Critiquing the Role of Field Facilitation in Open and Distance Learning Within a Resource-Constrained Environment in the Global South

Robert Kalima; Carolyn Grant; Sherran Clarence; Sioux McKenna

doi:10.19173/irrodl.v26i2.7915

Authors

Robert Kalima Mzuzu University, Luwinga, Malawi https://orcid.org/0000-0001-7425-217X
Carolyn Grant Rhodes University, Makhanda, South Africa https://orcid.org/0000-0002-4188-7408
Sherran Clarence Nottingham Trent University, Nottingham, United Kingdom & Rhodes University, Makhanda, South Africa https://orcid.org/0000-0003-2777-4420
Sioux McKenna Rhodes University, Makhanda, South Africa https://orcid.org/0000-0002-1202-5999

DOI:

https://doi.org/10.19173/irrodl.v26i2.7915

Keywords:

activity theory, epistemological access, African higher education, open and distance learning, peer tutoring, field facilitation

Abstract

Field facilitation is a crucial pedagogical intervention aimed at supporting student learning in resource-constrained open and distance learning environments, particularly in the Global South. This study used second generation activity theory to analyse a field facilitation intervention in an education faculty at a Malawian university, particularly the ways in which student learning and understanding was enabled or undermined while implementing field facilitation. The findings showed that many of the benefits of field facilitation were constrained for a number of reasons related to recruitment and training, pedagogies and understanding of student needs, and the materials and approaches used in field facilitation. For the field facilitation intervention to be fully effective as a means to deepen student learning, it needs to be embedded in the curriculum rather than implemented as an add-on activity, field facilitators need to be fully supported in their role, and the tools and materials available for teaching and tutoring need to be carefully designed within the resource constraints of the learning environment. These findings may inform reflection and further action in similarly resource-constrained contexts that are working to improve the success of open and distance learning.

Author Biographies

Robert Kalima, Mzuzu University, Luwinga, Malawi

Robert Kalima's biography as Student Support Services Manager for the Centre of Open, Distance and eLearning at Mzuzu University in Malawi.

Carolyn Grant, Rhodes University, Makhanda, South Africa

Carolyn (Callie) Grant is Professor of Educational Leadership and Management at Rhodes University, South Africa.

Sherran Clarence, Nottingham Trent University, Nottingham, United Kingdom & Rhodes University, Makhanda, South Africa

Sherran Clarence is a Senior Lecturer in Doctoral Education and Development at Nottingham Trent University, UK, and a Senior Research Associate in the Centre for Higher Education, Research, Teaching and Learning at Rhodes University, South Africa.

Sioux McKenna, Rhodes University, Makhanda, South Africa

Sioux McKenna is Professor of Higher Education Studies in the Centre for Postgraduate Studies at Rhodes University, South Africa.

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