A descriptive study of adult student preferences for technology-enabled learner support amid the COVID-19 Pandemic

ABSTRACT

Although online distance education provides adult learners with an opportunity for lifelong learning, technology-enabled learner support remains a challenge. The COVID-19 pandemic introduced additional complications. The purpose of the current study was to determine which form of technology-enabled academic learner support students would prefer, and to assess their readiness for information and communications technology (ICT), be that under normal conditions or amid the pandemic. The study collected data using an online survey among fourth-level students enrolled in a research proposal module. The respondents indicated that, under normal, healthy conditions, they would prefer webinars to face-to-face learner support. Under COVID-19 conditions, respondents still ranked webinars first, online question and answer (Q&A) sessions second, vodcasts third, and lecturer-recorded videos made available via YouTube, fourth. The remainder indicated a preference for other forms of learner support. The respondents indicated their timing preference as a month before each of the assignment due dates or alternatively a week prior to the due date, with the remainder preferring more frequent online learner support. The practical implications of the study are that webinars, online Q and A sessions, and vodcasts should be actively considered for use instead of face-to-face classes for students at the University of South Africa (UNISA).