INTERVIEW DATA EXPLICATION
5.2 Distance learning context
5.2.6 Strategies for coping with studying in isolation
On asking participants the strategies they used to cope with the challenges of studying in isolation in DL, they said they relied on:
Planning, Self-discipline, Commitment, and
Consultation with colleagues and tutors.
Six of my interviewees viewed planning as a key factor for success in DL. A school head from earlier intakes with previous DL experience and unimpeded completion of the B.Ed. programme emphasized the importance of planning as instrumental to success in DL when he said that,
50% of the success comes from planning because--some people would like to wake up very early. Some people read up till late-- it depends
on what suits you. But, planning is very, very, very important (DT1ZV:381).
A deputy head with previous DL experience that also had unimpeded completion of the programme survived because he committed himself to a personal study time table to cope with studying in isolation. He said, ―I was able to read from 10.30 pm every day to about 12.00 o‘clock‖ (DT7B:431). Actually, a female head of department from later intakes that had temporarily withdrawn from the B. Ed. programme confirmed the negative consequences of lack of planning in DL. She attributed her delayed completion of the programme to the fact that, ―I lacked planning‖
(DT1P:381).Emphasis in this strategy was in line with Kazmer‘s (2000) suggestion that prioritisation and commitment to the implementation of a study timetable helps adult learners to cope with DL.
I addition to planning, there is need for self discipline on the part of the learner to create time to concentrate on the DL programme. There is need for good time management. Adult learners need to prioritise their activities. They also need to reduce commitments that interfere with their concentration on studies. A school head that completed B.Ed. on time said that, ―If one drinks and does not put- effort into stopping you won‘t cope with distance studies‖ (DT1ZV:385).
Five of the participants concurred that commitment is necessary for adult learners to cope with DL. A school head who had unimpeded completion of the B.Ed.
programme boasted that, ―I am never the same. The programme is good. But, it needs one to be --committed‖ (DT1BV: 381). A deputy head that also had unimpeded completion of the programme emphasized that learners should have, ―-the desire to do it and -- to give time to the learning part of it‖ (DT1B:381).For the female head of department that delayed completion and was still on the programme, her experience was illustrative of the need for commitment in coping with DL as she said, ―I have failed to complete my studies at the intended time because--I lacked
commitment‖ (DT1P:381). Emphasis on this strategy was in line with Jarvis (1995) who argues that adults often succeed in DL because they have goal-focused commitment in their studies.
When learners faced challenges studying in isolation they also consulted colleagues and tutors. According to one school head from earlier intakes that completed the programme on time, when confronted by difficulty while studying in isolation, ―-- initially you would look at colleague --you would-- phone the tutors and -- other people who have-- experience in distance education to assist you‖ (DT1B:384). This also confirms the importance of study groups (Bertram 2001). A female deputy head from later intakes that delayed completion of the programme underscored the importance of study groups while studying in isolation as she said ―-it was hard but we could make groups‖(DT1E:383).
The fact that participants used self-discipline, planning, commitment and effective time management to cope with DL was an admission that there are challenges in it.
Hence coping with DL requires self-control, self-direction (Merriam 2001) and determination.
These attributes are transmitted through the impression given by the participants‘
descriptions of the essence of terms like prioritisation, planning, and commitment.
These terms imply that learning in isolation requires the learner to be resolute. It means sacrificing (Kember, Ying et al 2005) some of the usual pleasures and replacing them with serious study in search of knowledge. The participants‘
descriptions of suggested strategies for coping with learning in isolation urge adult learners in DL to take full responsibility of their learning. This is in line with Rowntree (1992) who states that coping with DL bestows the responsibility to initiate and organize the place, time, amount and manner of study on the learner and at the same time meet the requirements of the learning programme. The participants‘
descriptions of strategies they used to cope with the DL context also emphasize and uphold the idea of learner autonomy and independence (Rowntree 1992; Merriam 2001; Aylward 2001).
The DL context tree node covered the participants‘ reasons for studying through DL, their perspectives on their experiences in the B.Ed. programme, lack of self- confidence in doing university education among adult/second chance learners, the impact of learning in isolation and the strategies for coping with those aspects. Adult learner experiences in this tree node prompted me to analyse participants‘
experiences with socio-academic integration before anything else. I got convinced by participants‘ experiences that socio-academic integration should be part of the planning for adult learners to enter into DL programmes. For instance, an adult requires approval from family members to join a learning programme in order to prevent potential conflict that often arises when s/he occasionally isolates him/herself while studying and when s/he incurs financial expenditure towards the programme. Hence I discuss socio-academic integration and financial requirements tree nodes next.