Are we leaving students behind? Self-directed learning in an ICT challenged country

Abstract

This study investigated the preparedness and experience of students for the fast-paced convergence of ICT and higher education. Overall, 366 distance students with a history of self-directed learning through correspondence courses were profiled using structured text-based online interviews. Twelve students’ attributes on ICT material possession and competencies and experience of Open Distance and Open Learning (ODeL) were collected and analysed. The findings show that the majority of students (72%) who had prior knowledge about the basic concepts of ODeL modalities indicated satisfaction with the e-learning environment while the learning mode is challenging for traditional students (28%). Statistically significant positive correlations (ρ = 0.00) were observed between ICT competencies or preparedness: the level of prior academic qualifications (HAQ: r2 = 0.35); key challenge faced (KC: r2 = 0.26); and the convenience of ODeL (C.ODeL: r2 = 0.18). To ensure that students are not left behind with the proliferation of ICT in distance education, principal component analysis revealed that having prior knowledge about the ODeL modalities is an important attribute that contributes to students’ preparedness for the e-learning environment, thus bridging the variance between the expected expectations and the actual expectations.