Appendix C

Report on the Findings of a Student Questionnaire About the Provision of Distance Education in South Africa  

A Report Compiled by Seipei Leluma as Part of the Investigation into Quality Standards for Distance Education   

 Introduction 

The major clients of distance education programmes are students, and it is therefore important, if any effective quality standards for distance education are to be drafted, to involve them in contributing to processes to build and assure the quality of such programmes. Students, particularly in distance education, are not a well organized or represented group, so it is important not only to invite the small numbers of leaders into a research project such as this, but also to solicit student opinion on the quality of distance education provision more broadly. 

Hence 500 questionnaires were circulated to tertiary students in Gauteng as well as in the Eastern Cape, KwaZulu Natal, the Taung area (NorthWest Province/Northern Cape), and Mpumalanga. Of these, 139 were returned, 17 by students enrolled in degree courses and the rest by students involved in professional development courses related to teaching. 

The point of the questionnaire (see Appendix D) was to provide an opportunity for writers of the quality standards to identify particular student problems under three main headings: course materials, learner support, and administrative support. The questionnaire provided plenty of space for students to write extended comments, and these comments have been used to inform the writing of the quality standards.    

 Main findings 

Section A: course materials

This section had the lowest level of dissatisfaction of the three. The majority of students were positive about their course materials, although some were contradictory or negative. The main complaints were about lack of guidance and lack of relevance.The following is an example of a contradictory response:

‘Difficulty I have about materials is that they are not rich with examples and exercise. They gave few simple examples and on challenging chapters they even do the same.’

The response was made in contradiction to the positive response made to question five which required the student to indicate whether materials contain frequent exercises. Nonetheless, the student’s response shows dissatisfaction with the quantity as well as the quality of examples and exercises in course material. The following comments refer to the relevance, usefulness, and contextualization of the materials:

'There is hardly anything interesting from out study materials.  It is very European and not contemporary.  I also does not give me a chance to relate my cultural and socio-economic condition with my study material.  My well being as an African is not compromised.

 

[I would like] a course that adheres to the contemporary societal needs and inspiration of modern learners. A course materials that is a product of a democratic consultation and input from students. A course which is user-friendly in terms of content and language. In conclusion, a course material that is very much challenging and very accessible’.

 

‘[I would like a course that is] user friendly, that is concerned with modern happenings not ancient times, that I can rely on at all times, and the one which I can able to discuss with my fellow students’. 

A major complaint was that the materials did not offer enough guidance. The following responses are a reflection:

‘I sometimes find it difficult to understand because you’ll find that the materials are not easily understandable. I should think it would be fruitful if they arrange classes as frequently as they can if not full-time tutoring.’

 

‘ … you find a study guide as it is and then you start reading it on your own. No one is going to advise you on how to go through that guide’.

 

‘… some of the materials are boring in a sense that they need a group discussion or someone to clarify - and some are interesting, they even make one to read other materials within the library or make research on your own’.

 

 ‘I find some of chapters interesting but some being totally confusing due to lack of guidance from lecturers and other source. On that score I find it very difficult to enjoy my materials’. 

Guidance for the students means, for example, ‘classes’, ‘advice’, ‘group discussion’, ‘someone to clarify’, ‘guidance from lecturers and other source’. There is an indication that the material is insufficiently scaffolded; in the words of one student, ‘you find the guide as it is’ - that is, without any form of support (for example, guidelines, examples, illustrations, and language support). The following response to question ten about what students expect of good course material illustrates the point:

‘First must be rich examples and arouse the interest of studying. Also it must pose understandable challenge and of course also give accessible ways and methods of reaching our lecturers’. 

Underneath some students’ dissatisfaction with the course materials seems to be a desire that the institution should be a full-time face-to-face institution, and that this is of necessity ‘better’ than a distance education where one is forced to attend part-time. Students responded along these lines in this section, as well as under administration: 

‘I expect that they should arrange a full-time classes for those who are able to attend on daily basis and weekend classes for those who are working. If there may be frequent classes if not full-time classes there may be a tremendous changes that will lead them to be the most respected and preferred learning centre worldwide’.

 

‘I am not happy. Since we are reading guides being lonely and no [one] around can come your rescue if you are having a problem. On that I therefore suggests that distance education like that of our institution must be transformed to cater those students who are in dire need of full-time and part-time. 

These comments seem to reflect a desire for a much more flexible set of learning opportunities designed to meet the needs of the learners. 

Section B: Learner support

The appeal for more learner support was evident not only in the answers to the questions in this section, but also to those in the other two sections. It is obviously an issue of great importance for the students. 

In the answers to the yes/no questions in this section, three major gaps in learner support were raised:

1.   not getting assignments back in time;

2.   lack of regular contact with tutor, or, lack of tutor; and

3.   no one to contact when encountering unexpected problems. 

Students’ responses to the question ‘What additional support (above the minimum) would you like?’ highlight that the main concern is a need for more contact with tutors: ‘periodical meetings with lecturers and group discussions should be encouraged’. ‘[I would like] to be visited twice a year’. 

The students tend on the whole to see support in terms of the provision of regionally accessible learning centres (campuses) and as formal classes, rather than as more informal individualized tutor support, as the following comments indicate: ‘I would appreciate it if campuses be constructed in more places’.‘More vacation classes should be conducted to support learning’. 

However, responses to the yes/no questions and to the descriptive questions give a clear indication that the type of learner support desired by students is a greater degree of contact with their tutors/lecturers. 

Section C: Administrative systems

The main problems highlighted here were:

1.   arrangements for fees;

2.   inadequate information about course demands; and

3.   materials not received in time. 

The issue of fees raised considerable emotion in some students: ‘I am happy with administration up to this point in time, my problem is only the full payment of fees at the beginning of the year. Why it is not made that I pay at least two instalments!!! Terrible!’ Inaccessibility of learning centres to the students’ homes was also raised as an issue for administrative action. This issue was seen from the point of view of contact with tutors, as well as with regard to registration, examinations, and general administration. ‘I am happy about the administration but as we are from old Transkei, it is very expensive for us to come to Port Elizabeth or Pretoria for discussions. I suggest that our exam centre in Umtata be used’. ‘To me, centralised administration causes delays and results in paying more in transport. I suggest that administration offices be decentralized as to be within the easy reach of students throughout the country’.‘ I am not happy with the distance education course I am doing because I can’t visit my tutors regularly concerning my studies. It is also time and money consuming since I am working (teaching) and am very far from the campus’. ‘I am totally not satisfied. Study material are posted very late when the due date is so near. They say we must phone the administration section which cost a lot of money phoning from Durban to Pretoria. Please try to provide us with nearer administration offices’. ‘No. Our administration offices are very far from us which make us not to give complaints when we get the problems. They must be stationed next to us. Lecturers must always visit us now and again. We are too far, preferable can be stationed in Newcastle’.  

 Trends emerging for course type and level of study 

No significant trend was noticeable with regard to difference in responses made by students in different fields of study, responses tending to be similar regardless of the student’s field of study. However, there were some differences in responses when moving through the different levels of study. 

The major issue emerging from the analysis in the previous section - the lack of tutoring - was considered a problem throughout the different years of study. 

Where there was dissatisfaction with course materials, first year students were mainly concerned about the lack of support in accessing course materials whereas fourth year students expressed dissatisfaction with the content of course materials as well as the instructional approaches. 

The general trend appears to be increasing concern about administrative systems as students advance through a programme. The dissatisfaction expressed by students from second to final years of study had to do with arrangements for payment of fees, distance from learning centres and opportunities for learner support. In addition, after the first year of study, responses showed increasing dissatisfaction with ‘The Administration’ perceived as responsible for governance. The following comment by a fourth year student is an indication:

‘No. I am not happy with the modus operandi that is used in our distance education. Firstly, it is administered by a Broederbond which does not want to learn to refine and remove distance out of this distance education. The distance education is supposed to be giving each South African a chance to better their life condition, but at this point in time it has failed’.               

 Conclusion 

It is evident from responses students made to the questionnaires that there are some concerns about the quality of distance education they are receiving. The major areas of concern are those of learner support and administrative systems. The students show some understanding of the fact that learner support has pedagogical as well as administrative dimensions. The following list of the recurring themes illustrates this. The students surveyed want:

1.  more contact with their tutors;

2.  accessible learning centres for students in remote areas;

3.   better arrangements for the payment of fees;

4.   more information about course demands; and

5.   to receive material in time. 

It would seem therefore that, in order to improve the quality of distance education from the students’ point of view, a re-evaluation of certain aspects of the three key areas addressed by the questionnaire needs to be made. In particular there appears to be a need to review the nature and amount of support that distance education institutions can offer their students and the issue of content and instructional approaches used in course materials.