INTERVIEW DATA EXPLICATION
5.2 Distance learning context
5.2.1 Reasons for studying through DL
the research questions underlying the investigation. Bracketing the researcher's entering predispositions towards the question is a recognition of the unavoidable a priori dimensions of a research method that attempts to allow the data to speak for themselves as much as possible (Osborne 1994).
educational programme. Half of my interviewees concurred with the female head of department who said she studied through DL because, ―-distance education maintains the family--there is no disruption-- because you will be coming from home‖ (DT1R:368). A male deputy school head supported the above view by saying he, ―-found it comfortable to study at home while working‖ (DT1B:367). A male class teacher among them cherished the flexibility of DL for learners with family obligations. He preferred DL to campus-based studying for learners with families because DL, ―-is user friendly‖ (DT1Z:367) as learners control the pace and place of their studies. Hence, apart from the fact that it bestows the responsibility of when, where and how to learn (Rowntree 1992) on adult learners, DL facilitates family comfort while at the same time adults acquired knowledge. It eliminates the usual notion of viewing education as an instrument of cultural and social alienation.
Another half of the participants shared the view that DL is more convenient than campus-based studies. A female class teacher said, ―-it is cheaper and you can work and study at the same time‖ (DT1A:368). That adults study while working makes DL cost-effective by avoiding opportunity cost. Individuals learn and simultaneously contribute to family and national development. Development at home may slightly be constrained by the immediate cost of the DL programme. However, it continues to take place unlike when the adult learner went away for on-campus study and did not earn income. The nation gains from the learners‘ uninterrupted professional production at work places. The adults improve their knowledge and skills while they study through DL. This saves substantial national resources that would be missed if the learners went for campus-based study without pay. If they went to study on paid- leave, their replacements at workplaces would also be paid making them an extra expense to the exchequer and the whole exercise expensive.
DL was also chosen because it did not attract salary reduction for employed adults as happened when they went on campus-based programmes on study leave in
Zimbabwe. It affords adult learners the opportunity to learn and at the same time meet their usual financial commitments. A widowed deputy school head said, ―-you manage to pay your fees, buy books and --going for lectures. If you take a study leave---your pay will be cut‖ (DT1E:368). The Zimbabwean study leave policy for practising teachers at the time of this study was that one went on paid study leave for the number of leave days one had accrued. If one had not accrued leave days, or after the accrued days had been exhausted, the Ministry of Education, Sport and Culture decided, on a policy-basis, the percentage of the salary to deduct. Usually during the first year of study, one would be on full salary. In the second year one might earn 75% or 50% of his/her monthly salary. In third year it could go further down depending on the accrued leave days that one still had. Sometimes it got to zero because the longer one stayed on study leave the higher the chances that accrued leave days got exhausted and hence the more severe the effects of salary reduction.
DL avoids exposure of adult learners to such salary deductions. The fact that adult learners with families met their family, financial, social and professional obligations while they advanced themselves educationally made DL more preferable than campus-based study.
According to a female head of department, DL was helpful because it, ―- accommodates -- those who have minimum qualifications‖ (DT1P:368). Another female head of department echoed the helpfulness of DL as she said that she could not get, ―- a place to do the degree at the conventional universities-‖ (DT1R:367) because she could not meet the entry requirements. Due to few universities in the face of high demand for university education in Zimbabwe, conventional universities‘ entry qualifications were raised. University education became a preserve for those who attained the highest grades in their subjects at A level. Thus, in line with Corry and Lelliott (2001), DL was helpful in that it gave an opportunity to Zimbabweans who would not have a chance to do university education (Mugabe
2005). It accepted applicants with minimum academic entry requirements, 5 O level subject passes including English Language that other universities did not accept.
It improved the status of one male deputy school head in the sample as it enabled him, ―-to qualify for his administrative post‖ (DT1CH:367). He was promoted to a primary school head after he joined the B.Ed. programme at ZOU and attributed his promotion to DL.
Considering the above reasons, DL had more comparative advantages for adult learners than campus-based study. Adults with families meet their family, financial, social and professional obligations while they improve their social standing and advance themselves educationally.