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