Peer helpers’ construction of their role in an open distance-learning institution

Abstract

(UNISA) is an open distance-learning (ODL) institution, and most undergraduate programmes are offered through the distance-learning model. Because of UNISA's elasticity and institutional character, the UNISA Peer Help Volunteer Programme (UPHVP) was developed to expand the range of support to students, to render careerguidance services to schools and the surrounding communities and to create a conducive environment for peer helpers to generate personal and professional growth (Van Schoor and Mill-unpublished information, 1998). UNISA peer helpers are senior students majoring in psychology, who volunteered to join the peer-help programme to assist other students. In brief, peer helpers are trained to expand the network of support for UNISA's student population, to broaden the range of guidance services to the school and the community and to empower peer helpers to acquire valuable personal and employment skills and abilities (Van Schoor and Mill-unpublished information, 1998). The UPHVP was initiated in 1996 at UNISA's Pretoria main campus and the Cape Town regional campus. Its success has led to its expansion to other regional campuses across the country. UNISA's institutional character encapsulates, among other matters, reasonable, lower study fees and flexible tuition methods that offer opportunities for students to study and work simultaneously. As a result, UNISA is a melting pot where diverse students from various socioeconomic statuses, age groups and areas pursue different careers. In the realm of that context, Subotzky and Prinsloo [1] argued that most UNISA students are not orientated to the challenges of higher learning, which is attributable to the lasting legacy of apartheid and substandard schooling systems. Moreover, the majority of UNISA students study in isolation, some study part-time while employed full-time, and some are full-time students who are underprepared for distance education (Van Schoor and Mill-unpublished information, 1998). Background. The University of South Africa (UNISA) offers educational programmes through distance learning. Because of the institution's elasticity and character, the UNISA Peer Help Volunteer Programme was developed to extend support to students, to disseminate educational information to schools and the surrounding communities and to engender personal and professional growth of peer helpers. Objectives. To explore the modalities used by peer helpers to construct their roles as sources of support at the university. Methods. A qualitative approach was used, underpinned by the social constructionist paradigm as an epistemological position. The sample consisted of 6 peer helpers. Data were analysed using thematic analysis. Results. Three themes were identified, i.e. peers as distributors of information, the peer-help role as an opportunity to integrate theory and practice and the peer-help role as a personal eye-opener. Conclusion. The findings showed that peer helpers understand the challenges faced by other students and the institutional character of the universit...