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Presented by Lindiwe Mzizi

An exploration of the feasibility of using computer-based learning with rural Open and Distance Learning (ODL) students at University of KwaZulu-Natal (UKZN). Presented by Lindiwe Mzizi. Background of Open Learning Network.

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Presented by Lindiwe Mzizi

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  1. An exploration of the feasibility of using computer-based learning with rural Open and Distance Learning (ODL) students at University of KwaZulu-Natal (UKZN) Presented by Lindiwe Mzizi

  2. Background of Open Learning Network • Established in 2000 to support delivery of ODL programmes using mixed mode • Programmes offered by Education, Nursing & Community Development • Established various learning centres across KwaZulu-Natal and in the Eastern Cape

  3. Research Problem • With increasing reliance on technology – use of computers for improving learning and teaching has become a driving need • Programmes planning to introduce computer-based instructions into delivery methods • Purpose: To assess students’ readiness to engage in computer-based learning

  4. Literature Review • Distance students need accessibility to computers and computer skills to be successful in computer-based learning (Agius, 2004) • Computer skills required for successful online learning: word processing skills, telecommunication skills, conferencing skills (McConnell, 2000) • Connectivity and ability to use internet prerequisite for online learning (Salmon, 2003)

  5. Cont.. • Computer self-efficacy significant influence on computer-use outcomes, emotional reactions to computers and actual computer use (Compeau and Higgins, 1995) • Confidence in using internet and computer-mediated communication key factors for online learning (Warner, Christie and Choy, 1998)

  6. Cont.. • 21.8% of students had no knowledge of windows application and 40% had no knowledge of internet (Lupo and Erlich, 2001) • Barriers to infusing technology use into ODL programmes: • Limited availability of equipment, lack of training, lack of technical support (Abdal-Haqq, 1995) • Economic factors, social-cultural barriers, political barriers, psychological barriers (Rambe and Mawere, 2011)

  7. Research Method • Cross-sectional survey in 2009 • Self-administered questionnaires consisting 21 closed ended and 4 open-ended questions • Carried out with students attending at 13 learning centres • Students enrolled in Education and Nursing programmes

  8. Findings • 737 of 955 students (randomly sampled) completed and returned questionnaires (77%) • 50% of respondents are computer literate • 10% owned a computer • 45% did not know how to use a computer • 96% of the respondents agreed that it is very important to learn how to use a computer.

  9. Cont.. • School Leadership and Mathematics, Science and Technology (MST) have highest rates of students using a computer for study purpose (90% and 69% respectively) • Both School Leadership and MST have offered computer literacy lessons • Computer lessons may have made it easier for them to use computer for study purposes

  10. Discussion • Computer literacy classes offered as part of programmes – successful in improving computer self efficacy of students • Though schools utilized as OL centres have computer facilities, challenges: • Lack of technical support • Students infecting computers with viruses • No provision of internet • Insufficient computers

  11. Suggested Model • Since 96% willing to take DoE offer – they would be willing to contribute towards buying their own computer • Students surveyed were funded • Cost of laptop ~ 13% of usual fee paid by funding agencies • Adding cost of software and insurance ~ 20% of fees

  12. Cont.. • Altering contractual agreement with DoE – part of laptop cost be built into contract • Teachers pay 10% for laptop fees • The other 10% subsidized as part of the programme • Recommend ODL programmes partnering with DoE to investigate how this option can be promoted

  13. Conclusion • Computer-based learning is feasible for rural ODL students, provided: • ODL providers become innovative to help students own computers and to learn to use a computer • 96% of the respondents agreed that computer usage is important • ODL students are willing and ready for computer-based learning

  14. Thank you

  15. References • Abdal-Haqq, I. 1995. Infusing technology into pre-service teacher education. ERIC Digest • Agius, B. 2004. Students’ readiness for online learning: A case study from The Faculty of Education, Journal of Maltese Education Research, Vol. 2, No. 2 • Campeau, D.R., & Higgins, C.A. 1995. Computer self-efficacy: development of a measure and initial test. MIS Quarterly, 19(2), 189-211 • Lupo, D., & Erlich, Z. 2001. Computer literacy and applications via distance e-learning. Computers & Education, 36, 333-345 • Rambe, P., & Mawere, M. 2011. Barriers and constraints to epistemological access to online learning in Mozambique schools. International Journal of Politics and Good Governance, Vol. 2, No. 2 • Salmon, G. 2003. E-moderating: The key to teaching and learning online. UK: Routledge Falmer

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