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The purpose of this study was to explore the variation in experiences of remote rural students who study with the Institute for Distance and e-Learning (IDeL) of the University of Education, Winneba (UEW) in Ghana. The study adopted the qualitative research strategy. Semi-structured interviews were used to collect data for the study. Purposively, three remote centres were selected. Ten (10) students were selected across the selected centres for the study. Data obtained from the study centers were analyzed thematically. The study found that lived experiences of the learners on remoteness depended not only on their geographical locations but were also relative to individual circumstances. With respect to students’ sense of connection with university staff and peers, most mentioned their contact with their personal tutor. Networks with peers were less common, a matter of concern if peer networks are integral to fostering improved retention and progression. It was recommended among others that IDeL should promote the use of various cell phone Smart Identity Modules Cards (SIM Cards) by students in remote areas, to enable them gain access to any of the cell phone network coverage in their rural setting.

world journal of educational research (los angeles. online)/world journal of educational research

Ruralized or Not? Lived Experiences of Remote Distance Learning Students of the Institute for Distances and E-Learning (IDeL), University of Education, Winneba, Ghana