Student perception on a supplementary multimodal tool for Academic Literacy: A pilot study

In light of the various advantages the e-learning experience could have for students, a blended teaching approach, where instructors make use of e-learning, has become increasingly prominent in higher education institutions. This study, which was conducted at a South African institute of higher education with a diverse and multilingual student population, focusses on student perceptions of theefficacy and accessibility of a multimodal tool called WIReD to supplement the existing academic literacy module. The review of student perceptions was structured around the outcomes for the module unit with which WIReD is intended to blend. In order to determine student perception, a questionnaire using a Likert-scale to measure responses along with open-ended questions, were used. As such, this study firstly examined students’ impressions of the design (overall appearance) and accessibility of WIReD. Secondly, it  investigated the appropriateness of content, especially with regard to the envisaged blend between WIReD and the module contentas taught during lectures and in the workbook. Despite being a pilot study with results based exclusively on student perception, it seems that WIReD can be utilized as a supplementary multimodal tool and that the outcomes thereof blends effectively with the outcomes of the academic literacy module. Keywords: academic literacy; blended learning; e-learning; multimodal teaching tool; student perception; WIRe

Blended teaching and learning: Exploring the concept, barriers to implementation and designing of learning resources

With the advent of the coronavirus disease 2019 (COVID-19), several institutions worldwide have adopted the blended mode of teaching and learning. However, literature on this concept in South Africa and on the African continent is scarce. This scoping review explores the concept of blended approach to training and how to design resources for the blended teaching and learning approach. In addition, the review investigates barriers to the implementation of blended learning. The findings of this study demonstrate that the understanding of the concept of blended teaching and learning is not homogenous and is often left to individual academics to decide on the approach. The review identified several hurdles that need to be addressed for successful implementation of blended teaching and learning, however these are not specific to South African institutions. Available literature on studies done elsewhere and in South African, suggest that some of the identified barriers to adoption of blended teaching and learning are real, while others are perceived or imagined. Lastly, the authors observed that there are several approaches to designing learning resources for the blended mode of teaching and learning. The choice of approach is dependent on the intended purpose for which the specific design is adopted. There is a need for studies that specifically investigate blended learning in Universities in South Africa and on the continent to help identify barriers to adopting blended teaching and learning among institutions that are specific to the South African and African context. Institutions adopting the blended teaching and learning mode of delivery, need to be unambiguous in their philosophy of blending teaching and learning and not leave it to the implementing academics. Policymakers can use the information generated in this review to recommend minimum requirements for a blended delivery mode in public institutions of higher learning

Blended Learning Challenges During COVID-19: A Case of Cost Accounting 2 Students at a Selected South African Higher Education Institution

Every sector in the twenty-first century makes use of technology for its activities, especially during the COVID-19 pandemic and higher education institutions are not exceptional. However, the cohorts enrolled in the selected higher education institution are from technologically challenged backgrounds. This suggests that in their previous schooling, technology was unemployed as a learning aid. As this may present some challenges for such students, this study aims to investigate challenges experienced by Cost Accounting 2 students who are from a technologically disadvantaged  background. To accomplish that, a quantitative approach was used since it permits surveys to be delivered to the entire impacted population while also reducing sampling error. Because of the Coronavirus, online questionnaires were sent to 400 students, but only 119 (n=119) responded. Blended learning was found to be an effective technique for learning Cost Accounting 2 since the university provided sufficient information on how to use the system. However, there was a lot of discussion about internet access, learning materials access, and library resource access. Based on the findings, blended learning is excellent for studying Cost Accounting 2 as long as the learning management system is customised such that students can navigate it effortlessly. Management must work with internet service providers to try stabilise internet connectivity in the students’ neighbourhoods. The additional study can be done using a variety of research methods and target other groups of students

Blended eLearning Systems in Nigerian Universities:A Context Specific Pedagogical Approach

With the surge in information technology globally, recent efforts in sub-Saharan Africa have sought to decolonise and revitalise the process and practice of using technology for/in education, and specifically the development of context-specific pedagogies. This paper presents an analysis of the perspectives of students, lecturers and education managers regarding the blended approach to the use of technology for teaching, learning and management of educational processes. Using a range of interviews, focus group discussions, and rapid ethnography, we report on conflicting ideas and issues that point to the motive for blending, the sort of tools available and adopted, the teaching processes and learning activities the tools support, and where improvement is needed to drive acceptance and use. Findings indicate the relevance of understanding the complexities of the mundane practices of using technology in postcolonial education

Who benefits from online education? How the implementation of technology in higher education can result in increasing inequalities in higher education institutions

The existing literature is inconclusive on how technology in education influences student outcomes and whether it will lead to an improvement in tertiary education access. This paper aims to determine whether the implementation of technology in higher education will lead to an improvement in the access to higher education through online education as well as improving student outcomes. In addition, the paper aims to show that implementing technology in higher education could increase existing inequalities amongst students from different backgrounds. The paper will do this by demonstrating the qualitative and quantitative factors which are the underlying reasons for some students doing better in an online setting compared to others. Furthermore, the paper will show that students from advantaged backgrounds with respect to race and income, benefit more from online and blended learning than students from more disadvantaged backgrounds. Therefore, tertiary institutions need to provide caution when establishing blended learning and online education programmes as it could lead to increasing educational inequalities

Effectiveness of Blended Learning for Civil Engineering Students’ Performance during COVID-19: A Case Study of a Rural University in South Africa

In this study, the effectiveness of blended learning on the learning of civil engineering students during the COVID-19 pandemic was evaluated at a rural university in the Eastern Cape Province of South Africa. The imposition of lockdown due to the global spread of COVID-19 left educational institutions with no choice but to find alternative methods of teaching and learning. Students were sent home in order to control the spread of the virus. Secondary data were used to examine the students’ performance in 2019, prior to the COVID-19 pandemic, and in 2020, during the COVID-19 pandemic. Furthermore, primary data was obtained through questionnaires to assess the students’ opinions on blended learning. The Mann-Whitney U test was used to determine the extent of the difference in students’ performance before and during COVID-19. Descriptive analysis results indicated the superiority of blended learning over face-to-face teaching methods, with blended learning achieving a 67% success rate compared to the 33% achieved by face-to-face methods. Similarly, the Mann-Whitney U test also showed a significant difference between blended and face-to-face teaching methods. In contrast to the descriptive analysis and Mann-Whitney U test, students’ sentiments indicated otherwise. 80% of students neither agreed nor disagreed with blended learning methods as a preference over face-to-face teaching methods. The results of this study demonstrated the effectiveness of the teaching methods used during the COVID-19 pandemic. Furthermore, it revealed and, further, showed the sentiments of students regarding the teaching methods employed during this period

Analysing the Integration of Models of Technology Diffusion and Acceptance in Nigerian Higher Education

The use of technology in learning environments has produced a series of different theories and models about how technology is adopted, accepted and used. This paper attempts to show the relevance of combining the diffusion of innovation model (DIM) and a context-specific model of technology acceptance (TAM) to understanding the acceptance or rejection of educational technologies in Nigerian universities. Using empirical evidence, the analysis attempts to determine the extent to which the adoption, acceptance, and use of educational tools support or contradicts the components of the two models, emphasising how a range of technological, pedagogical, institutional, socio-cultural, and design-related factors informed, facilitated, and discouraged the diffusion, adoption, acceptance and use of blended eLearning systems in three Nigerian universities. The analysis suggests the ‘relevance’ and ‘limit’ of the determining components and identifiers of both models, arguing instead for a critical examination of the relationship between different models as to understanding the factors that might lead to the acceptance or rejection of technological innovation

Principles And Practices Fostering Inclusive Excellence: Lessons From The Howard Hughes Medical Institute’s Capstone Institutions

Best-practices pedagogy in science, technology, engineering, and mathematics (STEM) aims for inclusive excellence that fosters student persistence. This paper describes principles of inclusivity across 11 primarily undergraduate institutions designated as Capstone Awardees in Howard Hughes Medical Institute’s (HHMI) 2012 competition. The Capstones represent a range of institutional missions, student profiles, and geographical locations. Each successfully directed activities toward persistence of STEM students, especially those from traditionally underrepresented groups, through a set of common elements: mentoring programs to build community; research experiences to strengthen scientific skill/identity; attention to quantitative skills; and outreach/bridge programs to broaden the student pool. This paper grounds these program elements in learning theory, emphasizing their essential principles with examples of how they were implemented within institutional contexts. We also describe common assessment approaches that in many cases informed programming and created traction for stakeholder buy-in. The lessons learned from our shared experiences in pursuit of inclusive excellence, including the resources housed on our companion website, can inform others’ efforts to increase access to and persistence in STEM in higher education

Academic and institutional readiness towards e-Learning to inform policy and practice in an evolving post-school education sector

Prior to the occurrence of the global COVID-19 pandemic, some African higher education institutions had already adopted a hybridmode for all their programmes, including distance education. Policies and strategies were put in place to improve the practices, skills and competencies of staff and students. However, the closure of education institutions globally due to the pandemic resulted in the rethinking of current education practices and highlighted the inherent inequalities in the system. This baseline qualitative study, underpinned by the Affordance theory, explores the appropriateness of education responses that were utilised and interrogates the readiness of educators for e-Learning during the pandemic. The participants were purposively selected educators (n=11) from distance and contact African institutions. The study sought to contribute to the reconceptualisation of policies and strategies for distance education provision using e-Learning approaches, which have now become a mainstream reality for the post-school education and training (PSET) sector. Data were collected through individual semi-structured interviews. Thematic analysis was applied to the rich data. The findings identified the successes and shortcomings of facilitating e-Learning at a distance during the pandemic. Some participants felt ill-prepared for the extent of work required to be well equipped to use this approach. In many cases, it was felt that support strategies could have been better structured. Further analysis highlighted possible restructuring that should occur to meet the needs of educators in the twenty-first century and to survive any future pandemics through greater use of e-Learning. Evidence-based recommendations for policies are discussed

User experience of academic lecturing staff in the use of a learning management system tool : a case study at an open distance learning institution in South Africa

The teaching model in Open Distance Learning is moving towards fully integrated information and communication technology applications, therefore, academic lecturers need to have a strong comfort level with the use of technology tools. The academic lecturers are qualified and experienced subject matter experts but this does not translate to having the necessary technical competencies to do online teaching. They consequently could experience feelings of incompetency to facilitate courseware on a technology platform. The study identified the factors that influence the user experience when using a Learning Management System (LMS) in an academic institution. The research design comprises a convergent, parallel design mixed-method case study. A literature review was conducted to abstract the factors that influence the user experience into a conceptual framework. An expert review was conducted to validate the conceptual framework and then a questionnaire-driven survey was performed. The quantitative analysis of the survey results revealed that eight of the nine factors proposed in the conceptual framework do have an influence on the perceived user experience of the academic when using the LMS. The qualitative analysis revealed that all nine of the identified factors do have an influence on the perceived user experience of the academic when using the LMS. The contribution of this study is to present a conceptual framework of the factors that influence the user experience of the academic when using an LMS to improve our understanding of the experience of the academic and the practical challenges involved for academics that have to facilitate learning in an online environment The findings should be of interest to developers of LMSs and to institutions in support and training of academics that have to use the LMS.School of ComputingM. Sc. (Computing