Access for success: Exploring affordances theory in a new hybrid model teacher education programme

Abstract

Situated within the ambit of Affordances Theory, this paper reports on an empirical and descriptive investigation into a newly introduced hybrid-model teacher education programme in a developing context. The purpose of the study was to examine the extent to which the first two student cohorts availed themselves of the ICT affordances provided by the institution, which could favourably compare to those found in a developed context. The study adopted the sequential explanatory mixed-methods research design. This study involved two phases in which the quantitative data were first collected through surveys, followed by the collection of qualitative data that involved individual interviews, focus group discussions and documents. The participants included students, online tutors and an instructional designer. Findings from both cohorts show students rarely participated online due to diverse reasons, which included limited access to the internet, the cost of bandwidth, technophobia, and inadequate online and academic support. The findings reaffirmed the interdependent relationship between both individuals and the affordances that exist in an environment. If institutions paid adequate attention to the findings, it would help to stem the tide of poor retention rates in this mode of delivery. Further recommendations for research and practice include the need for institutions to provide relevant technology affordances, adequate and relevant student support, and ongoing monitoring of the quality of their programmes to encourage access for success.