Late Departures from Paper-Based to Supported Networked Learning in South Africa

Fragmented connectivity in South Africa is the dominant barrier for digitising initiatives. New insights surfaced when a university-based nursing programme introduced tablets within a supportive network learning environment. A qualitative, explorative design investigated adult nurses' experiences of the realities when moving from paper-based learning towards using tablets within a blended learning environment. Purposive sampling was applied. 45 (N) participants were included, each receiving a preloaded tablet (15 running on iOS, 15 on Android 4.2.2 Jelly Bean and 15 on Windows® 8 operating systems), being WiFi-dependent, integrated into a supportive learning network. Participants completed eleven compulsory Internet-based activities. Three reflective focus groups with 18 (n) participants concluded the project. Through self-empowerment and supportive environment, students adopted seamlessly, overcame network and resource-related challenges. Valuable lessons were learned within the digital divide, integrate tablets into distance learning from a resilient and pragmatic approach.

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Elementary students’ affective variables in a networked learning environment supported by a blog: a case study / Variables affectives des élèves du primaire dans un contexte d'apprentissage en réseau soutenu par un blogue: une étude de cas

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie ◽

10.21432/t2w88v ◽

2013 ◽

Vol 39 (3) ◽

Author(s):

Stéphane Allaire ◽

Pascale Thériault ◽

Vincent Gagnon ◽

Evelyne Lalancette

Keyword(s):

Learning Environment ◽

Blended Learning ◽

Elementary Students ◽

Elementary School Students ◽

Research Team ◽

Self Determination ◽

Networked Learning ◽

School Students ◽

Affective Variables

This study documents to what extent writing on a blog in a blended learning environment could influence the affective variables of elementary-school students’ writing. We grounded our framework more specifically in Deci and Ryan’s theory of self-determination. Our research team used both pre and post-tests and we conducted the analysis on the basis of inferential and correlational statistics using SPSS 17®. Results indicate an increase in motivation to write in pupils who used the blog, whereas the number of comments made per post did not seem to have any definitive impact on this subject. Cette étude documente dans quelle mesure l'écriture de blogues dans un contexte d'apprentissage en réseau peut influencer les variables affectives de l'écriture chez les élèves du primaire. Le cadre d’analyse est fondé plus spécifiquement sur la théorie de l'autodétermination (Deci & Ryan, 1985), sur le rapport à l'écriture (Chartrand et Prince, 2009) et sur la théorie transactionnelle de Rosenblatt (1991). L’équipe de recherche a conduit des tests avant et après l’exercice d’écriture afin de mesurer les variables affectives. L’analyse est basée sur des statistiques déductives et corrélationnelles, traitées avec SPSS 17®. L’analyse qualitative est également utilisée pour identifier les intentions d’écriture et les thèmes des messages affichés sur le blogue. Les résultats indiquent une augmentation de la motivation d'écrire chez les élèves ayant utilisé le blogue, tandis que le nombre de commentaires formulés par message ne semble pas avoir eu d’effet décisif.

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Practice firms and networked learning: matches and mismatches

Cadernos EBAPE BR ◽

10.1590/s1679-39512008000500002 ◽

2008 ◽

Vol 6 (spe) ◽

pp. 01-09 ◽

Cited By ~ 1

Author(s):

Jorge Alberto dos Santos

Keyword(s):

Higher Education ◽

Information Technology ◽

Learning Environment ◽

Management Education ◽

Networked Learning ◽

Private Institution ◽

Network Learning ◽

Object Of Study ◽

Education In Brazil

This paper is concerned with how students describe their experiences of the Practice Firms Network learning environment (PFN) within a management course in a private institution of higher education in Brazil (Faculty Pitágoras-Mg). The work is derived from a broader study where I investigated the PFN concept as it is used in the Brazilian context. The students' description of their relationship with the PFN model is made the object of study in a phenomenographic perspective (Marton, 1986; Marton and Booth, 1997). The paper discusses the data and results of the research and concludes that the model is potentially effective to link participants in management education but that it has yet to learn how to use more effectively the power of information technology. From students' descriptions, flaws in the model derive from the following features: a) The model itself does not stress networked learning; b) The infrastructure does not support the design; and c) The teachers' approach to the model is not congruent.

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Perceptions of the Blended Learning Environment Questionnaire

PsycTESTS Dataset ◽

10.1037/t76259-000 ◽

2020 ◽

Author(s):

Feifei Han ◽

Robert A. Ellis

Keyword(s):

Learning Environment ◽

Blended Learning

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USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

Progressio South African Journal for Open and Distance Learning Practice ◽

10.25159/0256-8853/572 ◽

2015 ◽

Vol 37 (1) ◽

pp. 54-67 ◽

Cited By ~ 3

Author(s):

R J Singh

Keyword(s):

Higher Education ◽

South Africa ◽

Distance Learning ◽

Blended Learning ◽

Learning Experiences ◽

Learning Opportunities ◽

Face To Face ◽

E Learning ◽

Face To Face Learning ◽

Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

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