Strategies and challenges in managing distance Education at a tvet college: a case of grade R trainee-teacher diploma programme

Abstract

This study explored how Grade R Diploma students at South African TVET colleges manage the challenges of studying through Distance Education (DE). It examined the teaching and learning strategies used for adult learners, as well as the support systems available to them. The sample size was randomly selected and had six(6) student and three (3) teacher participants. Altogether, there were nine (9) participants. The procedure used for sample selection was purposeful sampling with two (2) students in each category, (low, average and high performers) respectively. Three (3) experienced teacher participants were chosen using purposeful sampling. Findings showed that while many students coped well with DE, a significant number struggled due to limited direct teacher interaction, poor network connectivity, and inexperience with distance learning. Despite these challenges, the college provided support structures such as library and computer facilities to enhance student success. Both student and teacher responses aligned closely, revealing common concerns and needs. The study recommends expanding learning facilities, upgrading study materials, and diversifying teaching strategies to accommodate varied learning styles. Themes identified from the data informed the study’s conclusions and recommendations.