The perceptions of teachers about the effectiveness and efficiency of e-learning in rural schools in the Eastern Cape during COVID-19
- Authors: September, Khanyile https://orcid.org/0000-0002-0354-3188
- Date: 2023
- Subjects: Distance education -- South Africa , Rural schools -- Effect of technological innovations on
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/29540 , vital:77976
- Description: The digital gap has been hitting rural schools across the world. This has also been witnessed in South Africa. This digital gap is a result of inequality amongst households. Hence, learners and teachers from rural schools cannot access technologies as urban learners and teachers do. This situation has caused a lack of connectivity, lack of information about ICT, lack of resources, and lack of skilled teachers in rural schools. Globally, almost all countries have shifted to do things online. However, some countries struggled to shift successfully such as India. The introduction of elearning in South African government schools was done with the aim of improving results performance and to develop skills in learners and allow a flexible learning environment. In some urban and semi-urban areas, teachers are able to use new technologies to teach; however, rural teachers are bound to use traditional teaching only. The problem actually surfaced when the new pandemic known as COVID-19 started in Wuhan, China, in 2019 and spread across the world. This also affected the South African education systems, where teachers and learners were ordered to stay away from school premises and institutions, as way of preventing the virus from spreading. Rural teachers could not perform any academic activities, like urban schools did, to reach out to their learners as they wished because of the challenges stated above. Using e-learning during the 2020 pandemic was an unending nightmare for these rural teachers as they faced more challenges than those that had existed prior to COVID-19. The identified challenges discussed in this paper are those that were experienced by Alfred Nzo district teachers. This paper also refers to how e-learning was used by these teachers. Challenges identified in the literature were addressed through guidance of the UTUAT model which was adopted for the study. Each problem was categorised in line with UTUAT model four construct. The two branches of philosophies were brought in which are ontology and epistemology. Ontology asks question about the reality or existence of something and epistemology asks question about proving he existence of something. This study adopted the qualitative approach and followed that approach in terms of research paradigm, data sampling, data collection and analysis and techniques. Interviews were conducted with 15 teachers (teachers, head of department, school principal and subject advisor) from high and primary school levels, after the consent forms had been issued to obtain permission to proceed with interviews. Notes and audio recordings were made use of during interview sessions for data analysis purposes, with NVivo being used to analyse the data. Form the issues identified, these are the themes that were created which are:poor understanding of the concept “e-learning” by rural educators, high levels of resistance from educators, pedagogy of educators, insufficient support of the concept “e-learning”, poor implementation of e-learning. Lastly, after the data had been collected and analysed, this study developed five new success factors that should be implemented by the Department of Basic Education (DBE) to address issues identified as themes after thorough analysis of the literature and interviews. , Thesis (MIS) -- Faculty of Management and Commerce, 2023
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- Date Issued: 2023
Accessing learner support services in a distance education context at UNISA Adult Basic Education Department
- Authors: Arko-Achemfuor, Akwasi
- Date: 2013
- Subjects: Distance education -- South Africa , Universities and colleges -- South Africa , Adult education -- South Africa , Educational innovations -- South Africa , Educational technology -- South Africa , Education, Higher -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16199 , http://hdl.handle.net/10353/d1013382 , Distance education -- South Africa , Universities and colleges -- South Africa , Adult education -- South Africa , Educational innovations -- South Africa , Educational technology -- South Africa , Education, Higher -- South Africa
- Description: This study investigated the access to learner support services by Unisa‟s ABET students in the Department of Adult Education in one of the rural provinces in South Africa. Specifically, a survey using questionnaire and focus group interview was carried out to determine the access gaps in to the learner support services by Unisa‟s adult students. A literature study preceded the empirical study to fully comprehend the theoretical and conceptual underpinnings of the role of learner support in bridging the transactional distance between students on the one hand and the institution on the other hand. In the empirical study phase, a questionnaire was administered to 150 ABET Students in one province in South Africa through the stratified sampling technique and one focus group interview comprising 10 students who access support services at one of the regional offices to assess the importance they attach to the support services that are offered at the regional centres and the extent to which they are able to access them. The focus group interview comprised questions on the students‟ understanding of learner support services and their experiences in accessing them. Moore‟s theory of transactional distance was used as the theoretical base for the study. Out of a total of the 150 questionnaires that were distributed, 117 were the usable representing 78.0% response rate. One of the conclusions drawn from this study is that, although Unisa has most of the learner support services in place but for various reasons, a lot of the students are not able to access the support services as expected as the needs gap for almost all the support services were high. The chi-square tests found significant differences (p is less than 0.05) between the students on the extent to which they are able to access the support services. An integrated learner support framework was suggested for Unisa and other distance providing institutions to address the access gaps adult students‟ encounter in their studies.
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- Date Issued: 2013
Studying history by correspondence : assessment of the work at the Graaff-Reinet College for Continued Education
- Authors: Van Niekerk, Clive
- Date: 1989
- Subjects: History -- Study and teaching , Teachers -- In-service training -- South Africa , Distance education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1369 , http://hdl.handle.net/10962/d1001435
- Description: The aim of this study was to carry out an investigation of history as a correspondence subject for practising teachers and to make an assessment of work at the Graaff- Reinet College for Continued Training. The problems experienced by lecturers and students involved with the study of history at this institution receive particular attention. At intervals throughout the study attention is given to the need for further training for teachers who are in- service. Teacher qualifications in the Cape Province are also examined to see potential needs for further training in the future. Having determined a need, it is proposed that correspondence courses are best suited to cater for it. A study is made of the models, background and approaches used by other institutions in various parts of the world. Distance education started in England at the end of the eighteenth century. This idea has spread to various countries and today teaching and learning by correspondence takes place in most countries of the world. It is different to conventional classroom education and thus has certain unique characteristics. The definition, characteristics, background and methodology are important if the problems involved are to be understood. These aspects indicate how effective and popular this form of study has become. Particular attention is given to the teaching of in-service teachers who are upgrading their qualifications. The existing and proposed College history syllabi are examined in as far as their appropriateness and relevance are concerned. Emphasis is given to history at Graaff- Reinet College because the author is a history lecturer at this institution. An extended questionnaire was designed and used to collect the required data on the subjects who were from two groups of students studying history at the College, one in 1986 and one in 1987. A pilot study was done in 1986 and a more extended questionnaire was completed by the 1987 students. In chapter six the results of the questionnaire are analysed and particular attention is given to the students' background, motivation for studying and difficulties they encounter. Finally, recommendations are made about how this form of teacher upgrading can be improved and extended in the future
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- Date Issued: 1989