Browsing by Author "Govender, Desmond Wesley."

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The adoption of Web 2.0 tools in teaching and learning by in-service secondary school teachers: the Mauritian context.
(2018) Pyneandee, Marday.; Govender, Desmond Wesley.; Oogarah-Pratap, Brinda.
With the current rapid increase in use of Web 2.0 tools by students, it is becoming necessary for teachers to understand what is happening in this social networking phenomenon, so that they can better understand the new spaces that students inhabit and the implications for students’ learning and investigate the wealth of available Web 2.0 tools, and work to incorporate some into their pedagogical and learning practices. Teachers are using the Internet and social networking tools in their personal lives. However, there is little empirical evidence on teachers’ viewpoints and usage of social media and other online technologies to support their classroom practice. This study stemmed from the urgent need to address this gap by exploring teachers’ perceptions, and experience of the integration of online technologies, social media, in their personal lives and for professional practice to find the best predictors of the possibility of teachers’ using Web 2.0 tools in their professional practice. Underpinning the study is a conceptual framework consisting of core ideas found in the unified theory of acceptance and use of technology (UTAUT) and technology pedagogy and content knowledge (TPACK) models. The conceptual framework, together with a review of relevant literature, enabled the formulation of a theoretical model for understanding teachers’ intention to exploit the potential of Web 2.0 tools. The model was then further developed using a mixed-method, two-phase methodology. In the first phase, a survey instrument was designed and distributed to in-service teachers following a Postgraduate Certificate in Education course at the institution where the researcher works. Using the data collected from the survey, exploratory factor analysis, correlational analysis and multiple regression analysis were used to refine the theoretical model. Other statistical methods were also used to gain further insights into teachers’ perceptions of use of Web 2.0 tools in their practices. In the second phase of the study, survey respondents were purposefully selected, based on quantitative results, to participate in interviews. The qualitative data yielded from the interviews was used to support and enrich understanding of the quantitative findings. The constructs teacher knowledge and technology pedagogy knowledge from the TPACK model and the constructs effort expectancy, facilitating conditions and performance expectancy are the best predictors of teachers’ intentions to use Web 2.0 tools in their professional practice. There was an interesting finding on the relationship between UTAUT and TPACK constructs. The constructs performance expectancy and effort expectancy had a significant relationship with all the TPACK constructs – technology knowledge, technology pedagogy knowledge, pedagogical content knowledge (PCK), technology and content knowledge and TPACK – except for content knowledge and pedagogical knowledge. The association between the TPACK construct PCK with the UTAUT constructs performance expectancy and effort expectancy was an unexpected finding because PCK is only about PCK and has no technology component. The theoretical contribution of this study is the model, which is teachers’ intention of future use of Web 2.0 tools in their professional practice. The predictive model, together with other findings, enhances understanding of the nature of teachers’ intention to utilise Web 2.0 tools in their professional practice. Findings from this study have implications for school infrastructure, professional development of teachers and an ICT learning environment to support the adoption of Web 2.0 tools in teaching practices and are presented as guiding principles at the end of the study.
Cooperative learning technique for teaching object oriented programming.
(2013) Govender, Thamotharan Prinavin.; Govender, Desmond Wesley.
IT teaching strategies are unable to keep abreast of the ever-changing programming paradigms, programming languages and versions of software suites that are often “technologically hardware dependant” and costly to implement. Faced with ever increasing class sizes, lecture workloads and diminishing monetary resources coupled with reducing throughput rates in programming courses; IT educators are faced with challenges when teaching programming. The issue here maybe to move away from teacher centred learning to student centred learning. Pair Programming offers educators an opportunity to further enhance student centred learning. This study conducted an empirical study of “pair programming” in the teaching and learning of an introductory programming course in computer science with input from educators and learners. The purpose was to determine how a cooperative learning model can be used as a pedagogic tool for effective teaching and learning in a programming course. The study attempted to determine the impact of collaborative pair programming on students and whether IT educators can use pair programming as a teaching strategy. There was a pre-test for students to secure data and on how students attempted programming tasks. Thereafter pair-programming was implemented and a post-test was administered to determine the effectiveness of the intervention strategy. The research findings indicated that the educators and learners had a positive attitude towards the use of pair programming to support teaching and learning.
A critical analysis of technology adoption in teaching by in-service teachers in Botswana during the Covid-19 pandemic.
(2022) Mafa, Rodnie Kgalemelo.; Govender, Desmond Wesley.
Information and Communication Technologies (ICTs) have been growing immensely for over the years in almost every sector of the economy. Even though this is the case, a lot still needs to be achieved in the education sector. Facilitators in Botswana schools are still depending and relying on the traditional teaching pedagogies and are far from benefiting from the rewards ICTs are bringing to the classroom to enhance teaching and learning. This study critically analysed technology adoption and use in teaching by in-service teachers in Botswana during the Covid - 19 era. It also analysed the ICT infrastructure found and available in Botswana schools and assessed the facilitator's skills, knowledge confidence and their perceptions on ICT integration in teaching and learning. A mixed methods (quantitative and qualitative) approach was adopted and used to collect data for the study. The major findings of the study revealed that the integration of ICT teaching in Botswana schools during the Covid- 19 era showed some challenges in teaching and learning and yet was also beneficial. These challenges were influenced by several factors such as lack of ICT skills, lack of self-confidence in the usage of technology by teachers and lack of appropriate JCT tools for use in schools. The study recommends that all schools (government and public) should be equipped and installed with the right ICTs supporting infrastructure, resources, and that all teachers be trained on the right pedagogies on the integration of ICTs in teaching and learning. In addition, the schools-based curriculums should be designed and developed in a way that accommodates ICT integration in teaching all subjects areas taught in schools.
A critical analysis of the effect of e-Learning on academic performance of distance e-Learners in a Nigerian university.
(2017) Aboderin, Olukayode Solomon.; Govender, Desmond Wesley.
The emergence of technologies of learning, and recently the use of Open Educational Resources and the increased awareness of the “DotNet (or Y) Generation” have made demands on traditional education and learning systems to be more open, flexible and customised towards what students expect. E-learning has increasingly been used in most parts of the world as a viable alternative to conventional education. It is believed that that the potential of information and communication technology (ICT), and more so e-learning, would bring positive impacts to teaching and learning by providing students and teachers with flexibility, accessibility, more opportunities for participation and collaboration and better outcomes. Any change in teaching and learning strategies is always evaluated by its impact on academic performance. Previous studies have focused mostly on academic performance of traditional on-campus students, but not many on distance e-learners within the Nigerian educational system. The researcher observed from the literature that there was limited research on the effects of e-learning on academic performance of distance e-learners. Most studies on e-learning in Nigeria focused on the problems, challenges, attitudes, prospects and awareness of e-learning. The rationale for this study resulted from this limited research in Nigeria on the effects of e-learning on academic performance of distance e-learners. This study focused on this research gap as identified in the literature. The purpose of the study was to critically examine the effects of e-learning on academic performance of distance e-learners in a Nigerian university. To achieve this overall aim, the study set out to determine the best predictors of academic performance of distance e-learners and thereby propose a model to enhance academic performance. This study adopted a mixed-method approach in its data collection process; however, the study was dominated by a quantitative approach, while the qualitative approach was used to consolidate the findings of the quantitative study. A questionnaire was used to collect quantitative data while focus group interviews were used to collect qualitative data. The study was conducted in four selected study centres of the university and a total of 1,025 participants completed the survey-based questionnaire. The researcher used Spearman’s correlation coefficient, ANOVA, T-Test and post-hoc Test in order to determine the effects of each of the factors on academic performance. Ordinal regression was used to determine the best predictors of academic performance of distance e-learners. The quantitative data was analysed using Statistical Package for Social Sciences (SPSS) while qualitative data was transcribed before analysis. The conceptual framework used in the study was made up of the variables identified in literature and the 3P model of Teaching and Learning. The 3P model of Teaching and Learning was then used to further explain the result of the study. The findings of this study indicated that there are eight factors which influence academic performance of distance e-learners. These are students’ ICT literacy level, frequency of engagement with ICT, marital status, previous academic performance, hours spent on the Internet per day, hours spent on social media per day, hours spent on a computer for studies per day and family size. In addition, the findings indicated that age, employment, gender, previous qualification, learner-content interaction, learner-instructor interaction, learner-learner interaction, learning style, work experience, family income, home background and parent education do not influence academic performance of distance e-learners. However, when the data was split based on gender, the result revealed that learner-content interaction and learner-instructor interaction only influence academic performance of female distance e-learners. Finally, the model developed for this study revealed that frequency of engagement with ICT, students’ ICT literacy level, marital status, previous academic performance and previous qualification are the best predictors of distance e-learners’ academic performance. This serves as the contribution of the study to the body of knowledge. Based on the findings of the research, recommendations have been made which will assist Nigerian university policy makers and course developers with a view to improving the academic performance of distance e-learners.
Design model for integrating learning management systems and massive open online courses on a digital e-Learning platform: implications for Zimbabwean universities.
(2019) Rugube, Talent Tapiwa.; Chibaya, Colin.; Govender, Desmond Wesley.
Available affordances for learning provide opportunities for advanced technology-enhanced teaching and learning. Digital learning environments can make relevant learning content available to students using existing infrastructure. This creates an environment which requires different learning management systems (LMS) to interact with, and exchange information. Increasing use of mobile devices, digital learning platforms, LMS, and massive open online courses (MOOCs), has necessitated integration design approaches. However, ignorance of resources offered and discouragement and frustrations arising from the economic situation in Zimbabwe regarding regulated access to electronic services make automation of teaching processes a great challenge. In this thesis, a design model for integrating LMS and MOOCs on a digital learning platform is proposed. From an e-learning point of view, the study contributes to the working of e-learning management systems through automation process of uploading content to LMS. From a computer science point of view, the study contributes to software engineering principles where it puts together three different platforms; LMS, MOOCs and digital learning platforms under one design. Methodologically, the study uses design science research (DSR) framework with software modelling language to address challenges in teaching and learning. This study describes how the Technology Adoption Model (TAM) and Task-Technology Fit (TTF) model can be used together with DSR in relation to design model evaluation. A software modeling language was used to create the logical designs, which were evaluated using experimental design approach. Software engineering experts and lecturers were invited to validate proposed logical designs. The key deliverables of the study include requirements specifications for the design model for integrated learning management systems, as well as the logical designs for the design model. The design model, as per requirements specification and the evaluation thereof, are based on TAM and TTF. The hybrid model proposed was further validated using structural equation modeling via the partial least squares and path modeling. In our views, the interventions of integration work would support decision making, which influences choices made by policy makers when taking decisions about higher education technological infrastructure.
Digital game based learning: an exploratory analysis of perceived educational benefits at a junior high school level.
(2019) Johnson, Clay Christopher.; Govender, Desmond Wesley.
Digital Game Based Learning (DGBL) incorporates innovative tools that are widely recognized as having considerable potential to foster and support active learning, problem-solving and communication while providing an environment that embraces practice and learning through failure. The many proponents of DGBL believe that its use can provide a teaching approach that is relevant to the digital needs of the youth of today. Indeed, there are many studies that document the many benefits associated with DGBL for both teaching and learning. However, as was discovered in this study, there are many issues concerning the successful implementation and adoption of constructivist teaching technologies such as DGBL. Computer games can be expensive to purchase and difficult to personalise. Moreover, learners and educators alike; need to be convinced of their effectiveness before buying into their use. Furthermore, many educators simply do not have the time; or the expertise, to be able to effectively design and create games of their own. A problem exacerbated by the, perceived, high level of specialist expertise normally associated with game development. While there are many theorized benefits associated with DGBL there are as many issues concerning its successful implementation. The main purpose of this study was to investigate these theoretical benefits by addressing the following research questions: Can DGBL positively influence teaching and learning? And can DGBL positively influence learner perceptions of Information Technology (IT), with specific reference to coding? A survey was deployed after the implementation of an intervention within Grade 8 Computer Literacy classrooms. The instrument explored the perceptions and effectiveness of DGBL and served to inform the closed-ended questions used in the follow-up focus group interviews. To further support the data, educator interviews also took place post-intervention. The study found that DGBL did have a positive effect on both teaching and learning. Educator and learner views were either reinforced or changed in favour of a DGBL approach to teaching IT. The study recommended, further study into the academic and inter-disciplinary benefits of DGBL be conducted. The study also recommends the development of a set of guidelines on the use of DGBL as a means to support 21st century skills development in the classroom.
E-Learning journeys using Moodle at a private higher education institution in South Africa.
(2023) Jabar, Raessa.; Govender, Desmond Wesley.
E-learning tools and Learning Management Systems (LMSs), such as Moodie, have been in existence for decades. However, there has been an accelerated use of such platforms due to the COVID-19 pandemic. Countries all over the world underwent hard lockdowns that limited face-to-face contact in everyday aspects of our lives. Higher Education Providers responded to ensure that education was accessible via online platforms to allow students to continue their studies during the pandemic. Thus, LMSs were not merely used for uploading or downloading content, but for completing online courses, including assignments, examinations and lectures. Using an LMS became the only means of survival for many educational intuitions during the COVID-19 pandemic. This study explores these aspects from a student and lecturer perspective during COVID-19, using constructs from the Technological Pedagogical and Content Knowledge (TPACK) framework and Unified Theory of Use and Acceptance of Technology (UTAUT-3) theory. The aim of the study was: To understand the experiences of lecturers and students using Moodie for e-learning in a learning journey at a Private Distance Higher Education Institution in a COVID-19 environment. This study is based on the pragmatist paradigm, this methodology was deemed appropriate for this study as the study uses a mixed methodology for collecting and analysing qualitative and quantitative data. This study captures the experiences of lecturers and students using interviews as well as questionnaires. This study was conducted at a Private Distance Higher Education Institution and the sample population were students and lecturers who are part of the MBA programme. The final result of the research revealed that despite initial adaptation challenges in Moodie, lecturers performed as expected and were able to complete their job function during COVID-19 as the platform was accessible and user-friendly. The research further revealed, despite classes moving online, most of the lecturers did not change their teaching methods and that engagement during online sessions was limited. Regarding students, the results revealed that despite having initial adaptation challenges students found the system to be user friendly, pleasurable and beneficial. Students were already equipped for e-learning as they were already using Moodie prior to the pandemic, the research further revealed that students incurred a cost saving as they did not need to travel to lecture venues, the library or examination venues whilst using Moodie as a tool for e-learning. Some of the recommendations arising from the findings of the study for both students and lecturers included upgrading internet packages and making preparation for loadshedding to ensure that studies are not interrupted. Recommendations for the institution included improved communication with both students and lecturers regarding training and support available to maximise the benefits of online engagement and online teaching methodologies.
Examining computer-based technology skill and academic performance of students in Nigerian universities.
(2019) Kayode, Aderinsola Eunice.; Govender, Desmond Wesley.
The introduction of blended learning into face-to-face classroom teaching and learning has made traditional education more simple, flexible and customised to students’ expectations. This study examined computer-based technology (CBT) skills levels among undergraduate students in federal universities in the South West geopolitical zone, Nigeria. Specifically, the study sought to find out which CBT skills levels are mostly displayed by the undergraduates; examine those skills levels that correlated positively with the academic performance of students; and identify factors that contribute to CBT learning in conjunction with face-to-face traditional education in Nigerian universities. The study discusses the Will, Skill and Tool model (WST), which is used as the conceptual framework of this study. The study used a mixed method approach. Questionnaires were used to collect quantitative data while focus group interviews were used for qualitative data. Normative ontological assumptions enabled the study to use both quantitative and qualitative reports from different perspectives to draw conclusions. The study was conducted in six federal universities in South West in Nigeria and two thousand, three hundred and thirty-seven (2,337) questionnaires were used to collect the quantitative data. An open-ended interview schedule was used for the eighteen (18) focus group interviews. The focus group interviews were conducted with a sample of the same students who completed the questionnaire. All participation was voluntary. Microsoft Excel and SPSS version 22 were application software used for the quantitative coding. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were analysed thematically. The results show that six CBT skill-level variables (called core skills) – general computer use, word processing, internet, PowerPoint, synchronous and asynchronous chats – correlated most positively with the students’ academic performance, though they were weakly correlated. Factors that negatively affected the use of CBT tools to augment face-to-face education included unstable power supply, poor network connectivity due to lack of internet access, unstable bandwidth, lack of equipped computer laboratories and excessive cost of internet data bundles. The results revealed a low availability and accessibility of CBT tools in computer laboratories for regular use by the undergraduate students in selected universities. Hence, most students depended on their personal computers, smartphones or cybercafés. It is recommended that more emphasis be placed on Blended learning, which is the combination of traditional learning and online learning experiences. It is also recommended that university administrations, attempt to ensure that all students have access to personal computers and a reliable internet connection. If this can be done, preferably from the first year of study, students will be able to become conversant with the technologies needed for blended learning with a view to enhance academic performance. Finally, it is recommended that government subsidies for CBT devices and facilities would also help in promoting CBT usage and blended learning. Government policy in this respect should ideally involve all stakeholders, such as university management, lecturers and student representative bodies; as well as potential ICT funding partners.
Exploring the use of robotics in the learning of programming.
(2021) Govender, Reginald Gerald.; Govender, Desmond Wesley.
Computer Programming is seen as a valuable skill in the digital era that we presently live in. However, for the novice programmer, it is often accompanied with difficulties resulting in negative reactions. The dawning of the Fourth Industrial Revolution has catapulted many initiatives local and global to promote Computer Programming and Robotics. A major initiative by the South African government is the planning and implementing of a new subject in school to raise the awareness of coding at an early age. The lack of coding exposure and awareness leads to little or no interest in Computer Programming related courses after schooling years. This study focuses on exploring the learning of coding through the use of Robotics among computer registered students with no prior coding knowledge at a University in South Africa. Unlike the traditional use of block-based programming to introduce Computer Programming, which is limited to screen output, the study opted to use a physical manipulative by using a robotic element through prototype building using text-based programming, resulting in live autonomous output of code. The Arduino kit was used as the robot element to acquire knowledge development to the fundamental concepts of Computer Programming using the Python programming language. Participants' coding knowledge was assessed through a series of hands-on online activities. Design Based Research was adopted with the integration of Kolb’s Experiential Learning Cycle, framed within the second-generation Activity Theory. Mix methods were supported as it is in accordance with the pragmatic paradigm favoured by Design Based Research. All data collection took place online through workshops, surveys, questionnaires and a focus group interview. The sample size was 75 achieving a significant partial least squares structural equation model as a minimum of 50 participants was needed based on the ten times rule. The results show that students acquiring a direct learning experience with text-based code with the aid of the robotic element proved to be successful. The robot coding simplified the assimilation of text-based coding as participants could see the execution of their code on the prototype in reality. The eradication of the abstract nature of Computer Programming through Robotics as a physical manipulative solidified the understanding of coding structures. Furthermore, students' belief, interest, motivation, confidence, and Mathematics skill set were found to contribute success in Computer Programming. It was revealed that learning to code in a text-based environment can be made fun. In addition, learning programming with the use of the robot is effective for first time learning of text-based code. The researcher proposes that the introduction of learning programming integrated through the building of prototypes and coding resulting in autonomous robots enhances the learning experience of text-based code.
Information and communication technologies integration into early childhood development education in Masvingo Province, Zimbabwe: a critical analysis.
(2019) Manhibi, Ronald.; Govender, Desmond Wesley.
ICT integration has been considered a silver bullet in different studies internationally. As a result, the multi-faceted Zimbabwean primary education system has made initiatives to adopt ICT. Early Childhood Development (ECD) has not been an exception to this as it is currently in the process of integrating ICTs into its curriculum. Teachers are now required to keep current with this development by integrating it into their classes. The aim of this study was to critically analyse the integration of ICTs in ECD education from the teachers’ perspective. The general image emerging from the literature about developing countries’ ICT education was that it is marred by severe lack of ICT resources, infrastructure, competence and funding challenges. To this end, research questions examined teachers’ ICT integration attitudes, competencies and challenges, and how ICT integration can be improved for ECD education. The Diffusion of Innovations and the Unified Theory of Acceptance and Use of Technology theories guided this study as analytic frameworks. A sequential explanatory mixed-methods approach using a cross-sectional survey was employed. Data were generated through questionnaires, interviews and focus group discussions in two phases. Questionnaires were administered in phase 1; interviews and focus group discussions in phase 2, based on outcomes of phase 1. The results indicated that the teachers’ attitudes were mostly positive. The research also unveiled the dearth of ICT resources and infrastructure in schools and ICT competencies among ECD teachers. To overcome resource constraints, the study discovered that teachers subserviently conformed to their employers’ requirements by using their personal resources. The most significant predictors of ECD teachers’ attitudes, accounting for 87.6% of the variance, were Perceived Usefulness, Extrinsic Motivation, Perceived Behavioural Control and Complexity. Therefore, there is need to embed ICT integration requirements into ECD education policies; for more parental and alumni support through fundraising activities; to improve training and extend it to all teachers prior to ICT integration. It is recommended that government urgently drafts an ICT policy on ECD education backed by an ICT audit conducted in all primary schools; recruits ECD experts to spearhead ICT integration; electrifies schools in rural areas; and introduces an ICT integration levy.
Information and communications technology (ICT) integration in teaching and learning : a critical analysis.
(2006) Govender, Desmond Wesley.; Maharaj, Manoj Sewak.
Technology availability is quite often mistaken for technology adoption and use. In the White Paper on E-Education, launched by the South African National Department of Education, the government has indicated its intention to ensure that every school has access to a wide choice of diverse, high quality communication services which will benefit all learners and local communities. It is important that the National Department of Education recognizes that, regardless of the amount of technology and its sophistication, technology will not be used unless educators have the skills, knowledge and attitudes necessary to infuse it into the curriculum. The study focused on educator preparedness to integrate Information and Communications Technology (ICT) into the curriculum. The findings of the study suggest that educators have positive attitudes towards ICT integration in education. One strong predictor of educators' attitudes towards ICT integration was computer attributes followed closely by cultural perceptions and, to a limited extent, by computer competence. Educator attitudes were also predicted by constructs extracted from the different Information Systems (IS) model/theories for technology adoption. The strongest construct to predict educators' attitudes toward ICT integration was extrinsic motivation followed by perceived usefulness, complexity, perceived behavioural control and relative advantage. The results point to the importance of educators' vision of technology itself, their experiences with it, their perceived computer competence, and the cultural conditions that surround its introduction into schools in shaping their attitudes towards technology and its subsequent diffusion into their educational practice. A combination of the different constructs from the IS models/theories was able to account for as much as 83% of the variance in educator attitudes toward technology and thus technology adoption. This is a significant result since most previous research has only been able to account for between 17% and 69% (Venkatesh et a!., 2003) of the variance in user intentions to use technology. These constructs (the strong predictors) were grouped to form a new model which is proposed for predicting educator technology adoption. Further, Perceptual Control Theory was used as a framework for understanding educator adoption of technology. This framework considers educators' use of technology by examining the goals of educators and how the use of technology might help or hinder their goals. Educator lack of computer competence is a major challenge for the KwaZulu-Natal Department of Education, and an immediate plan of action is required that will address this through educator professional development.
Investigating technology integration in business education in Nigeria secondary schools: a critical analysis.
(2020) Chidiebere, Anyanwu Clinton.; Govender, Desmond Wesley.; Ngwenya, Jabulisile Cynthia.
Secondary education is a vital part of a virtuous circle of economic growth within the context of a globalised knowledge economy. In Nigeria, the education that is offered at this level has different philosophies or what is described as two purposes. The one purpose is to prepare pupils to exit school with the necessary skills that will prepare them to find employment, and the other is to prepare them to continue with academic careers in higher education (Moja, 2000; Ekpenyong, 1997). Business Education at this level represents a broad and diverse discipline that is included in all types of educational delivery systems. The teaching of Business Education entails teaching learners the essentials, rudiments, assumptions and methods of business. The objectives of teaching Business Education in secondary schools is that the learner may, after completing the junior or senior secondary school have an opportunity for a job in a business organisation or/an apprenticeship in industry (NERDC, 2011; Ministry of Education, 2004), and also to train business-oriented learners who can be self-reliant in the future (Alabi, 2014). Yet, numerous Business Education secondary school graduates are finding it difficult to cope with their job requirements as the world is changing as a result of technological and economic advances (Adamu, 2015). This is as a result of poor exposure or ill-equipped technological knowledge and skills during their school years (Akaeze, 2014). This creates peculiar problems and challenges for Nigerian Business Education learners as they see themselves not suitable for employment as they lack necessary technological skills to work in a modern-day industry. In addition, numerous challenges have been highlighted as affecting teaching and learning of Business Education in the Nigerian secondary schools (Akaeze, 2014; Ugwuogo, 2014 & Okoro, 2014). Studies have identified lack of teaching and learning equipment, such as computer accessories, internet facilities, and other technological resources as major problems that face Business Education in Nigerian secondary schools (Akpan, Umanah, Umoudo & Ukut, 2014; Gidado & Akaeze, 2014; Okoro, 2014). Business Education teachers in Nigeria should adopt interactive and participative teaching methodologies that are up to date and internationally competitive (Nawaz & Gomes, 2014). Hence, it was deemed necessary for the study to investigate technology integration in Business Education in Nigerian secondary schools. Drawing from the theoretical frameworks of technological pedagogical content knowledge (TPACK), and unified theory of acceptance and use of technology (UTAUT), the study observes teachers’ level of technology use in different levels of Business Education classrooms. Using a mixed-methods sequential explanatory design, probability and purposive sampling, Business Education teachers in secondary schools as the participants, were found not integrating technology in their teaching due to non-availability of technologies in the schools, not possessing technological knowledge (TK), technological content knowledge, (TCK), and technological pedagogical knowledge (TPK), according to the TPACK framework. An analysis of constructs from UTAUT, revealed that there is a lack of facilitating conditions to enable technology use in the teaching and learning of Business Education in secondary schools in Nigeria. The implication of the study findings is that poor investment in technology integration in secondary schools in Nigeria affects pedagogical implementations, and effective teaching and learning of Business Education subjects. The study concludes that if facilitating conditions are considered and made available, together with professional development to address the shortfalls in terms of TPACK, technology integration into the teaching and learning of Business Education will become a reality in secondary schools in Nigeria.
An investigation into the use of a learning management system to support teaching and learning in a grade 10 information technology class.
(2012) Mudaly, Yogambal.; Govender, Desmond Wesley.
The potential of the Internet as a learning tool has emerged as a result of its increased development and its use as a means of communication in various academic institutions. Online learning is one of the ways in which the Internet can be used as a learning tool which can provide support to educators in a classroom. The tools which support online learning cover a wide range of different applications, such as discussion forums, chat and file sharing. These tools can be used to support different activities in the learning process, such as content delivery and encouraging collaboration between the various people that participate. It is possible to link these different tools into a single system such as a learning management system (LMS). WebCT, BlackBoard and Moodle are examples of such LMSs. It is within the context of this background knowledge that the study on hand investigated the use of a LMS. The focus of this study was to investigate the use of an LMS in the teaching and learning of a Grade 10 Information Technology (IT) class, with emphasis on the attitudes and experiences of learners in relation to implementation of the LMS as a teaching and learning tool in the classroom. This study employed a mixed-methods approach (a combination of quantitative and qualitative approaches). The quantitative approach included an attitudinal survey in the form of a questionnaire which used a Likert scale to assess responses to statements. The qualitative approach concerned itself with production of in-depth data. Focus group interviews were conducted with Grade 10 IT learners. These instruments generated data that were used to answer the main research questions. In terms of analysis of the data thematic analysis was used, with texts representing qualitative data and tables and statistics representing quantitative data. In order to discuss all of the findings the characteristics (attributes) of an innovation, as explained in the Diffusion of Innovations Theory, the constructs of the Unified Theory of Acceptance and Use of Technology and the principles of connectivism were used. The research findings indicated that the learners had a positive attitude towards the use of the LMS to support teaching and learning.
Learners’ learning through digitized learning resources in Mauritian primary schools.
(2019) Udhin, Waaiza.; Govender, Desmond Wesley.; James, Angela Antoinette.; Ankiah-Gangadeen, Aruna.
With the fourth Industrial Revolution on our doorstep, Information and Communication Technologies (ICTs) continue to have a major impact on our everyday living, and more so in education. There have been many initiatives to integrate the use of ICTs in teaching and learning, worldwide. The Mauritian National Curriculum Framework, Grade 1-6 (NCF, 2016) advocates an emphasis on the integration of ICT in Mauritian Primary Schools. In the context of this initiative, Mauritius has embarked on the digitisation of the print-based curriculum. In classrooms, the interactive digitised learning resources are displayed on ‘Interactive hiteboards’ (IWBs) to support teaching and learning.Hence, this resulted in the reconceptualisation of the teaching and learning processes within the classrooms. Moreover, since the use of technologies in primary classrooms is relatively new, minimal research has been done to analyse learning through digitised resources in Mauritius. This study contributed to addressing this gap by providing a critical examination of learners’ learning through digitised learning resources in Mauritian primary schools. Moreover, analysing learners’ learning through digitised resources was an important step that would eventually inform policy. The goal of this study has been to explore learning through technology in the metamodern era. The framework used for this study as ‘metamodernism’. The route to gain insights into learners’ learning deploys an analysis of the participants’ interactions through the digitised learning resources in Grade 4 primary classrooms. The interpretative paradigm determined the choice of case study as a research methodology. Purposive sampling was used to select eight to nine-year-old learners from two different schools. The sample size was seven learners from both schools. Collection of data was made possible through semistructured interviews, observations and children’s creative drawings. An assemblage of the data collected from the different sources was carried out. To better foreground the richness and authenticity of the children’s learning, the findings were presented through short stories. The short stories were woven into texts that depicted the learning patterns and the influential factors that informed learning through digitised resources. The findings were analysed through the inductive approach. They revealed that ‘all learning is narrative’ and that learning happens within context. They also indicated that habits or culture, learners’ experiences and personality of learners largely determine the ways the learners learn through digitised resources. Moreover, blurred boundaries wherein a multiplicity of intersecting factors provided explanations of the ways learners learn through digitised resources. In the same vein, a ‘narrative model of learning’ was presented. The thesis concludes by elaborating on the theoretical, methodological, conceptual and scholarly contributions of the study. The main scholarly contribution is that enabling conditions combine to bring the learner’s learning to a higher level of cognition, which refers to virtual reality.
Learning in a constructivist on-line environment.
(2002) Govender, Desmond Wesley.; Amory, Alan M.
Most universities are incorporating elements of Asynchronous Learning Networks (ALN) into their traditional classrooms. However, it is not known how well learners who are used to traditional face-to-face learning environments and who do not necessarily prefer ALN adapt when placed in such environments. This study was initiated to investigate the use of ALN with university students from traditional face-to-face classrooms. Second year Computer Science Education students from the Department of Computer Science in the Faculty of Education participated in a constructivist on-line learning environment (mixed mode of delivery). The aim of creating this constructivist learning environment using a mixed mode of delivery was to firstly create an environment for students where they can construct knowledge for themselves as well as to provide access to scholarly resources; provide access to data during student's time; promote self directed learning; enable active engagement with course content; facilitate communication with students; and to provide to some extent a way of accommodating different learning styles. A qualitative study was done on the attitudes of students to a constructivist online learning mode as compared to a total face-to-face (traditional) mode of instruction. Part of a second year module, Data Communication, was offered as an on-line module to students. The process began with converting the existing course to a mixed mode delivery form. Conversion required a re-think of the learning activities and objectives within the context of an electronic asynchronous learning environment, as well as the options and resources available, the limitations, a redesign taking note of how to meet the instructional objectives and how to assess learning. The on-line module was developed using WebCT (WebCT Inc.). The module ran for three weeks and thereafter Q-methodology and qualitative data analysis techniques (questionnaires) were used to analyse response of students to the course. The hypotheses tested where: Mastery of course material in the virtual classroom (VC) will be equal or superior to that in the traditional classroom (TC) and VC students will report higher subjective satisfaction with VC than the TC under a number of dimensions, including improved overall quality, better use of time and assessing the experience as being better in some way as when compared to TC. In addition students were able to compare this type of course delivery to total face-to-face course delivery that they took in the first semester. The results showed a positive trend towards the acceptance of a constructivist on-line environment for learning. All students involved in the mixed mode said that it was the mode of delivery that enabled them to benefit from this course, they had more contact with the lecturer and they were motivated to work. Most students felt that the efficiency and quality of education had improved. These results prove that the hypotheses were not refuted and therefore give grounds to my vision of offering existing courses in a constructivist way.
Lecturer's experience of intergrating information and communication technology (ICT) into teaching at a college of education.
(2009) Maoba, 'Mabohlokoa Lydia.; Khoza, Simon Bhekumuzi.; Govender, Desmond Wesley.
In 2005, the Lesotho Information and Communication Technology (ICT) policy introduction prescribed that all educational institutions for formal learning must play a major role in the improvement of teaching and learning mechanisms that develop a society that is ICT literate and capable of producing ICT products and services. This policy is part of the motivation for this study. The study's focus is to explore the extent to which ICT has been integrated in teaching and learning in one of the Lesotho higher education institutions. Its fundamental aim is to understand the ways in which the Lesotho College of Education (LCE) integrates ICT in teaching and learning environments. My study adopted the mixed method approach which based fact on an interpretive paradigm, with lecturer's interpretations regarding ICT integration in the college collected through structured questionnaires which were hand-distributed to purposefully selected lecturers as study participants. These questionnaires served as the basis and guide for face-to-face individual interviews of lecturers from the Computer studies and Agricultural/Environmental studies departments who were interviewed at their respective offices. Two sessions of sixty minutes, non-participatory observation of thirty computer studies students were also conducted. This study was guided by the activity theory/model based on the construction of real social change for pedagogy in a college. The concepts of the theory/model have been used to analyse the findings of this research. The findings of this study indicate that ICT integration creates opportunities in teaching and learning, where learning is focused on learners, and educators are only facilitators. Despite the opportunities that ICT has in learning, obstacles such as lecturers' lack of skills and incompetence in ICT literacy, limited resources and the infrastructure were found to be major factors hindering ICT integration in the college of education in Lesotho. The recommendations are that staff development and financial support should be considered a priority in ICT integration in this context. Also that ICT integration should include internal and external partners who can donate funds that will help in the implementation of ICT in teaching and learning at Lesotho's institutions of higher education.
Online informal learning and 21st century skills among secondary school students : the Mauritian context.
(2023) Pentiah, Bharatee.; Blewett, Craig Neville.; Govender, Desmond Wesley.; Ramful, Ajay.
Informal learning refers to most human learning that takes place outside of the official educational system. In this technological era, every secondary student is exposed to digital or online tools in either for academic purposes or for their leisure activities or for learning something new on any topic of interest informally. What has not been explored yet is the extent to which secondary school learners can acquire 21st Century Skills through Online Informal Learning in the absence of a formal school setting. 21st Century skills are abilities and competencies that today’s students need to possess to become global citizens in this competing working market. Since technology plays a vital role in the learning process of students outside their school settings, it can also act as an important medium for them to communicate, collaborate, and develop their 21st Century Skills such as creativity, digital literacy, and critical thinking. In response to the underexplored gap in the literature, the researcher embarked on an explorative investigation of the development of 21CS through Online Informal Learning of secondary school students using Web 2.0 tools. To adequately address the phenomenon under study, the first research question aimed to explore the various kinds of OIL that are available to secondary school pupils. The second and third research questions were formulated to investigate how secondary school students grow and acquire 21CS through OIL. To further the objectives of the study, qualitative and quantitative methods were integrated to provide a more complete comprehension of the phenomenon and provide answers to the research questions. By analysing the literature review, the researcher designed a conceptual framework underpinned by the six components of Engeström’s Activity Theory, the P21 (Framework for 21st Century Learning), and the three dimensions of Fenwick and Tennant (2004). In a mixed-method explanatory sequential research process, data were derived from secondary school pupils who utilised internet technologies in informal contexts in semi-structured interviews, surveys, and focus group interviews. In the quantitative phase, 310 questionnaires were collected from secondary school students between 11 to 18 years old. The data were then aligned with the conceptual framework. Further, data analysis and trend and correlation detection were performed using quantitative and qualitative models to understand how and why informal online learning (OIL) affects the abilities of 21st century secondary school learners. The findings revealed that certain online resources are utilised for online informal learning while others are used for both informal and formal learning. Furthermore, it was also discovered that social networking sites and instant messaging technologies contribute to online informal learning. The data gathered from the learners’ replies identified the following types of Online Informal Learning among secondary school students: self-directed learning, collaborative learning, explorative learning, accidental Online Informal Learning, self-discovery learning, and intentional learning. The study contributes valuable insights into the potential of OIL to complement formal education and promote critical thinking for lifelong learning. Moreover, the research identifies the pedagogical approaches that are effective in OIL environments. The findings of this study can help educators understand how OIL assists secondary school learners in similar contexts across the world. Significantly, the model proposed in the study provides a framework for future research in this area regarding the use of online informal tools as a foundation to promote learning.
A practitioner's enquiry into the benefits of social networking services in the teaching and learning of Business Studies at a particular high school in Eswatini.
(2018) Dlamini, Thembi Nonhlanhla.; Chibaya, Colin.; Govender, Desmond Wesley.
Teaching and learning environments have been transmuted by web 2.0 tools with no resistance. We understand Web 2.0 tools as online collaborations in which internet visitors share information through social networks. The benefits achieved in using social networks in teaching and learning were development of critical thinking, confidence, independence, deep engagement, global awareness, development of problem solving skills, promoting growth towards creativity and innovation in learners. From a technical point of view, social networks are applications stored in common electronic devices such as desktops, laptops, or cellular phones. They are web-based application systems with which people connect based on shared common interests, where such common interests can be academic, business oriented, professional, personal, or social. The benefits we achieve and enjoy as a result of using social networks (collections of tools and facilities) and social networking principles (the practice of using social networks) are referred to as social networking services. Generally, social networking services prevalently allow individuals to construct public profiles within bounded systems, articulate other users with whom to share connections, and traverse connections with them. Use of social networking services has become more popular with learners in recent years. The world is experiencing an increased demand for smartphones, enabling holders to access the internet anytime anywhere. People are often and always connected online through various social networking services. Educators, parents and learners are not an exception, depicting citizens who are connected. The purpose of this research is to investigate mechanism in which the benefits of social networking services can be integrated into the teaching and learning of Business studies at a particular school in Eswatini. A mixed methodology in which both qualitative and quantitative data sought was used. A total of one hundred and thirty three learners were randomly selected as participants of the practitioner’s enquiry. These learners were from Forms 1, 2, and 3 classes. A questionnaire was administered to gather relevant data pertaining to learners’ perceptions of the envisioned benefits and how social networking services could be integrated into teaching and learning. Generally, the study gathered that, although ignorant at the time of data collection, most learners were convinced that integration of social networking services in teaching and learning endeavours would encourage deep learning, foster engagement, enhance collaboration, and v infuse creativity. The study ascertains possibilities of successful awareness campaigns in which the values of social networking services for collaborated scholarly purposes are preached. The value of this study was also noted to the teachers, parents, schools, the ministry of education, and the community at large. Precisely, the study provides a creative strategy for shifting the purpose of social networking services in learners, from social based values to more effective teaching and learning endeavours. The recommendations made are aligned to the views purported in Pavlov’s classical conditioning theory, suggesting that – repeated attempts to shift learners’ interest when they are online would, one day, yield positive outcomes with communal benefits. To the best of my knowledge, this is a creative and innovative strategy for integrating social networking services into teaching and learning contexts.
Students' experiences of online support in business management education.
(2015) Mtshali, Muntuwenkosi Abraham.; Suriamurthee, Moonsamy Maistry.; Govender, Desmond Wesley.
Learning using online technology has become a popular strategy for addressing diverse learning needs of students in higher education institutions. This strategy is often used to enable students in overcrowded classrooms to gain extended access to their lecturers as not all students are able to consult with their lecturers during normal consultation times. This study was also conducted in the context of a course offering with a large class size where students encountered problems with consultation times that clashed with other lectures they had to attend. The use of online support to complement face-to-face lectures in this course was inspired by the adoption of the Modular-object-oriented and dynamic learning environment (Moodle) learning management system (LMS) by the university as its official LMS. LMS was initially used as an online consultative-forum but was then used as a mechanism to support teaching and learning.by using its various functional properties. Case studies as learning activities were analysed and discussed through online chats and online discussion forums while assignments were accomplished and submitted electronically via Turnitin. Learning resources such as lecture notes and work schedules were also conveyed to students through the LMS. The purpose of this study therefore was to explore students’ experiences of online support in Business Management Education by pursuing the following critical research questions: 1. What are student’s experiences of online-support in Business Management Education? 2. How do these experiences relate to students learning in Business Management Education? 3. Why do these experiences relate to students’ learning in Business Management Education the way they did? Fifteen students in a BME second-year level of study were selected using phenomenographic sampling for purposive variation. This sample was varied according to age, gender, race, background and the regularity with which students engaged with the LMS during the semester. A Mixed-method research was used where a combination of qualitative and quantitative methods of collecting data were deployed. Phenomenography was used as an approach to qualitative research. This approach guided the methods according to which qualitative sampling was conducted, data was collected and also analyzed. A questionnaire was used as a means to confirm the validity of qualitative findings. The research process led to the emergence of the following categories of description as findings in phenomenographic research: repository of resources, support for learning, complexities of epistemological access, conduit for communication, the social effect on learning, and the cognitive effect on learning. The study proposes insights for pedagogy in BME. It goes on to suggest the design of a method of socializing students into online-supported learning, and also to augment the basic computer-literacy course offered to new students at entry level to include elements of online learning. It also proposes a shift from traditional ways of transacting teaching and learning in BME that heavily rely on face-to-face lectures, to include online learning. Importantly, the study deepens insights into the epistemological access challenges that contemporary South African students are likely to encounter. Finally, this study proposes a model for LMS mediated case-based pedagogy for Business Management Education.
A study on how university students in Durban, KZN, use the Internet during their spare time.
(2007) Kader, Cheryl B.; Khoza, Simon Bhekumuzi.; Govender, Desmond Wesley.
Various studies have been conducted around the world on students and Internet usage. These studies have been conducted on students of different age groups, from entry level, up to and including students at colleges and universities. In view of studies conducted elsewhere, the researcher was keen to investigate how local students, from Durban, KwaZulu-Natal, South Africa, used the Internet during their spare time. The study was a qualitative study based on the experiences of a few students who were chosen as participants using snowball sampling. The data was produced using interviews and a mini survey. Data was analysed by generating themes which emerged. The research findings indicated that students do use the Internet occasionally for educational purposes, such as research or communication with their lecturers. However, the responses revealed that they used the Internet mainly as a leisure activity. Common activities included social networking, e-mail, network games and downloading music. A disturbing find was that students had little or no knowledge regarding the legal and ethical use of the Internet. Similarly, students had minimal knowledge of netiquette. Due to the above findings, a sample Internet usage policy, a sample agreement, as well as guidelines for Internet usage (including netiquette) has been compiled as part of the recommendations for education managers to adopt in order to promote a healthy and safe culture of Internet use at their respective institutions.