This study investigated the preparedness and experience of students for the fast-paced convergence of ICT and higher education. Overall, 366 distance students with a history of self-directed learning through correspondence courses were profiled using structured text-based online interviews. Twelve students’ attributes on ICT material possession and competencies and experience of Open Distance and Open Learning (ODeL) were collected and analysed. The findings show that the majority of students (72%) who had prior knowledge about the basic concepts of ODeL modalities indicated satisfaction with the e-learning environment while the learning mode is challenging for traditional students (28%). Statistically significant positive correlations (ρ = 0.00) were observed between ICT competencies or preparedness: the level of prior academic qualifications (HAQ: r² = 0.35); key challenge faced (KC: r² = 0.26); and the convenience of ODeL (C.ODeL: r² = 0.18). To ensure that students are not left behind with the proliferation of ICT in distance education, principal component analysis revealed that having prior knowledge about the ODeL modalities is an important attribute that contributes to students’ preparedness for the e-learning environment, thus bridging the variance between the expected expectations and the actual expectations.

本研究调查了学生对信息通信技术和高等教育快速融合的准备情况和体验。总体而言，使用结构化的基于文本的在线访谈对 366 名具有通过函授课程进行自主学习历史的远程学生进行了分析。收集并分析了 12 名学生关于 ICT 材料拥有和能力的属性以及开放式远程和开放式学习 (ODeL) 的经验。调查结果表明，大多数事先了解 ODeL 模式基本概念的学生 (72%) 表示对电子学习环境感到满意，而传统学生 (28%) 的学习模式具有挑战性。统计上显着的正相关（ρ = 0.00) 在 ICT 能力或准备之间观察到：先前的学历水平（HAQ：r ²  = 0.35）；面临的主要挑战（KC：r ²  = 0.26）；以及 ODeL 的便利性（C.ODeL：r ²  = 0.18）。为确保学生不会因远程教育中 ICT 的激增而落后，主成分分析表明，拥有关于 ODeL 模式的先验知识是有助于学生为电子学习环境做好准备的重要属性，从而弥合差异期望值与实际期望值之间。