Abstract
The purpose of this study was to explore the variation in experiences of remote rural students who study with the Institute for Distance and e-Learning (IDeL) of the University of Education, Winneba (UEW) in Ghana. The study adopted the qualitative research strategy. Semi-structured interviews were used to collect data for the study. Purposively, three remote centres were selected. Ten (10) students were selected across the selected centres for the study. Data obtained from the study centers were analyzed thematically. The study found that lived experiences of the learners on remoteness depended not only on their geographical locations but were also relative to individual circumstances. With respect to students’ sense of connection with university staff and peers, most mentioned their contact with their personal tutor. Networks with peers were less common, a matter of concern if peer networks are integral to fostering improved retention and progression. It was recommended among others that IDeL should promote the use of various cell phone Smart Identity Modules Cards (SIM Cards) by students in remote areas, to enable them gain access to any of the cell phone network coverage in their rural setting.
Highlights
Distance learning is often seen as an obvious choice for many students with access limitations because it can provide higher education without the necessity of attendance at a campus, and geographically remote students are a case in point
Catering for remote students is relevant in Ghana, where approximately 50% of UEW distance education students live in rural Ghana (Owusu-Mensah, AdjeiBieni, & Owusu, 2014).This may be because a focus on online learning within distance education as the best solution for all learners obscures our understanding of the range of contexts in which distance learning is experienced
This paper focuses on exploring the lived experiences of remote DE Institute for Distance and e-Learning (IDeL) learners and how support can be offered to these learners
Summary
Distance learning is often seen as an obvious choice for many students with access limitations because it can provide higher education without the necessity of attendance at a campus, and geographically remote students are a case in point. Catering for remote students is relevant in Ghana, where approximately 50% of UEW distance education students live in rural Ghana (Owusu-Mensah, AdjeiBieni, & Owusu, 2014).This may be because a focus on online learning within distance education as the best solution for all learners obscures our understanding of the range of contexts in which distance learning is experienced. This paper focuses on exploring the lived experiences of remote DE IDeL learners and how support can be offered to these learners. It addresses the question, What are the lived experiences of distance education students in the remote rural areas as a way to explore the variation in students’ experiences of learning with IDeL, UEW, in Ghana? Rural communities are increasingly being recognized as complex and heterogeneous places, in relation to the lives of “hidden rural others” and to questions of exclusion (Agyeman & Neal, 2006)
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