Abstract:
Understanding how distance learners in Africa interact with technology is crucial for improving
educational practices and results as digital technologies continue to change the face of higher
education worldwide. The study focused on the insights of technology use at the University of
Namibia's distance learning programmes.
The study employed a mixed-method approach, collecting data from a sample of University of
Namibia distance learners using both quantitative and qualitative methods with an embedded
mixed-method approach. The quantitative method was prioritized by means of a questionnaire
survey, followed by the qualitative method using semi-structured interviews and online lesson
observations. The research aimed to address several key questions: to find out the opinions of
distance learners towards the use of technology in their own learning; to identify barriers to the
effective use of technology by distance learners; to find out how technology can support distance
learners' day-to-day academic activities; and to explore how better distance learners can be
supported to use technology more effectively in their learning.
According to the findings, distance learners at the University of Namibia have a positive attitude
towards technology use, with the majority indicating that technology has improved their learning
experience. The majority of distance learners reported that they use technology for various
learning activities, such as accessing course materials, participating in online discussions, and
submitting assignments. However, the study did identify several problems that distance learners
encounter, such as limited access to technology, poor internet connectivity, and a lack of
technical support. The Technology Acceptance Model guided the study, providing a structured
approach to understanding the interactions between distance learners and technology. The study
offers suggestions of how universities might improve technology to enhance the learning
experience of distance learners. The findings have broader implications, highlighting the need for
improved infrastructure and support systems to facilitate technology use
