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Faculty of Management Sciences

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Subject: search.filters.subject.E-learning

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    Challenges and best practices in the use of e-learning technologies for teaching and learning at UOTs : a case study of the Durban University of Technology
    (2021-12) Ramroop, Navitha; Reddy, Karunanidhi
    This study reflected on the current context of the South African higher education landscape by focussing on the role that technology plays in academia for successful teaching and learning, with particular reference to elearning. Higher education institutions (HEIs) are re-designing their curricula to merge existing teaching and learning content with technological practices and applications, with the goal of producing appropriately qualified graduates who will be globally recognised and best suited for industry. Literature on the subject revealed that technology-enhanced learning, or e-learning, has peaked in most parts of the world. However, each educational institution is unique and the challenges and opportunities posed by e-learning differ. The uniqueness differs because the technological metamorphosis evolves around resources, skills sets, infrastructure and the mind-sets of lecturers and students. The common belief is that technology empowers people, enabling them to do what they want to do, promoting creativity and productivity. It was necessary (before researching the technology applicable for teaching and learning) to understand how teaching and learning occurred in HEIs. The findings revealed the learning and teaching processes, as expounded by the Constructivist Theory, as that which not only involves the transmission of information, nor is it deemed only as the acquisition of knowledge. The student is an active participant and the lecturer ensures the facilitation of the learning process. Technology adds a further dimension to teaching and learning practices, justifying e-learning in pedagogies. The aim of this study was therefore to investigate the challenges experienced and best-practices adopted in the use of e-learning technologies for teaching and learning at Universities of Technology (UoTs), with specific reference to the Durban University of Technology (DUT). An empirical research approach was adopted, with surveys being conducted with both teaching staff and students at DUT. Apart from determining the challenges and best-practices experienced by lecturers and students at DUT, the study has produced recommendations and intervention strategies to address the challenges of teaching and learning with e-learning. The development of a framework of strategies concluded the study, highlighting the challenges of e-learning while providing recommended intervention strategies, best-practices and a phased implementation plan. However, while this study focussed on the challenges and best-practices for e-learning in HEIs, the driving force in 2020 for institutions of higher learning to embrace technology as a teaching and learning tool was the Covid-19 pandemic. The study was already in progress when it was hindered by the pandemic. The Covid-19 pandemic spread at an unfathomable rate, resulting in medical institutions being unable to cope with the increased number of patients and fatalities, while businesses buckled under the strain of an economic downturn. Statistics revealed that as at 25 May 2021, the virus infected 167 million people globally, while claiming the lives of 3,47 million people. In South Africa alone, 55 874 people succumbed to the virus. Lockdown measures were necessary to curtail the spread of the virus. HEIs were also unfortunately forced to close their doors to students. The forced closure of HEIs did not deter lecturers and students from engaging in teaching and learning, but it forced a move away from the traditional teaching and learning practices. The Covid-19 pandemic has accelerated the need globally for all educational sectors to invest every effort into moving towards digital curricula. Even without the forceful nature of the Covid-19 pandemic, DUT had already embarked on the use of digital technology to enable teaching and learning. The impact of the global pandemic provided a platform to further highlight the challenges of using technology for teaching and learning, as well as the bestpractices adopted at the institution. Many significant findings arose from analysing the data produced from both the staff and the student surveys. The findings provided a plethora of rich information which aided in the development of the framework addressing the challenges experienced by staff (rigid teaching practices; the lack of access to technology; the lack of skills; poor infrastructure), as well as those experienced by the students (technology is a distraction to weaker students, the lack of concentration in online learning, the lack of human contact, the lack of access to technology). The findings relating to how the lecturers and students perceive the usefulness of technology in teaching and learning, as well as their perceived ease with the use of technological devices, are clearly depicted in the underpinnings of the Technology Acceptance Model (TAM). This is evident from the approach adopted by lecturers and students in the use of technology in higher education. The recommendations made in the study take into account the plight of the “have-nots”. The findings revealed that many students are not equipped to engage in e-learning as access to devices and data, as well as proper networking infrastructure, and a conducive learning environment are challenges. The recommendations suggest that HEIs need to be attentive to students who are less privileged or who emerge from disadvantaged backgrounds and hence need the minimum essentials for e-learning. In seeking solutions to the e-learning challenges in higher education, the Social Justice Theory and principles are of fundamental importance. Any other approach could result in solving technology-related challenges, but would leave those who require the support the most outside the ambit of transformation in higher education. The study has not only produced recommendations for addressing the elearning challenges, but has also developed a phased implementation plan for e-learning implementation at DUT.
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    Investigating the challenges of e-learning in a developing institution of higher learning : a hypothetical approach
    (Clute Institute, 2019-05-01) Agbenyegah, Albert Tchey; Dlamini, Bongani Innocent
    The popularity of e-learning (EL) largely infiltrated into every sector of South African institutions of higher learning. This growing interest in EL is due to the advent of rapid internet technologies. For decades, South African institutions of higher learning have accepted EL as a vital learning tool for the enhancement of learning and teaching within the higher education sector. However, there are countless challenges that continue to hinder learning and teaching activities. This study seeks to determine the relationships between various challenges and EL capabilities through stated hypotheses. The study is a descriptive, qualitative design aided by a quantitative approach that were applied to collect data. In total 150 full and part-time ICT students including four permanent ICT lecturers participated in the study. By means of statistical methods of descriptive, inferential statistics aided by independent t-tests, three stated hypotheses were formulated and tested. The study therefore, recommends that higher institutions of learning should increase investments in various EL programs including relevant ICT infrastructure development and also in levels of connectivity. The study further recommends that EL contents should be designed taking into account the cultural characteristics of students.
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    Towards an e-Learning support strategy for the retail sector in South Africa
    (IGI Global, 2020-07) Aspeling, Jonathan M.; Mason, Roger Bruce
    E-learning is of increasing importance in delivering flexible and distributed programmes for workforce skill development such as induction, product knowledge, systems compliance, and customer service. This research consists of a desktop exploratory review of e-learning concepts, policies, surveys, and a set of proposals and recommendations from research into e-learning in the retail sector. The article presents international and local experience, relevant post-school education and training policies and key variables and themes that impact on e-learning. Institutional approaches in supporting e-learning within different countries are also contrasted. The outcomes are general recommendations regarding the focus, alignment and integration of e-learning for the retail sector, with activities proposed to support e-learning.
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    E-learning : a means to increase learner involvement in research
    (IGI Global, 2014) De Beer, Marie; Mason, Roger Bruce
    This paper investigates a method for increasing the involvement of marketing fourth year learners in academic research, by encouraging greater participation in, and commitment to, their research project in the Applied Marketing IV subject. It is assumed that greater involvement will result in a greater pass rate. The main rea- sons for this lack of interest were found to be a sense of incompetence and a lack of resources which were the main objectives of a research project. These objectives were addressed by using learner centered methodolo- gies with the research method Action Research. This research method with the slow resolution of problems was used together with a teaching methodology whose objectives supported the resolution of the learners' inadequacies. Formative assessment was used at the start of the measuring of the learners'progress and was found useful with its quick and positive feedback in supporting the learners' con.ftdence. An eClassroom was structured for the implementation of the Applied Marketing IV course. It was designed in such a way that it facilitated the learners' use of the more commonly used devices such as sur.ftng the web, email and Internet over and above the chosen course material. Although it was not possible to complete the main intervention of the project it was possible to use the participants' experiences in the navigation of the course material in the eClassroom, to further develop future follow-up courses.
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    Student engagement with, and participation in, an e-forum
    (International Forum of Educational Technology & Society (IFETS), 2011) Mason, Roger Bruce
    This paper examines engagement with an online discussion forum, aiming to identify the different levels of participation and to investigate factors that encourage or discourage student participation. The case involved the posing of a short real-life problem via a forum on the university’s virtual learning environment. An in-class survey was conducted to identify students’ participation and attitudes toward the forum. Students understood the benefits of the task, but did not participate due to time pressures and lack of motivation. The reasons for this were found to be inadequate explanation and encouragement to do the task, and insufficient moderator participation. Recommendations for improving forum participation are provided.