Students‘ perceptions of distance learning in higher education: a case of independent colleges in KwaZulu-Natal

Abstract

Over the years Distance Learning (DL) programmes is assumed to have become a key to the global learning environment and key to the Education system of Africa and South Africa. DL systems have been branded as fecund drivers of education growth and sustainable development in South Africa and the world at large. The existence of DL programmes in any economy is of paramount importance despite being bullied by the traditional classroom methods. There is growing recognition of the important role of DL programmes in the development of education systems in South Africa. They are often described as efficient and prolific job flexi hour studies, as DL has generally allowed the tertiary learners to study at leisure and at the same time contribute meaningfully to the economy as most of them are employed in different fields. Nevertheless, for a multiplicity of reasons, the pass rate of distance learners in South Africa is low, and many studies have identified a lack of aptitude on the part of the students as one of the main reasons for the low success rate. Substantive hypotheses were formulated in order to determine the validity of the propositions made in the literature review, with the objective of testing the proposed the conceptual model. The field data was analysed using the Statistical Package for Social Sciences (SPSS), Version 27. Statistical tools that include frequency tables, pie-charts and graphs were utilised in analysing data in chapter five. The Correlation matrix and linear regression analysis were also utilised to further analyse the strength of association between the variables. The findings of this research study show that students at Independent Colleges have positive attitudes and are sensitive to the requirements of DL. However, a positive attitude without practical results in this research will not hold water given the fact that there are high failure rates in these Independent Colleges. Despite their significance and contribution to education, Independent Colleges in South Africa are still faced with numerous challenges that inhibit effective delivery of DL programmes. However, it is unmistakably evident that the COVID pandemic saw DL surpass most challenges to become the forerunner in technology driven DL teaching and learning. The use Microsoft Teams and Zoom became the household names at most public and private Educational Institutions. This study recommends that orientation programs provided to students at the College of Distance Education should be organized in such a manner that they will provide students an opportunity to have and maintain meaningful relationships with staff. Furthermore, it is recommended that the phrase ‘Distance Learning’ should be rephrased as ‘Personalised Learning Program’ as a way of contextualising the whole DL system