Spatial perspectives on student profiling to inform open distance e-learning (ODeL) in various geographical contexts: a case study from the Global South

Abstract

Sustainable Development Goal (SDG) 4 underpins the other SDGs and emphasizes the importance of increasing access to inclusive, equitable, quality education. Equitable and inclusive access to education remains a pressing issue in many parts of the world, especially in the Global South. Developments and challenges experienced in the Global South have increased awareness of the potential of open distance e-learning to increase access to higher education. This potential has to be considered from the perspective of the digital divide. Analyzing student data can play an important role in obtaining insights into students' lives to improve the quality of the educational services provided.This paper aims to reflect on the use of spatial statistics in compiling a profile of the students registered for a Geography module at the University of South Africa. This paper has two objectives. The first is to specify the broad student profile in terms of the geographical location of students. The second objective is to reflect on the lifeworlds of the students in the different clusters and the challenges they may face in successfully completing their studies. Four representative student profiles could be compiled using lifestyle data. Marked differences in lifestyle factors between the four identified profile types were observed. These may directly impact students' ability to progress with their studies.