Concerns continue to be raised in South African higher education circles that students are not performing academically as they can and should, resulting in low through-put and poor retention rates (Hersh & Merrow, 2005; Pandor, 2007; DoE, 2008; EDUCATOR’S VOICE; MacGregor, 2009) . This mixed methods case study, using the General Model of Instructional Communication (McCroskey, Valencic, & Richmond, 2004), is an investigation of the lecturers’ and their students’ perceptions of lecturers’ instructional communication (IC), with specific focus on lecturer immediacy, clarity and credibility. These perceptions were further analysed to establish the extent to which they reflect lecturers’ instructional competence. Triangulation of data sets was conducted after seven lecturers had been interviewed and observed (eCOVE software and video) and questionnaires were administered to 252 first year students, enrolled for a communications course. Data were stored and analysed through the Dictate Express software, WEFT QDAS (text) and the Statistical Programme for the Social Sciences (SPSS) (numeric). The use of multiple data sources and analytic methods helped to improve the reliability and validity of the study. Analysis of the perceptions revealed that although the lecturers were perceived to be verbally and nonverbally immediate, they were also perceived to be unclear in their presentation, although credible in the eyes of their students. These negative behaviours have the potential to affect students’ learning adversely, and so potentially reduce students’ academic success. The lecturers were also found to be inconsistently competent, pedagogically and professionally. Recommendations at practical and policy levels, aimed at ameliorating lecturers’ communication and instructional skills during instruction, have been made while further research could review existing instruments, interventions and assess student performance. / Thesis (PhD)--University of Pretoria, 2015. / tm2015 / Humanities Education / PhD / Unrestricted

This study pertains to the provision of learning support to remote distance learners from the Basarwa and Bakgalagadi communities in Botswana who enrolled for a secondary school-leaving certificate. The purpose of this case study was to document these learners’ perceptions and experiences of learning at a distance and to improve service delivery. The literature on distance learning support emphasises the importance of making learners’ voices audible as these help gauge the efficacy of learning support. The study was informed by an interpretive paradigm using a mixed-methods approach and is underpinned by Holmberg’ theory of conversational learning (2003). Qualitative data methods collection involved semi-structured interviews, journals, document analysis and observations while a questionnaire provided nested quantitative data. Data sets were triangulated and trustworthiness was enhanced by using Atlas.ti® for qualitative analysis and SAS version 8 software to generate percentages. The key findings showed that distance learners exhibited high intrinsic motivation and 72.1% of them were satisfied with the learning support provided. This substantiates that learner motivation remains a key attribute for successful distance learning in any context. However, policy and managerial flaws did frustrate and unintentionally disadvantage these remote distance learners. Despite their adverse circumstances positive perceptions and experiences were exhibited where learners had access to personalised academic and affective support from empathetic tutors. Implications for practice include policy reviews, ODL staff training and adoption of best practice. A needs assessment to establish learner needs, expectations and aspirations is critical for the design and development of relevant learning materials, and for the delivery of quality learning support to enhance the academic experience of remote learners from marginalised communities. Recommendations may be applicable in other underdeveloped distance learning contexts. Topics for further research exploration in learning support, policy and curriculum issues have been suggested. / Thesis (PhD)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted