Exploring lecturer experiences of the use of ICT in blended learning : a case study at a South African university
- Authors: Ntlabathi, Siyanda
- Date: 2015
- Subjects: Blended learning -- South Africa , Information technology -- South Africa , Education, Higher -- Technological innovations , Computer-assisted instruction -- South Africa , Internet in education -- South Africa , Educational technology -- South Africa , Critical realism
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2044 , http://hdl.handle.net/10962/d1017355
- Description: ICTs have had a tremendous impact on our educational environment. There have been a huge number of developments and support in implementation of ICT in Higher Education teaching and learning, also referred to as e-learning. Similarly there appears to be quite a number of research conducted on the use of ICTs in blended learning settings worldwide and as well as in South Africa. Very little research however, has focussed on the experiences of lecturers with e-learning, specifically as it relates to Learning Management Systems (LMS). In trying to meet the requirements of its academic programmes and be in line with new developments worldwide, the University which is the focus of this study pilot projected the use of an LMS in a blended learning approach which integrates face-to-face classes with Blackboard, an ICT-based system or tool. Following the implementation of the pilot project, this study explores the experiences of lecturers in their blended learning environments at this university in the Eastern Cape province of South Africa. The research design was that of an interpretative paradigm within a qualitative research approach in a case study methodology. Purposive sampling of six lecturers from departments within faculties across two campuses was done. The data was gathered through interviews, a follow-up questionnaire and document analysis was employed. Using Critical and Social Realism as meta-theories the study employed aspects of Activity Theory as substantive theory to understand particular experiences of blended learning environments and identify conditions which enable and constrain engagement in these environments so as to explore potential lessons to inform the kind of educational support which could be offered to facilitate uptake of the LMS.
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- Authors: Ntlabathi, Siyanda
- Date: 2015
- Subjects: Blended learning -- South Africa , Information technology -- South Africa , Education, Higher -- Technological innovations , Computer-assisted instruction -- South Africa , Internet in education -- South Africa , Educational technology -- South Africa , Critical realism
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2044 , http://hdl.handle.net/10962/d1017355
- Description: ICTs have had a tremendous impact on our educational environment. There have been a huge number of developments and support in implementation of ICT in Higher Education teaching and learning, also referred to as e-learning. Similarly there appears to be quite a number of research conducted on the use of ICTs in blended learning settings worldwide and as well as in South Africa. Very little research however, has focussed on the experiences of lecturers with e-learning, specifically as it relates to Learning Management Systems (LMS). In trying to meet the requirements of its academic programmes and be in line with new developments worldwide, the University which is the focus of this study pilot projected the use of an LMS in a blended learning approach which integrates face-to-face classes with Blackboard, an ICT-based system or tool. Following the implementation of the pilot project, this study explores the experiences of lecturers in their blended learning environments at this university in the Eastern Cape province of South Africa. The research design was that of an interpretative paradigm within a qualitative research approach in a case study methodology. Purposive sampling of six lecturers from departments within faculties across two campuses was done. The data was gathered through interviews, a follow-up questionnaire and document analysis was employed. Using Critical and Social Realism as meta-theories the study employed aspects of Activity Theory as substantive theory to understand particular experiences of blended learning environments and identify conditions which enable and constrain engagement in these environments so as to explore potential lessons to inform the kind of educational support which could be offered to facilitate uptake of the LMS.
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The development and evaluation of a custom-built synchronous online learning environment for tertiary education in South Africa
- Authors: Halse, Michelle Louise
- Date: 2008 , 2008-02-23
- Subjects: Education, Higher -- South Africa -- Computer-assisted instruction , Universities and colleges -- Computer networks -- South Africa , Internet in higher education -- South Africa , Distance education -- South Africa -- Computer-assisted instruction , Computer-assisted instruction -- South Africa , Computer science -- Study and teaching (Higher) -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4636 , http://hdl.handle.net/10962/d1006545 , Education, Higher -- South Africa -- Computer-assisted instruction , Universities and colleges -- Computer networks -- South Africa , Internet in higher education -- South Africa , Distance education -- South Africa -- Computer-assisted instruction , Computer-assisted instruction -- South Africa , Computer science -- Study and teaching (Higher) -- South Africa
- Description: The Departments of Computer Science and Information Systems at Rhodes University currently share certain honours-level (fourth year) course modules with students from the corresponding departments at the previously disadvantaged University of Fort Hare. These lectures are currently delivered using video-conferencing. This was found to present a number of problems including challenges in terms of implementing desired pedagogical approaches, inequitable learning experiences, student disengagement at the remote venue, and inflexibility of the video-conferencing system. In order to address these problems, various e-learning modes were investigated and synchronous e-learning were found to offer a number of advantages over asynchronous e-learning. Live Virtual Classrooms (LVCs) were identified as synchronous e-learning tools that support the pedagogical principles important to the two universities and to the broader context of South African tertiary education, and commercial LVC applications were investigated and evaluated. Informed by the results of this investigation a small, simple LVC was designed, developed and customised for use in a predominantly academic sphere and deployment in a South African tertiary educational context. Testing and evaluation of this solution was carried out and the results analysed in terms of the LVC’s technical merits and the pedagogical value of the solution as experienced by students and lecturers/facilitators. An evaluation of this solution indicated that the LVC solves a number of the identified problems with video-conferencing and also provides a flexible/customisable/extensible solution that supports highly interactive, collaborative, learner-centred education. The custom LVC solution could be easily adapted to the specific needs of any tertiary educational institute in the country, and results may benefit other tertiary educational institutions involved in or dependant on distance learning.
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- Authors: Halse, Michelle Louise
- Date: 2008 , 2008-02-23
- Subjects: Education, Higher -- South Africa -- Computer-assisted instruction , Universities and colleges -- Computer networks -- South Africa , Internet in higher education -- South Africa , Distance education -- South Africa -- Computer-assisted instruction , Computer-assisted instruction -- South Africa , Computer science -- Study and teaching (Higher) -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4636 , http://hdl.handle.net/10962/d1006545 , Education, Higher -- South Africa -- Computer-assisted instruction , Universities and colleges -- Computer networks -- South Africa , Internet in higher education -- South Africa , Distance education -- South Africa -- Computer-assisted instruction , Computer-assisted instruction -- South Africa , Computer science -- Study and teaching (Higher) -- South Africa
- Description: The Departments of Computer Science and Information Systems at Rhodes University currently share certain honours-level (fourth year) course modules with students from the corresponding departments at the previously disadvantaged University of Fort Hare. These lectures are currently delivered using video-conferencing. This was found to present a number of problems including challenges in terms of implementing desired pedagogical approaches, inequitable learning experiences, student disengagement at the remote venue, and inflexibility of the video-conferencing system. In order to address these problems, various e-learning modes were investigated and synchronous e-learning were found to offer a number of advantages over asynchronous e-learning. Live Virtual Classrooms (LVCs) were identified as synchronous e-learning tools that support the pedagogical principles important to the two universities and to the broader context of South African tertiary education, and commercial LVC applications were investigated and evaluated. Informed by the results of this investigation a small, simple LVC was designed, developed and customised for use in a predominantly academic sphere and deployment in a South African tertiary educational context. Testing and evaluation of this solution was carried out and the results analysed in terms of the LVC’s technical merits and the pedagogical value of the solution as experienced by students and lecturers/facilitators. An evaluation of this solution indicated that the LVC solves a number of the identified problems with video-conferencing and also provides a flexible/customisable/extensible solution that supports highly interactive, collaborative, learner-centred education. The custom LVC solution could be easily adapted to the specific needs of any tertiary educational institute in the country, and results may benefit other tertiary educational institutions involved in or dependant on distance learning.
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