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CREDIBILITY AND TRUSTWORTHINESS
To achieve trustworthiness, increase rigour and enhance quality and credibility of the study, the researcher applied a variety of strategies throughout the research process. Data collection is an evolving process and a key strategy was prolonged engagement with the participants to cross-check various issues and to allow participants to become accustomed to the researcher. The data collection process was spread over a period of five months (June-October 2015); the last two months were more intensive as interviews were conducted during that period. The extended period of time enabled the researcher to follow-up participants to obtain critical, sensitive information that they could not provide during the initial phase of the data collection process. The prolonged engagement period with the participants was critical for the researcher to achieve data saturation. A field journal was kept throughout the entire research process to reflect new ideas, thoughts, and challenges. This enabled the researcher to make some modifications to the research process. Triangulation was another key strategy applied to enhance credibility and give a multidimensional perspective on the phenomenon under investigation. Triangulation is viewed as a strategy to validate research findings and to eliminate possible biases. As pointed out in the preceding sections, different types of triangulation exist, namely, triangulation of data methods, data sources, investigators and theoretical triangulation (Guion et al., 2011; Hussein, 2015; Patton, 1990; Weyers, Strydom, & Huisamen, 2014). Multiple data collection methods such as interviews, questionnaires and document analysis were used in this study. Triangulated sources included learners who have coped well with the transition and succeeded, those that did not progress to the next level and those who experienced the transition process for the first time. It also included learners studying through different modes of course delivery (contact and non-contact modes of study). Additionally, data was also sourced from tutors, heads of centres and area coordinators to increase validity. The different data sources helped the researcher to compare similarities and identify areas of divergence. In terms of theoretical triangulation the findings were tested against Tinto’s theory of student integration and Moore’s theory of transactional distance. To diversify the research approach, the researcher used two research assistants to administer the questionnaires and to transcribe the interviews. This approach of using more than one person in the research process helped to decrease possible biases and to confirm data coming from different people. To ensure transparency and trustworthiness direct quotations from both individual interviews and focus group discussion were included in the data analysis process.
To decrease misinterpretation of data and recognise participants’ experiences in the research process, a small sample of the transcribed interviews was presented to certain participants in Windhoek for cross checking. Additionally, the entire research process and findings was shared with peers and experts in the discipline of ODL for critical comment.
ETHICAL CONSIDERATIONS
Any research involves different people and is embedded in elements of trust, mutual respect and honesty between the researcher and the participants (Resnik, 2011). Ethics in research constitutes moral principles, rules and expectations that the researcher should adhere to when engaging with the participants in the research study (Pickard, 2007; De Vos, Strydom, Fouche, & Delport, 2011). The researcher has an obligation to minimise risk while at the same maximising the quality of information needed.
Firstly, the researcher requested permission from the Chairperson of the NAMCOL Governing Board to engage the learners and employees attached to the institution and to use available documents. The letter of approval to conduct the study on NAMCOL formed part of supporting documents submitted to the Faculty of Education Ethics Committee. The data collection process commenced in June 2015 after the ethical clearance approval was granted in October 2014 by the Faculty of Education Ethics Committee Voluntary participation, confidentiality, debriefing of participants and anonymity are some of the ethical issues every research study should comply with. Right from the onset, the participants who were willing to participate in the study were issued with a consent letter to sign. The consent letter indicated that they would not be subjected to any form of coercion because of the position of authority the researcher occupies at NAMCOL. Other details such as the purpose of the study, the participants’ rights to participate in or to withdraw at any given time, how the data would be recorded and how and when the findings would be shared with the participants was clearly explained to the participants. Participants were made to understand that their participation in the study was voluntary and that their withdrawal or refusal to participate would not have adverse consequences on their studies. Assurance was given that their responses would be treated anonymously and that responses would not be linked to any respondents. It was clearly explained to the participants that the study could assist ODL practitioners and policy makers to have a better understanding on how the learners experience change from the conventional school system to ODL and what intervention programmes should be implemented to assist learners to adapt to the new pedagogical approach and environment. Any personal gain derived from the study by the researcher such as enhancing research skills and obtaining a PhD qualification was pointed out to the participants.
CHAPTER 1
THE BACKGROUND AND CONTEXT OF THE STUDY
1.1 INTRODUCTION
1.2 STATEMENT OF THE PROBLEM
1.3 RATIONALE
1.4 OBJECTIVES OF THE STUDY
1.5 RESEARCH QUESTIONS
1.6 PURPOSE AND SIGNIFICANCE OF THE STUDY
1.7 CLARIFICATION AND OPERATIONAL DEFINITIONS OF KEY CONCEPTS
1.8 THEORETICAL FRAMEWORK
1.9 AN OVERVIEW OF RESEARCH DESIGN AND METHODOLOGY
1.10 DATA ANALYSIS
1.11 ETHICAL CONSIDERATIONS
1.12 DELIMITATIONS AND LIMITATIONS OF THE STUDY
1.13 CREDIBILITY AND TRUSTWORTHINESS OF THE STUDY
1.14 STRUCTURE OF THE STUDY
1.15 SUMMARY
CHAPTER 2
LITERATURE REVIEW
2.1 INTRODUCTION
2.2 OPEN AND DISTANCE LEARNING (ODL)
2.3 THEORETICAL FRAMEWORK
2.4 STUDENT TRANSITION
2.5 FACTORS THAT HINDER OR FACILITATE LEARNER INTEGRATION
2.6 STUDENTS’ EXPERIENCES DURING THE TRANSITION
2.7 STUDENT INTEGRATION
2.8 MANAGING THE TRANSITION PROCESS
2.9 SUMMARY
CHAPTER 3
RESEARCH PARADIGM, DESIGN, AND METHODOLOGY
3.1 INTRODUCTION
3.2 RESEARCH PARADIGM
3.3 THE APPROACH TO THE STUDY
3.4 RESEARCH DESIGN
3.5 POPULATION AND SAMPLING
3.6 METHODS OF DATA COLLECTION
3.7 DATA ANALYSIS
3.8 CREDIBILITY AND TRUSTWORTHINESS
3.9 ETHICAL CONSIDERATIONS
3.10 DELIMITATIONS AND LIMITATIONS OF THE STUDY
3.11 SUMMARY
CHAPTER 4
PRESENTATION OF THE QUANTITATIVE DATA
4.1 INTRODUCTION
4.2 ANALYSIS OF DATA FROM LEARNERS
4.3 ANALYSIS OF DATA FROM STAFF
4.4 CONCLUSION
CHAPTER 5
PRESENTATION OF QUALITATIVE DATA
5.1 INTRODUCTION
5.2 DEMOGRAPHIC PROFILES OF THE LEARNERS
5.3 THEME 1: UNDERSTANDING OF THE ODL SYSTEM
5.4 THEME 2: EXPERIENCES OF LEARNERS DURING THE TRANSITION PERIOD
5.5 THEME 3: ADJUSTING TO DISTANCE MODE OF LEARNING
5.6 THEME 4: FACTORS THAT HINDER OR FACILITATES LEARNER INTEGRATION TO THE DISTANCE LEARNING MODE
5.7 THEME 5: STRATEGIES FOR MANAGING LEARNER INTEGRATION INTO DISTANCE LEARNING
5.8 DOCUMENTARY REVIEW
5.9 CONCLUSION
CHAPTER 6
MERGING OF QUALITATIVE AND QUANTITATIVE DATA
6.1 INTRODUCTION
6.2 STAKEHOLDERS’ UNDERSTANDING OF THE ODL SYSTEM
6.3 LEARNER EXPERIENCES DURING THE TRANSITION PERIOD
6.4 LEARNER INTEGRATION INTO THE DISTANCE LEARNING MODE OF DELIVERY
6.5 LEARNER TRANSITION STAGES
6.6 FACTORS THAT HINDER AND FACILITATE LEARNER INTEGRATION
6.7.1 CRITICAL VIEWS OF THE LEARNERS AND STAFF IN TERMS OF SIMILARITIES AND DIFFERENCES
6.8 FINDINGS’ CONTRIBUTIONS TO THE BODY OF KNOWLEDGE
6.9 CONCLUSION
CHAPTER 7
CONCLUSION, SUMMARY AND RECOMMENDATIONS
7.1 INTRODUCTION
7.2 PURPOSE OF THE STUDY
7.3 SUMMARY OF RESEARCH DESIGN AND METHODOLOGY
7.4 SUMMARY OF THE MAIN FINDINGS
7.5 CONTRIBUTION OF MAIN RESEARCH FINDINGS TO LITERATURE AND BODY OF KNOWLEDGE
7.6 IMPLICATIONS FOR PRACTICE
7.7 LIMITATIONS OF THE STUDY
7.8 RECOMMENDATIONS FOR FUTURE RESEARCH
7.9 CONCLUSIONS
REFERENCES
