The discourses surrounding student success and risk have shifted emphasis from the concept of risk as residing with student attributes, aptitudes and socio-economic history to the concept of contextualized risk, which is a result of the interaction between student, institution and the broader higher education context. This shift in discourse has led to a change in understanding the role that institutions play in “creating” at-risk students through institutional culture, procedures, policies and assumptions about the nature of teaching and learning. Institutional barriers to learning have received relatively little attention in the scholarship of teaching and learning when compared to the wider body of research on student-bound risk factors. Institutional barriers to learning refer to those institutional characteristics that, when combined with the attributes of the student body, create inadvertent barriers to successful study completion. This article makes use of frameworks derived from prior research into the barriers to learning and established models of student support to identify what students perceive as institutionally embedded barriers to teaching and learning in an institution in the South African open, distance and e-learning context.

中文翻译：

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南非远程开放学习背景下的学习障碍

关于学生成功和风险的论述已将重点从具有学生属性，天资和社会经济历史的风险概念转移到情境化风险概念，这是学生，机构和更广泛的高等教育之间相互作用的结果上下文。话语的这种转变导致人们通过机构文化，程序，政策和关于教学性质的假设，对机构在“创造”高危学生中所扮演的角色的理解发生了变化。与更广泛的针对学生的危险因素研究相比，教学的学术障碍在学术和学术领域受到的关注相对较少。学习的制度性障碍是指那些 当结合学生身体的属性时，会为成功完成学习造成无意间的障碍。本文利用从先前对学习障碍的研究中得出的框架和已建立的学生支持模型，来识别学生在南非开放，远程和电子学习环境下，将什么视为制度上嵌入教学和学习的障碍。