scholarly journals Students' Reflections on the Use of the Zoom Video Conferencing Technology for Online Learning at a South African University

2021 ◽  
Vol 8 (1) ◽  
pp. 159-178
Author(s):  
Cedric B. Mpungose
Keyword(s):  
Digital Divide ◽  
South African ◽  
Video Conferencing ◽  
Group Discussions ◽  
Face To Face ◽  
Online Lectures ◽  
E Learning ◽  
The University ◽  
And Training

The majority of universities in South Africa offer face-to-face lectures, resulting in the neglect of online lectures, although learning management systems (LMS) have been adopted and are capable of supporting onlinelearning (e-learning). The coronavirus pandemic (COVID-19) forced universities to move fully online and to adopt Video Conferencing Technologies (VCT) to supplement LMS for e-learning. However, most students confront challenges related to a digital divide, raising the question of whether universities are able to address these effectively. This study explored students’ reflections on the use of the Zoom VCT for e-learning at a SouthAfrican university. An interpretive qualitative case study was conducted, with data generated using emailed reflective activities and Zoom focus group discussions with 26 students in a curriculum studies programme.The framework of connectivism was employed and the data were thematically analysed. The study found that Internet access was a major challenge. While most students enjoyed synchronous Zoom discussions, they wereunable to use other Zoom functions for effective engagement. It is thus recommended that the university should develop an e-learning policy and provide the necessary resources and training to students in order to ensure fitness for purpose. Key words: students’ reflections, Zoom VCT, e-learning, face-to-face, curriculum, university

Strategic Planning for E-Learning in a Polytechnic

2011 ◽  
pp. 47-65 ◽  
Author(s):  
Tony Bates
Keyword(s):  
Strategic Planning ◽  
Faculty Development ◽  
Performance Indicators ◽  
Strategic Plan ◽  
Key Performance Indicators ◽  
Core Values ◽  
Face To Face ◽  
E Learning ◽  
And Training

This chapter is a case study of how a polytechnic developed a strategic plan for e-learning. It describes the institution’s rationale for moving more strongly into e-learning, the processes followed by the institution to develop a plan and ensure its acceptance through the institutional community, and the factors that facilitated the process. It indicates that attention to objectives, core values and principles, and faculty development and training, are critical for the successful transition from mainly face-to-face teaching to e-learning. The development of key performance indicators will allow the success of the plan to be measured in 2010.

scholarly journals A Learning Module for BA Students to Develop ICT Skills for their Learning Activities | Un module de formation visant le développement des compétences TICE chez les étudiants en baccalauréat

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Hervé Platteaux ◽  
Sergio Hoein
Keyword(s):  
Learning Context ◽  
Ict Skills ◽  
Face To Face ◽  
Learning Module ◽  
Online Tutorials ◽  
Information And Communication ◽  
E Learning ◽  
Under Construction ◽  
The University

This case illustrates the process of developing a learning module to support BA students in their use of ICT (Information and Communication Technology) tools in their learning. At the university where this case occurred, the skill level of ICT use among students in a learning context was very heterogeneous. The E-learning Competency Centre, or ECC, which was in charge of techno-pedagogical development at the institution, created a hybrid learning module that offered students learning materials and activities with both face-to-face workshops and online tutorials for autonomous learning. The students were able to choose subjects they wanted to learn "à la carte" by taking tutorials on their own and/or by participating in face-to-face workshops. The module described in this case is currently under construction. The design phase of this project is the focus of this case study.

scholarly journals Group Identity and Groupness: Student Experiences at University

2017 ◽  
Vol 13 (1) ◽  
pp. 112-134
Author(s):  
Florian Elliker ◽  
P. Conrad Kotze ◽  
Jan K. Coetzee
Keyword(s):  
South African ◽  
Ethnic Diversity ◽  
Race And Ethnicity ◽  
Academic Staff ◽  
Student Experiences ◽  
Group Discussions ◽  
Cultural Themes ◽  
The University ◽  
Transformation Processes

One of the key transformations South African universities have undergone in the past two decades is the increase of racial and ethnic diversity of their student bodies and academic staff. In this study, we seek to contribute to a better understanding of these transformation processes by presenting students’ narratives of how they experience the interracial integration of student residences. We first address the potential groupist and essential underpinnings of ethno-racial identifications by situating our categories of analysis in a social-constructivist framework, underlining the situational and processual character of identifying and establishing “groupness,” while simultaneously considering the obdurate quality habitualized ways of identifying may generate. We then present an overview of our sensitizing themes as they are discussed in the literature on race and ethnicity with a focus on South Africa and student experiences. Thirdly, the article introduces the reader to the institutional context of the case study, namely, the campus of the University of the Free State and its student residences. Based on focus group discussions and thematic analyses, we present our findings in the form of the cultural themes that are central to the students’ narrations of their experiences. These themes include the salience of racial and ethnic identifications, tolerant distance, confusion, fairness, neutrality, ethnolinguistic recognition, regional public arenas, rural-urban divides, as well as socio-economic divides.

scholarly journals Focus Group Discussions E-Learning based on Prior Knowledge and Problems in the Covid-19 Pandemic Period

2020 ◽  
Vol 9 ◽  
pp. 119-132
Author(s):  
Yunia Mulyani Azis ◽  
Nurul Fatimah
Keyword(s):  
Prior Knowledge ◽  
Economic Recession ◽  
Group Discussions ◽  
Face To Face ◽  
Online Lectures ◽  
Traditional Lectures ◽  
Long Time ◽  
E Learning ◽  
Face To Face Learning ◽  
Technological Limitations

The Covid-19 pandemic forced many campuses around the world to close. In Indonesia, the closure of the campus began in mid-March 2020. The closure of the campus for a long time will harm students. To prevent this, the Indonesian government encourages campuses to hold online lectures or E-Learning. One of the campuses implementing E-Learning is STIE Ekuitas Bandung. The change from traditional lectures to E-Learning is not as easy as the theory. There are technological limitations, especially connections that cause students to have problems when forced to attend college in the form of video streaming. Besides, the economic recession caused by the pandemic is also another obstacle. On the other hand, most lecturers do not know how to give lectures effectively via the web, because they cannot get feedback from students. One solution we propose in this paper is to revive group discussions on school E-Learning sites. Using the student's Prior knowledge about E-Learning as a parameter, we conclude that the learning design provided in e-learning has to be slower compared to face-to-face learning with the aim that respondents have time to read, understand and finally understand with their efforts.

scholarly journals E-Learning Gamelan Ensemble Playing Techniques

2021 ◽  
Vol 10 (1) ◽  
pp. 1-4
Author(s):  
Chamil Arkhasa Nikko Mazlan ◽  
Nor Azman Mohd Ramli ◽  
Mohd Hassan Abdullah ◽  
Aiman Ikram Uyub
Keyword(s):  
Music Education ◽  
Movement Control ◽  
Musical Instruments ◽  
Case Study Method ◽  
Face To Face ◽  
Learning Techniques ◽  
E Learning ◽  
Control Order ◽  
The University

2020 is a very challenging year because of the covid-19 pandemic and this completely changed the music education landscape. In the past, learning musical instruments could be done face to face, now it is impossible. If no action is taken, this situation could cause stress among students, especially those who learning gamelan ensemble instruments. Unlike other musical instruments, the ensemble gamelan is expensive and student cant afford to buy it. That is why set of gamelan is only owned by the university and placed in the faculty only. Due to this, students who live far away are unable to practice their gamelan instrument due to movement control order these days. Therefore, this study introduces Gamelan E-Learning Techniques, which is the concept of learning gamelan basic hand techniques using a simulation methods for keromong, gambang, saron and gendang. The uniqueness of this study is due to the emphasis on the basic hand techniques of gamelan. By using google class application as well, lecturers can upload learning videos as well as assessment of student game techniques online can be done. This study uses experimental case study method with qualitative approach. The participants consisted of second semester of 36 students who attended the AME 3082 gamelan course at Universiti Pendidikan Sultan Idris (UPSI).   

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 21-28
Author(s):  
Abasiama G. Akpan ◽  
Chris Eriye Tralagba
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
University Education ◽  
Learning Approach ◽  
University System ◽  
Electronic Learning ◽  
E Learning ◽  
Nigerian University ◽  
The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

Emergency LMS Training During COVID-19 at an African University of Technology

2020 ◽  
Vol 11 (1) ◽  
pp. 113-113
Author(s):  
Leanri van Heerden
Keyword(s):  
South African ◽  
Instructional Designers ◽  
Delivery Mode ◽  
Skills Acquisition ◽  
Online Delivery ◽  
Face To Face ◽  
Department Of Health ◽  
University Of Technology ◽  
E Learning ◽  
Participant Perspectives

After the #FeesMustFall strikes that have been haunting South African universities since 2015, Instructional Designers felt pretty confident that they can drive their institutions through any dilemma. Along came the 2020 COVID-19 epidemic and they realised they have been playing in the kiddie pool all along. On 23 March 2020, President Cyril Ramaphosa announced a national lockdown level 5 to start on 26 March 2020 (Department of Health, 2020). Three days head start for a three-week lockdown (which was eventually extended till the time of writing) was a logistical nightmare for even the most technology driven universities. All staff were sent home with only enough time to grab their office plants and laptops and no idea how they were going to move forward. The issue with staff and students all working from home is that the lecturers working at the Central University of Technology (CUT), being primarily a face-to-face delivery university, was completely unprepared for moving their traditional and blended approaches to completely online. In their study, Mogeni, Ondigi and Mufo (2020) found that most of the investigated teachers were not empowered enough to deliver instruction fully online and either needed to be retrained, receive further specialised training or be trained completely from scratch. A lack of confidence in the delivery mode of instruction will cause even the most knowledgeable subject spcialist to fail in their task. At the CUT lecturers needed a way of quickly acquiring the necessary skills to deliver their content and assessments on the institution Learning Management System (LMS). The aim of this paper is to measure participant perspectives of an emergency intervention to facilitate the process of online delivery skills acquisition quickly and online. To ensure relevant results a systematic process of designing an intervention and recording participant perspectives is necessary. This extended abstract will take a look at the methods used to drive the paper, briefly discuss the results and findings, and lastly explore the implications and significance of the research for the use of higher education institutions for emergency LMS training. Keywords: LMS training; e-Learning; Online Instruction; Instructional Design

What Matters to South African Bank Customers? A Case Study of four Main South African Banks

2015 ◽  
Vol 6 (1and2) ◽  
Author(s):  
Kingstone Mutsonziwa
Keyword(s):  
Customer Satisfaction ◽  
South African ◽  
Language Usage ◽  
Face To Face ◽  
Bank Resolution ◽  
African Context ◽  
Key Drivers ◽  
Investment Advice

This paper is a follow-up article based on the first article titled Customers speak for themselves: A case of Customer Satisfaction in the four Main South African Banks. Customer satisfaction within the banking industry is very important in the South African context. Although banks are trying their best to give their customers the best service, it is important to continuously measure customer satisfaction and identify service attributes that contribute to overall customer satisfaction for the banks. The data used in the analysis is based on a quantitative survey of 500 randomly selected customers in Pretoria, Johannesburg, Durban and Cape Town were interviewed using a face to face methodology. The key drivers of overall customer satisfaction based on regression analysis for the different banks were helpfulness and innovativeness (ABSA), helpfulness, innovativeness of the bank, resolution of problems and investment advice (FNB), language usage and friendliness of service consultants (Nedbank), innovativeness of the bank, investment advice and use of language (Standard bank). These attributes were important to the overall customer satisfaction and need to be closely monitored by the management of these banks.

Computer-assisted learning in undergraduate psychiatry (CAL-PSYCH): evaluation of a pilot programme

2003 ◽  
Vol 20 (3) ◽  
pp. 84-87 ◽  
Author(s):  
Allys Guerandel ◽  
Kevin Malone ◽  
Patrick Felle
Keyword(s):  
Computer Assisted ◽  
Attendance Rates ◽  
Computer Assisted Learning ◽  
Face To Face ◽  
Life Long Learning ◽  
Learning Techniques ◽  
Feedback Questionnaire ◽  
E Learning ◽  
On Line ◽  
The University

AbstractObjectives: To introduce and evaluate a computer assisted learning programme in undergraduate psychiatry (CAL-PSYCH).Methods: An interactive e-learning environment was created within the University College Dublin portal to assist students in acquiring the necessary skills in undergraduate psychiatry. The pilot phase consisted of providing their lectures on-line on the interactive site. Data were gathered from the last group of students in 2001 (pre-CAL-PSYCH) and the first group of students using CAL-PSYCH in 2002. We included assessment of percentage of students accessing the site, attendance rates at face-to-face lectures and tutorials, and also a feedback questionnaire from students who accessed the site.Results: All responders had used CAL-PSYCH. Students gave higher ratings for quality and interactivity of lectures compared with the pre-CAL-PSYCH curriculum. Students also expressed enthusiasm about CAL-PSYCH and encouraged us to develop it further.Conclusions: Computer-assisted learning environments such as CAL-PSYCH provide the opportunity to bring modern e-learning techniques to medical education, and may provide a new model for life-long learning in medicine.

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