Understanding the early adjustment experiences of undergraduate distance Education students in South Africa.

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dc.article.end-page38en_ZA
dc.article.start-page18en_ZA
dc.contributor.authorMittelmeier, J.
dc.contributor.authorRogaten, J.
dc.contributor.authorLong, D.
dc.contributor.authorDalu, M.
dc.contributor.authorGunter, A.
dc.contributor.authorPrinsloo, P.
dc.contributor.authorReinties, B.
dc.date.accessioned2021-09-06T12:47:50Z
dc.date.available2021-09-06T12:47:50Z
dc.date.issued2019
dc.description.abstractMuch 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 fromdistance education providers in South Africa and beyond.en_ZA
dc.description.librarianMM2021en_ZA
dc.facultyFaculty of Humanitiesen_ZA
dc.identifier.citationMittelmeier, J., Rogaten, J., Long, D., Dalu, M., Gunter, A., Prinsloo, P., & Rienties, B. (2019). Understanding the Early Adjustment Experiences of Undergraduate Distance Education Students in South Africa. The International Review of Research in Open and Distributed Learning, 20(3).pp. 18-38en_ZA
dc.identifier.issn1492-3831
dc.identifier.urihttps://hdl.handle.net/10539/31553
dc.journal.issue3en_ZA
dc.journal.linkhttps://doi.org/10.19173/irrodl.v20i4.4101en_ZA
dc.journal.titleThe International Review of Research in Open and Distributed Learningen_ZA
dc.journal.volume20en_ZA
dc.language.isoenen_ZA
dc.publisheren_ZA
dc.rightsIRRODLen_ZA
dc.schoolWits School of Educationen_ZA
dc.subjectDistance educationen_ZA
dc.subjecten_ZA
dc.subjectStudent adjustmenten_ZA
dc.subjecten_ZA
dc.titleUnderstanding the early adjustment experiences of undergraduate distance Education students in South Africa.en_ZA
dc.typeArticleen_ZA
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