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All Journal Research in Social Sciences and Technology
Pitsoane, Enid Manyaku
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Students’ Perceptions of the Digital Access Centres at the University of South Africa Tefo, Regina Mosima; Pitsoane, Enid Manyaku
Research in Social Sciences and Technology Vol 8 No 4 (2023): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2023.47

Abstract

This paper sought to investigate the accessibility of Digital Access Centres as a resource for Unisa Students needing to access services away from campus. The Digital Access Centres are available in open-distance e-learning institutions like Unisa in a quest to reach students. Unisa regional computer labs are always fully packed with students queuing to access the computers to access online platforms to write and submit assignments. Students are also expected to use Digital Access Centres to access support services instead of travelling long distances to regional offices or campuses. This study investigated UNISA students’ perceptions and knowledge of Digital Access Centres. A qualitative research methodology was used. Data was generated through semi-structured interviews with thirteen students. The sample was drawn from a population of students who visit computer labs at the Gauteng Regional Service Centre. The data collected revealed that students do not know about Digital Access Centres despite information being available on myUnisa and myChoice brochures. The findings also revealed that few students are accessing Digital Access Centres, and those who visited the centres, indicated that the centres are not fully operational and struggle with connectivity.
Conceptualization of student support by university support staff in an open distance e-learning environment Pitsoane, Enid Manyaku
Research in Social Sciences and Technology Vol 9 No 3 (2024): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2024.50

Abstract

Student support is seen as a necessity to better students’ progress. For students to succeed when studying at a distance, they need a great deal of support to adjust to the institution of higher learning. Independence theory was used as a lens to understand the role of student support staff in providing services to students. A qualitative case study was employed with a purposive sample of sixteen support staff to explore the role of regional academic coordinators, counsellors, centre managers and librarians, referred to as support staff, in supporting students in an open distance e-learning institution and also to determine their understanding of student support. The results reveal that most of the support staff members were aware of their role in contributing to student success in the institution. They indicated that there is a gap between academics and professional staff where a referral system is lacking to fully support and trace students needing support. Support staff seemed to lack marketing skills to inform and attract students to utilize the services. The results further reveal a lack of technological skills among some of the support staff to facilitate online services for students. The study recommends collaboration among all role players in the institution in order to give holistic support to students and to be trained in technological skills to assist students online.
Co-Authors Tefo, Regina Mosima