Research findings have shown that online learning has the potential to improve the quality of learning if it is designed effectively to embrace interactive, collaborative knowledge building among learners. Online learning has the capacity to facilitate efficient and enjoyable learning through skills acquisition in a context specific environment especially in Southern Africa but there are a number of challenges that designers of online learning need to factor in to the design of this pedagogy. This study explores how learner - learner; learner - course facilitator and learner - content interactions influenced and shaped learners' online learning experiences particularly satisfaction with a course facilitated from the University of Botswana for participants within the SADC region. These three forms of interactions were further explored through using 6 online learning evaluation dimensions to provide a guide to the analysis. The study employed a range of data collection methods that provided rich qualitative data including: Life world accounts, discussion forum entries, online surveys, expert reviews, and learners' grades. The findings suggest that the learners' level of interaction at the levels of the 6 dimensions could have influenced what they perceived to be valuable, effective and satisfactory. Other influencing variables were course design and community of learning presence. The findings also reveal that although the participants found the course to be very valuable to them, there were areas that could improve the learning experiences. Further longitudinal research and investigation into alternative technologies is also recommended. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

Instructional media is expensive yet it may be underutilized. This study explored the perceptions of tertiary educators in Botswana on the role of instructional media in tertiary students’ conceptualization of intended learning outcomes. Quantitative research was used to a greater extent and the qualitative to a lesser extent. The study is a survey in which a questionnaire with twenty-two (22) items was used as a data collection instrument. An initial total of 300 copies of the questionnaire were sent to a sample of 30 tertiary institutions in Botswana. A total of 183 questionnaires were returned, thus 61% return rate. A number of findings emanated from this study, and it was concluded that instructional media enhances tertiary students’ conceptualization of intended learning outcomes. There was a correlation between instructional media utilization and students’ conceptualization of intended learning outcomes. Respondents also reported that instructional media aroused interest in learning and enhanced effective teaching and learning during the teaching and learning process; and that instructional media improved learning, thereby improving academic achievement of the learners, up to estimated 50% or better than students who were taught using the traditional ways. It was also found out that computers and their accessories were frequently used as well as a combination of instructional media. Another finding was that the same media were frequently used because of lack of resources and that they were the only instructional media available in the institutions. The study further concluded that, the amount used to purchase and maintain instructional media at departmental, faculty and or institutional level was seen to be put to good use. The study recommends that: instructional media be one of the main components of teaching and learning process in tertiary institution; a policy to be formulated on financing; use and management of instructional media; training of tertiary educators on different types of instructional media to be made a priority; otherwise purchased instructional media may end up as white elephants in schools. / Educational Leadership and Management / D. Ed. (Education Management)