Overcoming barriers of isolation in Distance Learning: Building a Collaborative Community in Learning

Abstract

The rise in popularity of distance education programmes in a rural and remote Namibia poses challenges on students that are far removed from their colleagues, tutors and even their study materials. Interaction between the student and the study materials, tutors and peers are key challenges in open and distance learning. At the same time, sparsely populated areas of the country with less network coverage pose more challenges for web-based learning that could close up the gap. Using interviews, supported by this study engaged 5 groups of students (eight in each group) who have initiated collaborative groups while doing research studies at the Centre for External Studies, University of Namibia. The students are continuing with their educational endeavours through open and distance learning but who find themselves in areas that isolate them more from academic, administrative and logistics support. Their experiences of distance learning were investigated and three main themes emerged. These were academic and administrative challenges. Amongst many, the recommendations included: improving student-study materials contact, student-tutor contact and student-student contact (collaborative learning). Students do well when there is clear support from peers, tutors and the study materials that they interact with from day to day.

Barriers to distance learning during the COVID-19 outbreak: A qualitative review from parents’ perspective

“…Indeed, lack of training in the use of distance learning was one of the most often reported barriers. Other studies have also recognized the presence of similar of these barriers in post-secondary agricultural learning (Mbukusa et al, 2017). Our finding is also consistent with Irvin et al, (2010), who identified the lack of trained professionals to be a common barrier in distance learning in the United State.…”

The Advantages and Challenges of e-Learning During COVID-19 Pandemic in Omani Schools from Parents’ Perspectives of Cycle Two Schools (5-9)

“…Lastly, this study agreed with Slimi (2020) that not funding e-learning is another challenge parents may face because buying technology for e-lessons and the cost of the internet can lead to financial problems. Also, the findings of this study agreed with those of Mbukusa (2017) and Slimi (2020) in defining the lack of training as one of the biggest challenges in e-learning. Also, parents should understand technology (Bukhkalo, Ageicheva, & Komarova, 2018) however, their understanding of technology is not enough to support their children if they are unable to participate in their e-learning lessons (Slimi, 2020).…”

Saudi Parents' Involvement in Children's Education during COVID-19

“…This high ratio demonstrates the heedful the Saudi parents have shown to ensure the efficacy and the successful continuity of home learning. It is evident that the Saudi parents did not face difficulty communicating with their children's teachers, which controverts with those of Grabe et al ( 2020) and Mbukusa et al (2017), where the respondents reported having difficulties connecting with the teachers.…”

“…Such a low percentage could be ascribed to the educational level of the participants. However, Other studies have recognized a contradictory result where the parents could not offer academic help to their children due to their low qualifications (Mbukusa et al, 2017;Abuhammad, 2020). Furthermore, a high percentage of Saudi parents, about 86.27%, constantly and frequently motivated their children to take part in class discussion comparatively to 3.92% and 9.80% who never or sometimes, respectively, induce their children to be active participants during online sessions.…”