Understanding the Early Adjustment Experiences of Undergraduate Distance Education Students in South Africa
Understanding the Early Adjustment Experiences of Undergraduate Distance Education Students in South Africa
复制标题
了解南非远程教育本科生的早期适应经历
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
B. Rienties
中科院分区：
文献类型：
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作者：
Jenna Mittelmeier;Jekaterina Rogaten;D. Long;M. Dalu;A. Gunter;P. Prinsloo;B. Rienties
许多面对面的研究概述了早期调整对学生高等教育经历的重要性。然而，很少有研究在远程学习环境中复制了这项研究，以揭示与在没有物理校园的情况下学习相关的早期多方面调整。从全球南方的角度来看，这一点尤为必要，因为南非等国家已成为远程学习者的区域中心。为了探讨远程学习者的调整经验，本研究分析了学生适应大学问卷（SACQ）的结果与320名远程学习者在南非大学，混合定性专题分析的开放式问题。调查结果概述了影响南非学生远程学习体验的关键因素，包括人口统计变量、班级、语言和资源获取。这些调查结果，在面对面的情况下，类似的工作相比，建议需要从远程教育提供者在南非和超越额外的支持领域。
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.