Towards Flexible Learning through Distance Learning: ND Real Estate Learners' Experiences

Abstract

More and more campus-based Higher Education Institutions (HEIs) offer distance learning in an attempt to respond to an increasing demand for flexible, part-time course offerings both nationally and globally. This case study reflects on an existing National Diploma in Real Estate, offered online for the first time in 2017, at a university of technology in the Western Cape. Applying a flexible learning framework, this study reports on learners’ experiences of the distance education programme based on data generated through an online survey and interviews with the distance learning coordinator. Looking at the various elements of flexible learning, such as admissions criteria and processes, curriculum design, delivery and support systems, the opportunities and challenges of flexible learning emerging from the case study are explored. Preliminary findings show that the flexible delivery of the course, offering learners a maximum of choice in terms of how and where to study and the flexible assessment schedule were highly appreciated by learners, while the flexibility of curriculum design and support can be improved. Most importantly however, as other studies have shown, it is the inflexibility of the institutional systems and institutional culture, and also how lecturers perceive their roles and responsibilities within a distance learning offering, that are the biggest stumbling blocks towards implementing flexible learning. Recommendations for improvement of the course in particular and towards flexible design principles in general conclude the paper.