This study is located at the interface of online learning within a context of English
language studies and academic literacy and is underpinned, from a critical theoretical
perspective, by an understanding of the implications of the digital divide for South
Africa. The thesis includes an exploration of online learning, as mediated by information
and communication technology (ICT), in an undergraduate English language and
academic literacy classroom at a university in Johannesburg, South Africa. The study
draws on research and theorising by Warschauer (2002a, 2002b, 2003), who argues for
the need for technology in developing countries as a means of social inclusion. The aim is
to explore the extent to which communities of practice (COPs) are enabled in an online
environment, among English non-mother tongue speakers, who have minimal previous
access to ICT. To achieve the aim the study examines the extent to which the learners
participate, negotiate meaning, construct identities, and perceive themselves as
autonomous in online spaces. This is a case study that explores asynchronous lCT
practices such as the use of the Internet (Net), e-mail, and discussion threads in an online
Web course management system.
From a sociocultural perspective, and recognising that learning does not occur in
isolation, the work of Lave and Wenger (1991, 1996,2002) is used to frame the study,
concerned as it is with learning, technology and empowerment. Lave and Wenger (1991,
2002) locate learning as a form of interaction and co-participation, and argue that
learning occurs within specific contexts or communities of practice. Thus they focus on
how individuals become members of 'communities of practice'. The study suggests that
practice and participation are underpinned, and to some extent determined, by the
identities constructed by participants In the on line communities. Participants' ICT practices
are examined from the perspective of literacy, in this case electronic literacy, as
a social practice and New Literacy Studies, where the work of Gee (1996, 1997, 2000),
Street (1984, 1993a, 1993b, 2003), Barton, Hamilton and lvanic (2000), and Lankshear
and Knobel (1997, 2004) are drawn on to examine the use of technology. Constructions
of identity are examined from Hall's (1992) post-structuralist view that old identities,
which stabilised the social world as we knew it, are in decline, giving rise to new
identities and fragmenting the modem individual as a unified subject.
From observations, participant-interviews, questionnaires, written data, and the analysis
of messages posted to discussion threads over the duration of a year, the study
demonstrates that the online environment facilitates the construction of communities of
practice, by enabling participants to develop and sustain local and global relationships,
construct identities, and engage autonomously in the medium. My findings suggest that
online environments be considered, not merely as alternative modes of delivery in the
language classroom, but for social inclusion, provided that facilitators and learners are
adequately prepared for the use of digital technology. The study further suggests a model
for the adoption of ICT in relation to learning within the South African context. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2006.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/1341 |
| Date | January 2006 |
| Creators | Kajee, Leila. |
| Contributors | Balfour, Robert John. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.002 seconds