Undergraduate ODL students' graduateness in relation to their employability attributes and examination preparation styles

Abstract

The open distance learning teaching context poses unique challenges and opportunities for cultivating students’ graduateness. However, more research is needed on how students’ graduateness relates to their examination preparation styles and employability attributes, and how these influence teaching practice in the open distance learning (ODL) context. These constructs are under-researched in the South African ODL higher education context. The objective of the study was to explore how undergraduate ODL students’ graduateness is influenced by their examination preparation styles and employability attributes, and to determine the implications for teaching practice in the ODL higher education context. Significant relationships were observed between the variables of relevance to the study, pointing to the importance of developing the measured employability attributes and exam preparation styles in cultivating the graduateness of ODL students. New knowledge was gained which can be used to inform ODL teaching and learning design. Recommendations for future research and teaching practice are made.