Search results

To determine the perceived self-efficacy of South African LIS academics in e-teaching as a co-requisite to imparting relevant ICT knowledge and skills to LIS students.

The study was underpinned by the pragmatic world view, which allows a researcher to choose a combination of methods, techniques and procedures that best meets the needs and purposes of the study. Based on the purpose and objectives of the study, and the type of data needed, a quantitative approach, employing the descriptive survey design was used. An online questionnaire with both structured and unstructured questions was distributed to 79 LIS academics in 8 universities and attracted a 68.4% response rate. Structured responses were computed directly as quantitative data, while the unstructured answers were aggregated under themes and analysed quantitatively.

The findings show that LIS academics in South Africa have not been left behind in the trends regarding e-teaching, and most of them feel quite confident about their self-efficacy in e-teaching. A variety of Learning Management Systems and e-tools are in use and relevant policies and technical support available. Most LIS academics, to re-/up-skill themselves, employ diverse heutagogical strategies. However, the e-teaching support in terms of resources and technical support are inadequate because some universities are deficient in their provision of ICTs and e-learning guidelines.

The limitations of the study is that this was a time-bound study that focused merely on the basic level investigation A further in-depth probing of the real (as opposed to self) levels of e-teaching efficacy and how heutagogy can be explored or advocated is necessary.

The implications of the results are that (1) South African LIS academics are well fairly well prepares to face the impact of COVID-19, which has forced universities to turn to virtual/online education (2) Heutagogical approach should be explored as a method of further improving the capabilities of e-teachers, in order to (3) pass forward a positive impact on LIS graduates by preparing them to be agile for a modern work environment. (4) universities have to provide sufficient resources to support academics in their endeavour to continually improve their teaching.

Topical in the face of the novel coronavirus.

Optimal

The chapter on special education in South Africa initiates with a very comprehensive historical account of the origins of special education making reference to the inequalities linked to its colonial and racist past to a democratic society. This intriguing section ends with the most recent development in the new democracy form special needs education to inclusive education. Next, the chapter provides prevalence and incidence data followed by trends in legislation and litigation. Following these sections, detailed educational interventions are discussed in terms of policies, standards and research as well as working with families. Then information is provided on regular and special education teacher roles, expectations and training. Lastly, the chapter comprehensively discusses South Africa’s special education progress and challenges related to budgetary support, staff turnover, and a lack of prioritizing over the number of pressing education goals in the country’s provinces.

This paper seeks to assess the extent to which learning and Web 2.0 technologies are utilised to support learning and teaching in Africa's higher learning institutions, with a specific focus on Tanzania's public universities.

A combination of content analysis and semi‐structured interviews was used to collect data. Semi‐structured interviews were conducted with ICT personnel from six of the eight public universities in Tanzania in 2011.

The study found that the adoption of e‐learning and Web 2.0 technologies is still in its infancy in Tanzania's public universities. However, there was much enthusiasm amongst respondents for developing the potential of e‐learning and Web 2.0 tools in their universities.

The study seeks to promote academic inquiry about the need for innovative Web 2.0 technologies in learning and teaching and the adoption of these emerging technologies in Africa's higher learning institutions.

The study provides empirical findings on the use of e‐learning and Web 2.0 for higher education, specifically in the Tanzanian context. The study provides a basis for further research on the use of Web 2.0 technologies in higher education.

The University of Botswana has a student population of over 12,000. However, when neighboring South Africa attained majority independence in 1994, the University began to see a great proportion of its international market dwindle. Similarly, an increasing number of universities are offering distance education through the Internet, but the University of Botswana does not yet offer Internet‐based learning. South Africa has a well‐developed higher education infrastructure while the University of Botswana does not have enough locations to cope with demands for admission from students completing high school. There are also people who are employed and wish to pursue further education at the University of Botswana, but employers are generally reluctant to release them while they are still in full time employment. Such people need a flexible model of learning. There are yet other people with family commitments that wish to study from home, but are not catered for. The University of Botswana is responding to these challenges in a number of ways. Notable among them is the integration of information and communication technology into the entire education process. The University sees the use of information communications technology as an important tool in bringing about education reforms. Investigates the efforts that are being made by the university to implement the e‐learning strategy and assesses the challenges and opportunities that await the university in this endeavor.

The purpose of this study was to determine if Systems Development Methodologies (SDMs) are being utilised effectively in the development of Learning Management Systems (LMSs) in South Africa. With e-learning being a critical component of modern educational systems, it has become essential to ensure that LMSs of a high standard are being developed. In the field of SDMs, much research has been done and the value of SDMs is proven and documented. To enhance the chances of developing LMSs of outstanding quality, it is crucial that SDMs are applied efficiently, as they can have a significant impact on the development process.

A positivistic research approach was followed. By utilising a survey as the main research method, quantitative data were generated. By statistically analysing the dataset, meaningful results were obtained.

This study shed some light on how LMS procurement and development is being done in South Africa and revealed that the use of open-source systems currently exceeds the use of proprietary systems. The results of the research showed that SDMs (e.g. Rapid Application Development) are being used effectively in the development of e-learning systems. Strong relationships exist between many of the SDM factors identified (e.g. performance expectancy and the perceived support of the methodology) and the quality and productivity of the development process. This, in turn, has a strong influence on the impact SDMs have on the quality of LMSs.

The study made a contribution to the discipline of information systems and, more specifically, LMSs, by providing insights with regard to the factors affecting the use and effectiveness of SDMs in developing LMSs. As far as could be ascertained, this study generated the first empirical data on the procurement and development of LMSs in South Africa.

The purpose of this study is to assess the perceived satisfaction of Advanced Certificate in Teaching students and facilitators regarding online library services offered by the University of the Free State (UFS) in South Africa.

The study adopted a quantitative approach with open-ended questions that generated some qualitative data. Data has been presented using descriptive statistics in the form of tables, graphs and charts and thematic content analysis for some qualitative data.

All learners in this study were adults between 45 and 55 years of age. Of the respondents, 13% lacked online experience, while about 85% had never used online library services and 35% indicated that Google was their primary source of information. The majority of respondents indicated information literacy as a core function of the academic library. High data cost in South Africa came out as one of the major issues affecting distance learners as well as login and password frustrations. The study confirmed computer anxiety, physical discomfort, information overflow and prompt response as some of the perceived challenges and levels of satisfaction respectively of Advanced Certificate in Teaching students and facilitators regarding online library services offered by the University of the Free State (UFS) in South Africa.

The study revealed that a distance learning library policy is of the essence because it helps to put in place rules and regulations that guide the delivery of distance library services.

The offering of online and distance library services is a fairly new concept to the UFS library. This study bridges the gap between theory and practice regarding the perceived satisfaction of distance users on online library services and how to improve the current practice.

This paper aims to examine and discuss the crucial roles libraries play in e‐learning; the challenges and opportunities facing the e‐learning program and the library's involvement.

To elicit the necessary information, a literature review of studies done on e‐learning and libraries was done. Materials were sourced online and offline to build the literature of this work. The paper gives an overview of e‐learning and types; benefits of e‐learning; the infancy stage of e‐learning, libraries, and e‐learning technologies; starting points for libraries and e‐learning and challenges facing e‐learning.

A lot of challenges are facing the successful implementation of e‐learning in institutions and also the role of libraries in enhancing e‐learning needs a lot of issues to be addressed as library's involvement in e‐learning is found to be very crucial.

This paper establishes that libraries are the heart of institutions and so, are meant to play a vital role in the learning activities, as well as support all kinds of learning which includes e‐learning. There is also need for librarians to be trained in adopting e‐learning technologies and collaborating with faculties and departments in tutoring the learners.

The study possesses two characteristics that make it different from other studies in the related area. First of all, it provides a theoretical basis for librarians to be actively involved in e‐learning as it listed some responsibilities of the library and librarians in executing e‐learning programmes. Secondly, the paper proposes six laws (Sm²U²L) to govern e‐learning and libraries.

The purpose of this paper is to investigate the factors of m-learning approaches which can be used for enterprise resource planning (ERP) system training and to propose a theoretical framework for m-learning of ERP systems.

A literature review of several theories relating to success factors for mobile learning (m-learning) and electronic learning (e-learning) are analysed and a theoretical framework of success factors for m-learning of ERP systems is proposed. Two field studies are undertaken to identify the features of e-learning and m-learning systems which users enjoyed and which related to the factors identified in the theoretical framework. The technology acceptance model (TAM) was used to evaluate the acceptance, usefulness and perceived ease of use (PEOU) of the two systems evaluated in the field study, the openSAP e-learning application and the SAP Learn Now m-learning application.

The results confirmed several of the theoretical elements identified in the framework and the m-learning system was rated positively for PEOU and perceived usefulness (PU). The findings confirmed other studies showing the importance of the quality of course content in e-learning and m-learning projects.

The empirical study was limited to a small number of participants in higher education. However, a deeper understanding of the factors influencing m-learning for ERP systems was obtained.

The study provides a valuable practical contribution because the framework can be used in the improved design of an ERP m-learning approach, which in turn can lead to an improvement in ERP training and education programmes and ultimately ERP project success.

Several studies propose the use of m-learning systems. However, research related to the factors impacting on m-learning projects for ERP system training is limited. The paper presents original work and the results provide a valuable contribution to several theories of m-learning.

The purpose of this paper is to evaluate the relative effects of three facets or connectors argued to be vital for learners in successful e-learning outcomes in developing economies.

Data were collected through a survey involving 130 learners. A stratified sampling technique was employed. Regression analyses making use of linear, multiple and PROCESS macro in Statistical Package for the Social Sciences (SPSS) were used to analyze data.

Technological self-efficacy and social presence are the most important facets needed by participants for effective learning in higher education institutions in developing countries. Learning tools meant to enhance teaching and learning and also contribute to learner satisfaction.

The findings of the study provide insights to academic administrators to pay close attention to the three connectors in order to ensure quality learning. The findings guide higher learning institutions to adequately and selectively pay attention to the three connections. Deliberate efforts focusing on students' situations, opinions and concerns are vital for learner satisfaction in developing economies.

This study represents a first attempt to examine the effect of the “right connections” for effective learning in developing economies, using a quantitative approach. The findings bring into attention the role of assessing learner inputs and virtual environment in boosting the effectiveness of e-learning. The findings also result in a model that should lead to increased learner satisfaction through the implementation of right connections. The study “disputes” the relevance of a universal e-learning system.