Understanding the Early Adjustment Experiences of Undergraduate Distance Education Students in South Africa

Jenna Mittelmeier,Jekaterina Rogaten,Ashley Gunter,Dianne Long,Paul Prinsloo,Bart Rienties,Mwazvita Dalu

doi:10.19173/irrodl.v20i4.4101

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.

Highlights

Experiences in higher education, such as during the first year of study or in the first course units, are influential on students’ success and attrition (Wilcox, Winn, & Fyvie-Gauld, 2005)
We focused on the adjustment experiences of distance learners in a first-year course unit at the University of South Africa (UNISA), which is one of the largest distance education providers in the world
While research into early student experiences is well-established in the South African higher education context generally (e.g., Kahu & Nelson, 2018), the specific context of distance education is still an emerging focus (e.g., Mahlangu & Fraser, 2017)

Summary

Introduction

Experiences in higher education, such as during the first year of study or in the first course units, are influential on students’ success and attrition (Wilcox, Winn, & Fyvie-Gauld, 2005). While research on this topic tends to focus on face-to-face contexts, there has been increasing interest in early experiences in distance learning (Baxter, 2012; Brown, Hughes, Keppell, Hard, & Smith, 2015). This study explored the factors impacting students’ distance learning adjustment experiences through a mixed methods questionnaire of 320 students at UNISA, providing a clearer understanding of distance learners’ firstyear experiences

Objectives

Methods

Results

Conclusion