Thesis (MPhil)--University of Stellenbosch, 2011. / The use of ICT to enhance the quality of student learning is generally observable
in higher education institutions. The adoption of ICT policy for education in
Namibia in 1996 has profoundly encouraged the use of ICT to enhance student
learning at teachers training colleges, in particular Caprivi College of Education.
Although ICT has positioned itself in higher education, its implementation to
enhance student learning has been received with mixed feelings, attitudes and
perceptions among students.
The use of ICT in relation to learning paradigm, collaborative and/or co-operative
learning, deep learning approach and assessment seem to be problematic
among students and may affect their learning. Issues related to access to ICT,
ICT skills and support (technical and service) contribute to students’ negative
perceptions towards the use of ICT in learning.
The purpose of this study was to investigate students’ perceptions of the possible
effect of ICT application on student learning at Caprivi College of Education in
order to determine the ICT skills and learning strategies student teachers use to
enhance their learning.
The research strategy for this study was a quantitative survey. Quantitative data
was obtained by administering closed-ended questionnaires to third-year student
teachers at Caprivi College of Education. The study concludes that student
teachers overwhelmingly perceive the use of ICT to enhance their learning in
various ways.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/6558 |
| Date | 03 1900 |
| Creators | Chainda, Allen Mukelabai |
| Contributors | Bitzer, E. M., University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | xiii, 123 p. : col. ill. |
| Rights | University of Stellenbosch |
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