Students' experiences of demands and challenges in open distance education: a South African case

Abstract

This article provides a short overview of the literature on the demands and challenges in open distance education. A profile of a group of South African open distance education students’ learning environments as well as the barriers they experience are described. A multi-method research design was applied. Biographical data were collected with a questionnaire, while qualitative data by means of semi-structured interviews gave insight into the personal experiences of participants and their coping strategies. Key findings indicated that despite favourable learning environments not all participants meet all the requirements for effective ODL. Time management, coping with personal stress, deficient information technology skills and proficiency in English as instructional language are experienced as prevalent challenges by this specific group. Varying educational backgrounds, social, cultural and economic contexts of ODL students call for cognitive, emotional, social and systemic support to prevent student dropout and promote academic success