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A model representing the factors that influence virtual learning system usage in higher educationPadayachee, I 06 1900 (has links)
In higher education institutions, virtual learning systems (VLSs) have been adopted, and are becoming increasingly popular among educators. However, despite this ubiquity of VLS use, there has not been widespread change in pedagogic practice to take advantage of the functionality afforded by VLSs. Knowledge of the actual usage of e-learning systems is limited in terms of what specific feature sets are deemed useful, and how this influences system usage. VLSs have a suite of tools with associated functions/features and properties, as well as non-functional system characteristics. In addition, these systems incorporate pedagogic features to cater for online teaching. Educators in higher education, who are the chief agents of e-learning, are confounded by system-related, pedagogic, organisational, user difference and demographic factors that influence VLS usage. Virtual learning system usage involves system feature usage extent and frequency, total system usage and usage clusters.
The aim of this study is to develop a model representing the factors that influence usage of VLSs in higher education. The links between system usage and system-related factors, pedagogic factors, organisational factors, user-difference and demographic factors is researched.
This research incorporated a literature study, a pilot study, interviews and surveys. A case study research strategy was combined with a mixed methods research design. The results of the qualitative analysis was triangulated with the findings of the quantitative analysis and compared to the findings of the literature study. The study was conducted at two residential higher education institutions (HEI), namely, University of KwaZulu-Natal and Durban University of Technology.
The main contribution of this study is the Virtual Learning System Usage Model (VLSUM) representing the factors that influence VLS usage in residential higher education institutions. The proposed VLSUM is based on the empirical results of this study. VLSUM can be used by managers of educational technology departments and instructional designers to implement interventions to optimize usage.
The constructs of VLSUM confirmed existing theories, replicated and synthesised theories from different fields, and extended existing models to produce a new model for understanding the factors that influence VLS usage in higher education. / Computing / D. LITT. et. Phil. (Information Systems)
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Managing the quality of learning in higher education through a hybrid study approachVan Tonder, Silna 02 1900 (has links)
Technology and globalisation has shaped the experiences and expectations of adult learners
in the 21st century. How adults learn and what they want to learn is highly influenced by the
world they live in at any given time. The need for customisation, extending traditional
learning experiences into new learning experiences will address the quality and value of
higher education learning in South Africa. Restructuring of current programmes to be more
flexible, accessible, interactive, that supports collaboration of learning activities and
accommodates different learning styles, will enrich the adult learners’ learning experience
and quality of learning. In suggesting the use of an alternative learning strategy, the use of a
hybrid study approach (HSA) has been suggested and investigated. Limited research has
been conducted in the use of a hybrid study approach (HSA) and more on what has been said
was conducted on pure online learning, therefore this study focused on managing the quality
of learning in higher education through a hybrid study approach (HSA).
Since the researcher’s interest was to gain insight and understanding of learners’, tutors’ and
institutional managements’ perceptions, understanding, concerns and experiences in their real
world conditions when using a hybrid study approach (HSA), the qualitative research method
was applied. The researcher focused on the micro-level of managing quality of learning by
assessing the ‘learning’ when learning with technology. The study adhered to ethical
principles and techniques to enhance the validity of the findings.
The study found that a need for redress and reform of training and education in South Africa, especially with the integration of technology in higher education, extending into a hybrid
study approach (HSA), which is in harmony with international standards of academic quality,
knowledge, expertise and skills is needed in a changing global economy. A one-for-all
learning approach was found not well suited for the needs of society today and does not foster
an all-inclusive learning approach. The move to a knowledge society where learners are
interconnected and where information circulate around the world faster than ever, it is evident
that much learning occurs in a social environment and does not happen in splendid isolation.
It was found evident that life demands and other different roles adult learners need to fulfill,
adults intentionally search for educational settings that support their way of learning. / Education Leadership and Management / M. Ed. (Education Management)
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The technology and operational readiness of students for mobile learning at a South African Higher Education InstitutionNaicker, Nalindren Kistasamy 10 1900 (has links)
Recent accessibility drives and price wars between the major South African (SA) cell phone companies suggest that the landscape for the adoption of mobile learning (m-learning) at the Higher
Education Institution (HEI) level may be changing. As such, there is a need to gauge the current
mobile readiness of students for m-learning. Mobile technology readiness refers to the extent to
which students have access to mobile devices (not only handsets), and can afford data bundles that
meet or exceed the requirements of a base set of currently available m-learning applications
(Naicker and Van der Merwe 2012). Mobile operational readiness refers to students’
awareness of, attitude towards, support and training that is required for m-learning. This study
conducted an assessment of the technology and operational readiness of students at
a SA HEI.
An in-depth literature survey was undertaken to delineate technology and operational readiness of
students for m-learning. For technology readiness, an investigation was conducted on m- learning
applications that are currently available and the technology requirements of these mobile
applications. This was undertaken to determine the extent that the current student mobile handset
profile match these requirements. The literature review also included a search for mobile
opeeratratiioonnaall ffaactorctorss ssuuchch aass ssttuuddeennttss’’ aawwaarenerenessss ooff aanndd
aattttiittuuddee ttoowwaarrddss mm--lleaearrnininngg as well as m-learning support and training
that students require.
The philosophical underpinning of this study was based on Activity Theory. The strategy of inquiry
employed was a case study approach. Data was collected from students at the Durban University of
Technology, a resident based SA HEI. A mixed methods data collection strategy was employed. The
researcher used a field survey questionnaire as the primary research instrument to assess mobile
technology and operational readiness. Focus group interviews were used as a secondary data
gathering tool to triangulate and strengthen the results.
The results were presented using descriptive and inferential statistics and were analyzed using the
lens of activity theory. In terms of technology readiness, despite a high level of ownership and
reasonable compliance with application requirements, data costs remain prohibitive. In assessing
operational readiness, despite a positive attitude, the majority of the students require awareness,
ongoing support and training. Several recommendations based on the findings are offered. For
example, one of the findings showed that mobile connectivity affordability was low amongst students
and it is recommended that the HEI work around exorbitant connectivity costs
by combining m-learning technologies to form meaningful m-learning approaches at a minimum cost. Another finding showed low awareness of m-learning at the HEI. A recommendation advanced to combat this finding is for the HEI to encourage and support dialogue among key
stakeholders. This study concludes that any m-learning endeavour to implement m-learning at this
HEI is bound to fail as only a small percentage of students are aware of m-learning and can afford
data bundles to implement m-learning in its true sense. As an implication of this study to other
HEI’s, the researcher suggests that regular mobile readiness surveys be conducted. / Science and Technology Education / M. Sc. (Information Systems)
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Nursing students' perceptions of presence in online coursesVan Schyndel, Jennie L. 27 August 2015 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / Lack of presence in online courses can result in perceived isolation leading to student dissatisfaction with the learning experience. The purpose of this study was to measure nursing students' perceived extent of teaching, social and cognitive presence and course satisfaction in an online undergraduate nursing course, and whether relationships and associations existed between the three presences, course satisfaction, student demographic, academic, and technology variables, and selected instructional strategies. The Community of Inquiry theory was the framework used in this descriptive correlational study of RN-BSN students (n= 76). Variables were measured using the Community of Inquiry Survey and the Perceived Student Satisfaction Scale instruments, and a researcher developed survey. Findings indicated students' perceived teaching and cognitive presence were present to a greater extent than social presence. Significant positive correlations (p < .01) were found between teaching and cognitive presence (r =.79), cognitive and social presence (r =.64), teaching and social presence (r =.52), satisfaction and the teaching (r =.77), social (r =.63), and cognitive (r =.52) presences. There were no significant findings associated with age, ethnicity, race, number of online courses taken, expected course grade or GPA and perceptions of the three presences and course satisfaction. There was a significant difference (p ≤ .05) with gender and perceived social presence with male students reporting stronger levels. Students experiencing course technology difficulties reported significantly (p ≤ .05) lower perceptions of teaching presence than those experiencing no difficulty. Significant differences (p ≤ .05) were found between specific course instructional strategies and each presence and course satisfaction. The findings provide faculty with an understanding of online course management and teaching/learning strategies that may increase students' perceptions of presence in online courses and improve student satisfaction with online learning.
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