Students’ and lecturers’ perceptions of factors which influence the creation of a sustainable e-learning environment in a University of Technology.
Loading...
Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
By virtue of their designation, South African universities of technology need to be pioneers in the use of technology in learning and teaching. Many of these universities have knowledge and expertise in establishing and maintaining an ICT-driven environment for instruction. Accordingly, this study is an investigation into how the integration of technology into learning and teaching practices at the University Technology in South Africa, has been experienced by students and lecturers. This study aims specifically to comprehend access and technology usage difficulties, as well as infrastructure and training levels in ICT-challenged environments. In doing so, this study created a conceptual framework for encouraging instructional ICT in universities. The present study conducts a thorough assessment of one historically underprivileged University of Technology in South Africa using a case study methodology. The following individuals made up the study's target population: 835 students across first, second, and third-year levels; and 97 lecturers across the faculties of Engineering, Management Sciences, and Natural Sciences from whom data were collected using questionnaires. In addition, the researcher in the current study, performed semi-structured interviews with Deans of the faculties (2), Heads of Department (5), senior staff members in the Teaching and Learning Development Centre (TLDC) (2) and senior staff members in the Information and Technology Network Department (ITN) (3). Hence data were collected from various sources to gain multiple perspectives regarding the creation of a sustainable eLearning environment
within a University of Technology. A mixed-methods approach was used in the current investigation. The use of technology for
social empowerment to bridge the digital divide is the focus of a mixed-methods approach, which gathers, analyses, and interprets quantitative and qualitative data in a single study via the theoretical lens of creating a sustainable e-Learning environment. Informed by a continual literature review of the use of emergent learning technologies, the lived experience of e-
Learning students, lecturers, and involved stakeholders was utilised as the basis for the first data collection. When choosing participants, deliberate sampling was utilised. From a standpoint of methodological interpretivism and positivist viewpoints as a technique of inquiry, the researcher's function was that of participant observer, interviewer, and human instrument. Thematic analysis was utilised in this study because, in contrast to descriptive statistics and inferential statistics, it is effective in identifying patterns in participant-reported qualitative data. Using the test-retest reliability approach, the instrument's reliability coefficient was calculated using Cronbach's alpha. The data gathered using quantitative approaches had response rates of 84 and 84.3 percent, whereas the data gathered using qualitative methods had a response rate of 100 percent. While processing qualitative data with the ATLAS.ti's package, the quantitative data was analysed using the R statistical computer program, 2020, version 3.6.3, to provide descriptive and inferential statistics. By following the university under study ethical guidelines, the study's ethical component was successfully achieved. The results of this study have shown that integration of technology in an educational institution of higher learning is dependent on many factors. The clearly distinguished factors from this study were: (i) poor access to internet connectivity, (ii) lack of continuous training for both students and lecturers on how technology could be integrated in the teaching and learning practices, and (iii) unaccommodating technology infrastructure. These factors were indicated as having a potential in facilitating or hindering technology integration for lecturers and students. The implications of this finding require the immediate development of capacity building plans and strategies for the adoption and integration of students and lecturers to an e-Learning platform. This study also suggests that for lecturers to effectively incorporate ICT into educational practice, they must have suitable pedagogical abilities in addition to fundamental ICT knowledge and skills. University policies and strategic level agendas are critical for success using the framework developed in this study for ICT-challenged environments. Based on these findings, it is recommended that the university management for the participating institution in the present study understands that the e-Learning system has great potential to improve the teaching and learning environment, provided in-depth ICT policy
and strategies are put in place and suitable technology infrastructure is available.
Description
Doctoral Degree. University of KwaZulu-Natal, Durban.