The anonymous learners: a critical reflection on some assumptions regarding rural and city learners

Abstract

Unisa learners come from diverse contexts, histories and cultures. The specific geographic location of the learners impacts on the total learning experience and the success thereof. Assumptions about the Unisa learner, the quality of teaching and administrative support determine to a large extent the design of learning materials and the support that learners receive. This article documents the stories of learners living in Mmarobala, Limpopo Province and learners from the Tswane Metropol, and investigates some assumptions of lecturers and administrative staff about Unisa learners and the effects thereof on the learning experiences of the students.