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Perceptions of Online Learning Among At-risk Students: A Qualitative Inquiry at Botswana Open University
Abstract
The study explored perceptions of online learning among at-risk students at Botswana Open University (BOU), focusing on their challenges, engagement, and needed support strategies. Understanding these dimensions provides crucial insights into the needs of at-risk learners within the digital learning environment. The study used semistructured interviews with ten purposively selected students (5 males, 5 females) from three Bachelor of Education programmes: Primary (BED-Pri), Early Childhood (BED-IECD), and Special & Inclusive Education (BED-SIE). Reflexive thematic analysis using NVivo 12 was employed to explore participants’ experiences, including IT skills, connectivity, institutional support, and e-library access. The study found that online learners face conflicting demands and limited support, which reduce their engagement and hinder study completion. The study further revealed that BOU’s programme flexibility is limited by rigid tutorial and assessment schedules. The library training was found insufficient, leaving students unable to confidently use the e-library, hindering their academic success. Moreover, participants’ limited IT skills made it difficult to navigate online learning effectively. The study recommended prerecorded video tutorials, and flexible tutorial and assessment schedules to support adult learners balancing work and family. The university should provide targeted IT skills workshops to support students in navigating online learning platforms with greater ease. To increase engagement and completion rates, promoting support systems that address adult learners’ conflicting demands through academic advising, peer support, and time management resources was found crucial.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 8456
Subject
Country
Botswana
Region
Africa
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Adobe PDF, 249.65 KB
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Date
2025-09
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Corporate Author
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Publisher
Commonwealth of Learning (COL)