Examining the Motivators of Prisoners to Study Using Technology While in Prison

Abstract

The study sought to investigate the motivational elements that drive inmates to participate in e-learning while incarcerated, arguing that despite difficult living conditions, offenders are eager to acquire additional knowledge. The research was carried out at a correctional facility in Namibia, using qualitative methodologies, mostly interviews, which were in line with an interpretive paradigm. Thematic analysis was employed, using transcriptions provided by a proficient transcriber. The analysis revealed a transition in Namibia's legal framework towards corrections and the reintegration of individuals into the community. The findings revealed that inmates were driven by a strong desire to provide for their families and make a meaningful impact on society after their release. This motivation was influenced by the educational accomplishments of their family members and a sense of personal responsibility. The accessibility and flexibility of e-learning were important factors, as participants appreciated the simplicity of obtaining information online. They viewed distance education as a very successful and enjoyable method of learning, acknowledging its significance in personal development. The decision to use e-learning was further supported by institutional limitations, such as a lack of personnel and prohibitions on conducting studies. Participants emphasised the ease and practicality of retrieving information via computers and the internet, thanks to the facilities provided within the facility. Inmates considered distance education as a practical way to make academic progress, even if they had to deal with obstacles including time and budget constraints.