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E-learning at WSU

E-learning at WSU. Presenter: T. Mayisela E-learning Specialist Mthatha Campus; Acting Manager, Education Technology and Innovation Unit Centre for Learning and Teaching Development. Topics. Introduction and Background Curriculum responsiveness The e-learning strategy

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E-learning at WSU

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  1. E-learning at WSU Presenter: T. Mayisela E-learning Specialist Mthatha Campus; Acting Manager, Education Technology and Innovation Unit Centre for Learning and Teaching Development

  2. Topics • Introduction and Background • Curriculum responsiveness • The e-learning strategy • Student participation • Technology Acceptance Model • Frequency of access • Conclusion

  3. Introduction • Walter Sisulu University (WSU) is at its initial stage of integrating information and communication technologies (ICT) integration. • WSU has adopted Blackboard as the learning management system (LMS). • The main challenge that WSU faces is to improve the student throughput rates • E-learning is the potential means to supplement face-to-face instruction • Accessible material • Enhancing student learning

  4. Background • WSU, a developing university situated in the Eastern Cape in South Africa, commits itself to providing technological learner-centred education, innovative learning and teaching, and opportunities for life-long learning. • Challenges: • less prepared students, • students who are unable to attend classes on a regular basis • Most of these students come from a poor educational background and often find it difficult to cope with the teaching styles such as formal lectures and with study skills such as private reading, note taking, time management, asking questions in large groups, team/project work and IT competence (Lowe & Cook 2003).

  5. Curriculum responsiveness • Moll (2004:3) emphasizes that “curriculum responsiveness promises that there are some positively formulated benchmarks against which we might be able to judge whether our education programmes are meeting the needs of a transforming society”. • According to Moore and Lewis (2004), curriculum responsiveness could work in two directions; the change in knowledge content of the curriculum or the change in the mode of transmission from lecturer-oriented to student-oriented.

  6. Curriculum responsiveness (cont…) • While the University will be interrogating the curriculum content as informed by some studies, she also makes use of ICTs to enhance student-oriented learning and innovative ways of teaching and learning • Murphy, Walker and Webb (2001) point out that the problem in the educational use of technology is that people tend to give technology pole position Prepared by Z.G.Baleni TDC: RPL & Assessor

  7. E-learning strategy The four focus areas are: • Setting up and maintaining the electronic learning environment; • Promoting awareness of the University stakeholders about the electronic learning environment and possibilities this offers them; • Capacitating academic staff on e-learning; and • Ensuring student participation in e-learning

  8. Student participation • Training students • Student login • E-learning centres • E-learning assistants

  9. Technology Acceptance Model • 218 lectures and 2378 students have been trained • Blackboard analytic tool (Bbat) • Updated every day at 12 midnight • The use of ICT/Blackboard after training has taken place, informs us that the lecturers and students are making use/have accepted the use of technology • Selim (2003) and Ngai, Poon & Chan (2005) call this the Technology Acceptance Model (TAM)

  10. TAM per course • 490 academic courses have content • 328 of these courses are used by students • The course with the highest number of lecturer clicks (6, 410) is Course Name 459 • The student clicks of this course are 7, 143 • There are 134 students • A lot of time is spent on loading material • This could be a novice who is enthusiastic about e-learning

  11. The students for Course 226 have clicked the course 37,291 times • these are the highest number of clicks by students • this course has 76 students • each with 490,7 average number of clicks • highly used by students • The lecturers has clicked 1, 411 times • The distribution of the number of clicks per item • The time of access

  12. TAM (cont…) • Performance Dashboard • Tracking Reports Prepared by Z.G.Baleni TDC: RPL & Assessor

  13. Frequency of access • This illustrates frequency of access to each item in each course • Assessment: Online tests, projects, homework questions • Introduction • Definition of new terms • Workplan • Notes (different names)

  14. Conclusion • WSU teaching staff’s use of e-learning is improving • The user involvement, executive’s support • Improved access to and interactivity with materials by students and • Hopefully improve on the pass rates

  15. THANK YOU !! E-mail address: tmayisela@wsu.ac.za Assistance for students and staff: blackboardhelpdesk@wsu.ac.za

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