CONNECTING TO LEARN: A CONNECTIVIST ANALYSIS OF TRAINING AND SUPPORT FOR DISTANCE EDUCATION STUDENTS' ONLINE INTERACTION IN ESWATINI

Cosmas Maphosa, Talent Rugube, Eunice Khetsiwe Mthethwa-Kunene, Patience Samukelisiwe Dlamini

Abstract


The study investigated how distance education students in the teaching stream at a selected university in Eswatini are being trained and supported to interact online. The study was underpinned by the post-positivist research paradigm and adopted a mixed-methods concurrent triangulation design, in which structured questionnaires yielded data from 338 students supplemented by qualitative data from four focus group discussions involving 40 students. The results showed that training and support were insufficient. Quantitatively most students reported receiving no training in the general use of the Moodle LMS (59.1%), and even higher proportions reported no training in interactive tools did so in interactive tools – (84%), plug-in tools – (84.9 %), social media for learning – (84%), and OERs (89.4%). Only 9.8% received support when facing technical challenges for online. Qualitatively, students reported limited training varied, different proficiency levels and weak support structures, which left them relying on on peer support and trial-and-error learning. However, students agreed they had support around clarifying course content (71%), assignment tasks (72.7%) and online group work (58.9%). The study concludes that the lack of training and support poses a challenge to the quality of online interaction and learning. Five recommendations are made: (1) comprehensive LMS orientation; (2) a 24/7 technical support helpline; (3) peer mentorship programmes; (4) digital literacy frameworks; and, OER and social media training embedded in curricula. These interventions are important to promote interaction and optimize outcomes for distance education in resource-poor settings.

Keywords


distance education, online learning, student training, technical support, Learning Management System, interaction, Eswatini

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References


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DOI: http://dx.doi.org/10.46827/ejoe.v11i2.7036

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