A phenomenological study of the lived experiences and meaning of being a student with a physical impairement at an Open Distance Learning

Abstract

The main aim of this study was to explore the lived experiences of students with physical impairments, as well as the meaning they attach to being a student with a physical impairment in an Open Distance Learning (ODL) university, and to give a voice to these students. The objectives of the study were to (1) explore the experiences of students with physical impairments in an ODL university, (2) explore learning experiences of students with physical impairments, and (3) explore the feelings and thoughts regarding an ODL environment. The study sought to answer three questions: (1) What does studying in an ODL university mean for students with physical impairments? (2) What are the experiences of studying in an ODL university while having a physical impairment? (3) How does it feel to study at an ODL university? The conceptual framework of the study consisted of concepts of the person-centred theory and the biopsychosocial model of disability. The person-centred theory provided a basis for the study, since it is in line with the constructivism paradigm, as well as the phenomenological research design. The biopsychosocial model of disability provided a coherent theoretical explanation of disability and impairment by taking into account the person’s biological, psychological aspects as well as social influences. The literature reviewed provided a theoretical background in similar studies, as well as fundamental principles of ODL through the transactional distance theory and the fifth generation model of ODL. The population of the study consisted of students with physical impairments and purposive sampling was employed to collect data from students with visual, mobility and hearing impairments studying at an ODL university. Qualitative data were collected through semi structured in-depth interviews. The data were recorded, transcribed, and analysed following the Interpretative Phenomenological Analysis principles that employs the the Atlas t.i qualitative data analysis computer program. The themes emerged from the codes, applying the Moussakas and Collazzis method of analysis. The themes in question were expereinces, accesibility, provision of student support services, feelings, transactional distance, as well as having physical impairment. The results firstly confirmed the challenges faced by students with physical impairments in an ODL institution – these were challenges related to accessing the curriculum and student support services, infrastructure as well as online platforms. The challenges and experiences evoked mixed feelings in participants. The findings showed that access to infrastructure is not only a challenge for students with mobility impairments, but is also a challenge for students with visual impairments. Furthermore, the bursaries and funding for students with physical impairments lack inclusivity, and do not fully take into account the psychological, physical and biological needs with regards to assistive devices that students require to excel academically. Lastly, the findings showed that the university ICT systems are not in sync – hence the delays encountered by students in receiving efficient student support services.