EDUCATION NEWS - South Africa’s youth are the most digitally connected generation yet, but higher education institutions are seeing renewed appreciation for face-to-face learning environments.

Students embrace the value of the classroom experience

Students are recognising that campus-based education offers more than academic instruction. It provides opportunities to engage with lecturers, collaborate with peers, apply knowledge in practical settings and develop the confidence needed for the workplace.

Leon Smalberger, CEO of the Academic Institute of Excellence (AIE), says the renewed interest in contact learning is not simply driven by nostalgia for campus life, but by a growing understanding of what technology cannot replace.

“Young people are becoming more selective about what they allow technology to replace in their daily lives, and education is the last thing they’re willing to compromise on,” said Smalberger.

“They will use digital tools when they make learning faster or easier to access, but they still want the parts of education shaped by human judgement and hands-on practice to happen with other people in the room.”

Contact students show stronger academic outcomes

According to the latest available figures from the Department of Higher Education and Training’s (DHET) Statistics on Post-School Education and Training in South Africa report, contact learning continues to account for the majority of higher education enrolments.

Across public higher education institutions, 65.3% of students were enrolled in contact programmes.

The report also shows stronger academic outcomes among contact-learning students, with contact undergraduates achieving an average success rate of 81.6%, compared with 70.9% among distance-learning students.

Graduation rates were also higher for contact programmes, with undergraduate graduation rates recorded at 25%, compared with 15% for distance students. Among doctoral students, contact programmes achieved a 20% graduation rate, compared with 15% for distance learning.

Smalberger says these differences are closely linked to the structure, support and accountability provided by campus-based learning.

Campus life. Photo: Supplied

Classrooms provide structure and academic support

Many first-year students enter higher education from school environments where teachers controlled the pace of learning, monitored attendance and provided direct support when challenges emerged.

Distance learning requires students to immediately take greater responsibility for managing workloads, deadlines and motivation — often without the same level of external structure.

“Many homes are filled with distractions and practical challenges, from family responsibilities to the lack of a quiet study space, reliable digital devices or stable internet access,” said Smalberger.

“These conditions can make sustained learning far more difficult and may contribute to higher dropout and failure rates among distance-learning students.”

Campus creates a dedicated space for learning

Contact learning helps students establish clear boundaries between academic responsibilities and daily life.

Travelling to campus and attending scheduled classes create a dedicated learning routine, allowing students, families and employers to recognise that study time requires commitment and focus.

This structure can be particularly important for first-generation tertiary students whose households may have limited experience of the demands of higher education.

The classroom environment also allows institutions to identify challenges earlier. Declining attendance, incomplete assignments or reduced participation can be addressed before they have a lasting impact on a student’s academic progress.

Distance-learning students often need to identify these challenges themselves, seek assistance and recover lost ground without the same level of ongoing interaction.

Practical learning prepares students for the workplace

At AIE, Smalberger says contact learning combines classroom engagement with access to workshops, studios, laboratories and collaborative spaces where students can develop practical skills in environments similar to those they will encounter after graduation.

“The value of campus learning extends beyond physical attendance. It provides students with protected time, visible support and an environment designed around the demands of their qualification rather than the competing pressures of home,” he said.

Human connection remains central to education

While technology continues to transform the way students access information and resources, Smalberger believes human interaction remains a critical part of successful learning.

“For students who need that structure in their lives, and who do not have the necessary resources and support at home to focus on their studies, returning to a classroom model can make a significant difference,” he said.

“It can save students substantial time and money while better preparing them for graduation and the challenges that follow.”

As higher education continues to evolve, contact learning remains a powerful tool in helping students develop not only knowledge, but also discipline, confidence and the practical experience needed for the world of work.

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