Student perception on a supplementary multimodal tool for Academic Literacy: A pilot study

2021 ◽  
Vol 53 (2) ◽  
pp. 73-93
Author(s):  
Susan Marais ◽  
Mariska Nel ◽  
Jaco Fourie
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
Blended Learning ◽  
Student Perceptions ◽  
South African ◽  
Learning Experience ◽  
Student Perception ◽  
Academic Literacy ◽  
Teaching Tool ◽  
E Learning

In light of the various advantages the e-learning experience could have for students, a blended teaching approach, where instructors make use of e-learning, has become increasingly prominent in higher education institutions. This study, which was conducted at a South African institute of higher education with a diverse and multilingual student population, focusses on student perceptions of theefficacy and accessibility of a multimodal tool called WIReD to supplement the existing academic literacy module. The review of student perceptions was structured around the outcomes for the module unit with which WIReD is intended to blend. In order to determine student perception, a questionnaire using a Likert-scale to measure responses along with open-ended questions, were used. As such, this study firstly examined students’ impressions of the design (overall appearance) and accessibility of WIReD. Secondly, it  investigated the appropriateness of content, especially with regard to the envisaged blend between WIReD and the module contentas taught during lectures and in the workbook. Despite being a pilot study with results based exclusively on student perception, it seems that WIReD can be utilized as a supplementary multimodal tool and that the outcomes thereof blends effectively with the outcomes of the academic literacy module. Keywords: academic literacy; blended learning; e-learning; multimodal teaching tool; student perception; WIReD

Students' Attitudes towards the Use of a Virtual Learning Environment with the Presence of Advertisements: Pilot Study

2021 ◽  
Vol 9 (2) ◽  
pp. 165-173
Author(s):  
MB Mutheiwana ◽  
KL Sharp ◽  
M Motale
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
South African ◽  
Learning Environments ◽  
Research Study ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Measuring Instrument ◽  
E Learning ◽  
Students Attitudes

Objective - As Higher Education Institutions (HEIs) begin to investigate how they can increase revenue and decrease costs, the Virtual Learning Environments (VLEs) already implemented in most HEIs may be the solution. The opportunity for including advertisements on a VLE allows HEIs to minimise the significant financial implications associated with the development and use of a VLE, without reducing the value of the service provided. While incorporating advertisements onto VLEs makes sense financially, there is limited knowledge on how students will respond to the presence of advertisements on VLEs. Consequently, this research study reports on the findings from a pilot study conducted to determine the legitimacy and reliability of a measuring instrument being employed to investigate students' attitudes towards the use of a VLE with the presence of advertisements at a South African university of technology. Methodology/Technique - A measuring instrument, including constructs of self-efficacy, technology experience, perceived ease of use, perceived usefulness, satisfaction, pre advert presence and post advert presence on a selected VLE was employed in this research study. A six-point Likert scale, ranging from 1= strongly disagree to 6= strongly agree was used to avoid the utilisation of a seventh scale item of neither agree nor disagree. After the initial pre-testing of the questionnaire, carried out to verify face and content validity, was completed, a non-probability, convenience, judgement sample of 50 students from a South African public higher education institution situated in the Gauteng province was taken. The gathered pilot data was analysed using the Statistical Package for Social Science (SPSS), Version 25.0. Findings - The findings indicate that the measuring instrument was deemed legitimate and reliable with regards to investigating students' attitudes towards the use of a VLE with the presence of advertisements. Novelty - Only one previous study has been conducted with regards to evaluating students' attitudes towards advertising on HEI VLEs, which was conducted in the UK. In addition, other studies closely related are concerned with students' attitudes towards e-learning and do not evaluate students' attitudes towards the use of a VLE with the presence of advertisements. Attitudes contribute to understanding the perceptions of students towards a VLE. Consequently, if HEIs are to incorporate advertisements on the VLEs used within HEIs, then evaluating the attitudes of the students enrolled at these HEIs, towards the use of a VLE with the presence of advertisements, is paramount. Type of Paper - Empirical. Keywords: E-learning, attitudes, virtual learning environments, advertisements, students, higher education institutions, South Africa. JEL Classification: I22, I23, M30, M31, M37 URI: http://gatrenterprise.com/GATRJournals/GJBSSR/vol9.2_6.html DOI: https://doi.org/10.35609/gjbssr.2021.9.2(6) Pages 165 – 173

scholarly journals BLENDED LEARNING: STUDENT PERCEPTION OF FACE-TO-FACE AND ONLINE EFL LESSONS

2017 ◽  
Vol 7 (1) ◽  
pp. 64 ◽  
Author(s):  
Brenda M. Wright
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Student Perceptions ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Student Perception ◽  
Classroom Interaction ◽  
Face To Face ◽  
Face To Face Instruction

With the ever-increasing development of technology, online teaching is more readily accepted as a viable component in teaching and learning, and blended learning, the combining of online and face-to-face learning, is becoming commonplace in many higher education institutions. Blended learning is, particularly in developing countries, in its early stages and not without its challenges. Asynchronous online lessons are currently still more prevalent in many areas of South-East Asia, perhaps due to potential difficulty in obtaining strong Internet connections, which may deter educators from synchronous options. Technological media have the potential to broaden the scope of resources available in teaching and to enhance the language learning experience. Although research to date shows some focus on blended learning, literature on distance online teaching seems more prevalent. This study exposed 112 Malaysian undergraduate EFL students' responses to an online lesson as part of an English grammar course, and investigates common student perceptions of the online lesson as compared with face-to-face lessons. Questionnaires using qualitative (Likert scale questions) and quantitative (open-ended questions) approaches provided data for content analysis to determine common student perceptions, with particular reference to motivation and interest. In general, more students associated in-class lessons with higher motivation and more interest, due to better understanding, valued classroom interaction with the lecturer and peers, and input from the lecturer. Students preferring the online lesson cited speed and convenience of study and flexibility of time and place of study as reasons for their choice. Skilful implementation of online lessons can enhance a language course but should not undermine the value of face-to-face instruction with EFL teachers.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
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.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

A Pilot Study of Brand Loyalty in Generation Y of Technical and Vocational Education Training Colleges

2021 ◽  
Vol 9 (4) ◽  
pp. 253-260
Author(s):  
Itani Listen Ramuthivheli ◽  
Dr Kirsty-Lee Sharp ◽  
Prof. Bongazana Dondolo
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
Service Quality ◽  
South African ◽  
Generation Y ◽  
Brand Loyalty ◽  
Correlation Coefficients ◽  
Communication Service ◽  
Brand Communication ◽  
Brand Satisfaction

Objective - In an increasingly changing and dynamic South African higher education landscape, institutions must communicate their brand to stakeholders to perceive the institution as offering quality services,to have a loyal stakeholder. However, thereseemsto be little attention devoted to the influence of brand communication, brand satisfaction and service quality on brand loyalty in higher education, particularly in the Technical and Vocational Education and Training (TVET) sector. Considering this view, and noting that prior research on brand loyalty in the service sector has shown a connection between brand communication, service quality, brand satisfaction and brand loyalty, it is unknown if a similar correlation is found in the South African TVET sector. Therefore, it is necessary to investigate Generation Y students' views of brand communication, brand satisfaction and service quality in the TVET sector throughout the Gauteng Province of South Africa.As a result, this paper summarises the findings of a pilot study to establish the validity and reliability of a questionnaire used to examine Generation Y students' perceptions of brand communication, brand satisfaction and service quality related to brand loyalty in Gauteng TVET colleges. Methodology/Technique - The variables for the paper were derived from previously established questionnaires. A section of the questionnaire asked students about their views of a TVET's brand communication. Additionally, there were questions concerning the quality of service, brand selection and brand loyalty. Finally, all scale items were modified to be more contextually relevant.The questionnaire used a six-point Likert scale, with 1 indicating strong disagreement and 6 indicating strong agreement. The questionnaire was piloted with a convenience sample of 50 students not included in the primary study's sampling frame. Finding - The overall number of respondents (46) was insufficient to undertake extensive statistical testing. As a result, only frequency and correlation coefficients were computed. Correlation analysis revealed a substantial association between brand loyalty and the variables that influence it. All had a strong association between brand loyalty and brand communication, service quality and brand loyalty and satisfaction. Additionally, there were substantial correlationsbetween service quality and brand satisfaction and between service quality and brand communication. Correlation coefficients between constructs ranged from 0.294 to 0.781. This demonstrates that these constructs do not correspond to the same concept. As a result, all construct items were kept for use in the main study. Novelty - The results from the pilot study provides preliminary support for the hypothesised relationship between brand loyalty and its predictors. Marketers and service organisations need to recognise that the future patronage of a service organisation depends on loyalty. Type of Paper - Empirical Keywords: Brand Communication; Service Quality; Brand Satisfaction; Brand Loyalty; Technical and Vocational Training JEL Classification: M31, I23, I29

Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities

2019 ◽  
pp. 500-522
Author(s):  
Gina Tovine ◽  
April Fleetwood ◽  
Andrew Shepherd ◽  
Colton J. Tapoler ◽  
Richard Hartshorne ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Communities ◽  
Student Perceptions ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual School ◽  
Design Development ◽  
Florida Virtual School ◽  
K 12

While the growth of blended learning environments in higher education and non-educational settings has continued to increase in recent years, this has not been the case in K-12 settings. Recently, in an effort to explore the viability and effectiveness of K-12 blended learning environments, Florida Virtual School (FLVS) has been piloting blended learning communities in a number of their schools, providing opportunities to explore factors that influence the effectiveness of K-12 blended learning communities. Thus, the purpose of this chapter is to report the results of a study designed to assess conditions that influence the effectiveness of K-12 blended learning communities, and to explore learner, instructor, course, and other factors important to successful blended learning communities. Findings will inform the design, development, and implementation of future K-12 blended teaching and learning environments in an effort to support and strengthen student achievement, the preparation of teachers to facilitate effective blended learning environments.

Web Conferencing and Remote Laboratories as Part of Blended Learning in Engineering and Science

2012 ◽  
pp. 246-263
Author(s):  
Steve Mackay ◽  
Darrell Fisher
Keyword(s):  
Science Education ◽  
Blended Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Web Conferencing ◽  
Science And Engineering ◽  
Remote Laboratories ◽  
Remote Labs ◽  
E Learning ◽  
The Impact

The purpose of this chapter is to provide an overview and subsequent application of research into the impact web conferencing and remote laboratories have on engineering and science education within the context of blended learning. The impact is examined especially in assessing the reaction and achievement of learners in using these new technologies compared to that of a traditional classroom or (the currently popular approach of) asynchronous e-learning. In recent years, there has been a significant increase in the level of remote or distance learning (or e-learning) using the Internet. One of the gaps in current research is the examination of the impact of web conferencing and remote science and engineering laboratories on the learning experience. The chapter is commenced by defining e-learning, synchronous, asynchronous and blended learning. Hereafter, web conferencing and remote laboratories are then defined and reviewed in detail. The impact that web conferencing and remote labs have on the e-learning experience as compared to the classroom and asynchronous approaches is then examined. The chapter is concluded by an examination of our research into what the perceived requirements are for web conferencing and remote laboratories and suggestions are given on how to apply web conferencing and remote labs to engineering and science education.

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