Student Teachers’ Experiences of Open Distance e-Learning Support in a Posthuman Era: A Learner Engagement Perspective

• Published in: Journal of curriculum studies research 2023-03, Vol.5 (1), p.13-33
• Main Authors: Zwane, Siyabonga Alfa, Mudau, Patience Kelebogile
• Format: Article
• Language: English
• ISSN: 2690-2788; 2690-2788
• DOI: 10.46303/jcsr.2023.3

Online learning uses information and communication technologies which rely on reliable connectivity. While this is a giant step to widen access in South African education as shown by a number of studies conducted already regarding online learning, less focus has been paid on rural students which are under-resourced. They are presumed to have access and support to online learning and assistive ICTs that make online learning possible. Therefore, the focus for this study was on KwaZulu-Natal rural student teachers’ experiences of open distance e-learning in a posthuman era. The study focused on students’ experiences regarding online support tools like discussion forum and others as tools for student engagement and support on myUnisa platform. The problem was investigated using a descriptive qualitative case study, which used individual interviews. The study involved fifteen UNISA student teachers from KZN and the findings revealed that, notwithstanding the countless  challenges,  students were very passionate about the use of online learning in open distance e-learning and they showed a desire to engage more using different types of devices and platforms as they learn through social media and also showed that learning  resides in technological appliances they use(posthumanism), hence the study’s conclusion and implications stress that the distance between the student and the institution, student and lecturer and student and other students can be mediated and reduced through proper student support services such as provision of gadgets for internet connection, proper telecommunications infrastructure, ICT workshops and training for all students and in posthumanism terms, formal integration of social networks in learning in light of the finding that learning is non-linear and resides in technological devices used to connect students.