsequently, the collected data were transcribed and subjected to thematic analysis. The findings revealed that the challenges outweigh the opportunities presented by part-time study. Although some coordinators and lecturers provided psychosocial support, students reported challenges such as feeling isolated and discriminated against, lack of time management, financial constraints, and infrastructural limitations, among others. The study recommends that financial aid programs, grants, and scholarships should be designed specifically for part-time students to make higher education more accessible to them. Additionally, flexible payment options should be made available to accommodate various financial circumstances, easing the anxiety that financial constraints impose. Lastly, institutions should take proactive measures to create a more inclusive and respectful campus environment.