Honours graduates’ experiences of learning research through distance education.

Abstract

One of the core functions of universities is to provide education and training in research aimed at producing highly skilled graduates who are capable of transferring intellectual, technical and research expertise to wide-ranging global contexts. The achievement of such research competencies may be compromised due to the mode of education that a university offers. This qualitative case-study was undertaken to explore the experiences of Honours graduates who learned the research process through a Research Methodology (RM) module that was offered via the distance mode of education at the University of South Africa (UNISA). Underpinned by the socio-cultural theories of learning, and phenomenography, the study sought to understand the participants’ qualitatively different experiences of learning research through the RM module via the distance mode and the extent to which the learning was transferred into their current research endeavors as postgraduate students or researchers in the world of work. Data was produced through online interviews, (visual and audio) with ten purposively selected participants who met the following inclusion criteria: 1. The participant had studied and passed the RM module at an honors level; 2. The participant had registered for the RM module through the distance education mode at UNISA; 3. Post completion of the module, participants had an opportunity to engage in a research as part of their work or study purposes where they had to apply different knowledge, skills and competencies involved in conducting a research study. 4. Participant owns a smartphone or a computer that enables them to participate in a virtual interview. Analysis of data revealed that some participants who studied research through distance education from the RM module, failed to meet the module’s learning outcomes. Some theoretical explanations for this are as follows: distance education requires selfmotivated students. Self-motivated students conduct their own investigations on the modules they have registered for prior to the teaching and learning of that module/s to develop better understanding of the program they have enrolled for. Some participants were discovered to have not attempted to read the module outline, which discusses the purpose and the learning outcomes of the module. Some participants read the module learning outcomes but found it difficult to relate them to their future endeavors. The relevance of the module was only realized when participants were required to conduct their own research, to further their studies or for employment requirements. The above findings reveal that distance education institutions require improvements and transformations to engage students in active learning of research skills despite the lack of face-to-face contact with them. This will result in the production of quality graduates who are able to enter into any research environment and be able to apply the requisite research knowledge, skills and attitudes adequately.