A conceptual quality framework for online distance education in a South African higher education context

Abstract

Residential higher education institutions in South Africa have reached their capacity to support full-time, face-to-face students, and the demand for higher education is increasing rapidly. The Council on Higher Education in South Africa acknowledges that the post-schooling systems' capacity and effectiveness should be improved and expanded. Unfortunately, the COVID-19 pandemic exposed many institutions' inability to provide education online. Also, the rapid expansion of higher education is usually associated with compromising the quality of education offered. Subsequently, residential institutions must ensure quality in their online distance education offerings. Therefore, this study investigates how institutions enact the quality elements of online higher distance education. This study followed a qualitative research approach and involved two higher education institutions in South Africa as case studies. The interpretivistic nature of this study allowed the researcher to collect data through semi-structured and focus-group interviews. The study's theoretical framework was essential in analysing the collected data deductively and inductively. The data analysis resulted in a Conceptual Quality Framework that residential higher education institutions in South Africa could use to transition their administrative, teaching and learning processes to an online format. The framework underscores South African residential institutions' intricate challenges in transitioning to online distance education. While South Africa has robust distance education policies, there is a notable gap in awareness and implementation at an institutional level. This discrepancy raises concerns about potential non-compliance, quality variations, and a lack of standardised approaches. Various challenges mark the transition from blended to fully online education, emphasising the need for a comprehensive framework to ensure quality in the online distance format. Issues such as administrative infrastructure complexity, technological integration, and the varying approaches of institutions contribute to the complexity. Overall, a nuanced and adaptive approach is essential for residential institutions navigating the intricate landscape of transitioning administrative, teaching, and learning processes to an online format.