Fact or fantasy? : implementing supplemental instruction in an ODL context, the case of University of South Africa (UNISA)

Abstract

The study contributes towards an on-going University of South Africa (UNISA) agenda on “High Risk” modules and challenges of reducing high attrition rates especially among first year students (UNISA, 2010). There are many efforts aimed at addressing the challenge of high failure and dropout rates at UNISA but to a greater extent many of them have not performed as expected. Many institutions continue to report high attrition rates among distance education students (Nash, 2005). At UNISA the figure stands at 59%. This study proposes the use of Supplemental Instruction (SI) as the most effective validated intervention programme to improve students’ success. However we can mention that some of the reasons that contribute to students’ high drop outs rates among distance learning students include poor direction and feedback on assignments, general university preparation, lack of guidance and information prior to enrolment, perceived lack of support from lecturers, problems with time management and students trying to accomplish too much on their own. Some research shows that distance education is not easy and that it requires the same amount of work demanded by face-to-face studies (Basaza, Natalie and Wright, 2010: 89).