Theoretical framework for Open Distance Learning: a South African case study

Abstract

This paper outlines the elements of a theoretical framework for open distance learning (ODL) in a developing country through the application of the case study method. The theoretical tenets of transactional distance and connectivism have been applied to investigate the feelings, perceptions and expectations of Honours students in Development Studies at the University of South Africa (Unisa). With a special focus on students’ access to and usage of the internet and web-based learning, the study contributes to developing a framework for distance education in a developing context. In addition to a literature study and theoretical framework, a quantitative research approach was followed and entailed an exploratory study based on survey research. The results show that the vast majority of students are willing to engage fully with e-learning and are active internet users considering it as an important source of learning and information. However, it is important to note that access and usage of the internet depend on the individual profile of a student. In conclusion, elements to inform the design of an ODL theoretical framework are outlined.