Despite the flexibility and accessibility characteristics of open distance e-learning (ODeL), students from rural communities often struggle with academic, technological, financial and psychological challenges that impede their academic success and well-being. Guided by the community of inquiry (CoI) and self-determination theory (SDT) as a theoretical framework, this qualitative study drew on individual semi-structured interviews with 13 first-year BEd students from rural communities to explore their lived experiences, highlighting the different challenges they face in the context of ODeL. The study used an explorative case study design within an interpretivist paradigm, aiming to explore the significantly unique experiences of first-year students from rural communities in an ODeL context. The research questions that guided this study were: What are the challenges that students from rural areas face in the ODeL context? How do technology and the digital divide affect the learning experience of these students? What psychological factors affect their educational journey? Findings revealed that the absence of face-to-face interaction, poor digital connectivity, financial constraints, and limited access to institutional support contribute to isolation, stress, and disengagement. Many students were unaware of the available services and struggled to balance academic work and family responsibilities. The study emphasises the urgent need for responsive institutional strategies to promote inclusivity, support student well-being, and improve resilience in ODeL contexts, specifically for students from rural communities.
Aphane et al. (2025) studied this question.