This qualitative study seeks to explore the experiences of Post Graduate Certificate in Education (PGCE) students who are doing their studies through blended distance learning in a South African institution. The students attend their lectures through tele-conferencing three days in a week from 17H00 to 20H00 per day. In some cases, the lectures are pre-recorded and just played for the students. The study uses critical discourse analysis as a theoretical framework to explore the experiences of these students. Data was collected using focus group and in-depth individual semi-structured interviews. The data were analysed using content analysis, and the findings were reported in form of themes. The study found out that irrespective of the tele-conferencing through which they get their tuition, the students felt that they need more guidance especially on hands-on aspects such as lesson planning. The participants also felt that it would be best to have the lectures every day. The study concluded that the institution should put in place a tutorial system that would help students when they face challenges. The study also concluded that the institution needs to come up with a comprehensive framework that would ensure that not only would the students complete the course, but also, they need to develop professionally.
Kudakwashe Mamutse, University of South Africa, South Africa
The full paper is not available for this title