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

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.

Conceptualizing Internationalization at a Distance: A “Third Category” of University Internationalization

“…Social media plays a key role in interacting with other IaD students from their home country, but equally with South African students who can form a link across distance as they visit university centers on IaD students' behalf (Madge et al, 2019). Other issues are unique to the IaD student cohort at UNISA, such as international money transfers for tuition payments or receiving physical copies of assigned texts (Mittelmeier et al, 2019b). Yet despite these challenges, many IaD students, particularly those from countries in Africa, cite the benefits of getting an "international" degree (Mittelmeier et al, 2019a(Mittelmeier et al, , 2019b.…”

“…Other issues are unique to the IaD student cohort at UNISA, such as international money transfers for tuition payments or receiving physical copies of assigned texts (Mittelmeier et al, 2019b). Yet despite these challenges, many IaD students, particularly those from countries in Africa, cite the benefits of getting an "international" degree (Mittelmeier et al, 2019a(Mittelmeier et al, , 2019b.…”

“…In our preliminary work at UNISA, we identified differences in experiences between those distance learners located within South Africa and those residing outside (Mittelmeier et al, 2019b), as it continues to be gendered, racialized, and classed (as is also often the case for face-to-face study) (Sparke, 2017). However, our work considered students' experiences at only one timestamp in one context.…”

Distance education as socio‐material assemblage: Place, distribution, and aggregation

“…For Fenwick (), educational studies have shifted away from the poststructural paradigm to engage with knowledge flows, practice, and politics of the lifeworlds of students. There is thus a move to recognising how study is entangled with socio‐material objects such as technology, bodies, text, discourse, and tools (Brooks & Waters, ; Fenwick, Edwards, & Sawchuk , ; Fenwick & Landri, ; Kontopodis & Perret‐Clermont, ; Mittelmeier et al, ) and thus the materiality of learning. These materials create the context of study by showing the work that has to be done in order to enable study.…”

Distance Education: Exploring Trends and Issues in the Global Context

“…However, the literature and studies conducted in the African continent attested that they see DE as an important resource to improve their educational system. For instance, South African researchers explore the early adjustment experiences of their undergraduate distance education students (Mittelmeier et al, 2019).…”