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High levels of Internet-based media use is a defining feature of behaviour among university students. A growing body of evidence indicates, firstly, that their learning activities are characterised by frequent switching between academic content and online media, and, secondly, that this form of behaviour is negatively associated with academic outcomes. It is less clear, however, whether media use and media multitasking in general is associated with academic performance. In the present study we adopted an exploratory frame and a survey-based methodology to investigate this relationship among students from three countries in Southern Africa. In addition to self-reported media use measures, we investigated the predictive capacity of online vigilance on academic performance. Online vigilance is a novel construct which describes individual differences in users' cognitive orientation to online connectedness, their attention to and integration of online-related cues and stimuli, and their prioritisation of online communication. Our findings (n = 1445) indicate a weak, negative association between self-reported media use measures and academic performance, as well as online vigilance and academic performance. Combined, media use and online vigilance predict 9% of variance in academic performance for our full sample. However, when considering only Namibian students (n = 402), they predict 27% of variance. The study findings raise important questions relating to concerns over the potential impacts of general media use behaviours on academic performance among university students.

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This study evaluated a WebCT course content management (CCMS) system at the University of Botswana. Survey methodology was used and questionnaires were distributed to 503 students selected from six faculties, and an in-depth interview were conducted involving (20) twenty lecturers who teach via the WebCT platform. Findings reveal that, generally, WebCT CCMS is doing well at the University of Botswana and that the system has been a success. The results also confirm the quality of course materials uploaded on the system, that is, service quality and the quality of the teaching and learning via the system. Furthermore, by learning through WebCT, students are able to self regulate their learning and, given the opportunity, they are ready to use and continue learning using the WebCT platform. Results also indicate that generally students are satisfied with the performance of WebCT and that there are many benefits associated with the system in context to teaching and learning at the university. Problems associated with WebCT CCMS that are experienced by staff and students of the University include access, network /server failure, lack of link between ITS and WebCT, lack of teaching expertise using WebCT, and failure to remove completed courses from the system.

High levels of Internet-based media use is a defining feature of behaviour among university students. A growing body of evidence indicates, firstly, that their learning activities are characterised by frequent switching between academic content and online media, and, secondly, that this form of behaviour is negatively associated with academic outcomes. It is less clear, however, whether media use and media multitasking in general is associated with academic performance. In the present study we adopted an exploratory frame and a survey-based methodology to investigate this relationship among students from three countries in Southern Africa. In addition to self-reported media use measures, we investigated the predictive capacity of online vigilance on academic performance. Online vigilance is a novel construct which describes individual differences in users' cognitive orientation to online connectedness, their attention to and integration of online-related cues and stimuli, and their prioritisation of online communication. Our findings (n=1445) indicate a weak, negative association between self-reported media use measures and academic performance, as well as online vigilance and academic performance. Combined, media use and online vigilance predict 9% of variance in academic performance for our full sample. However, when considering only Namibian students (n=402), they predict 27% of variance. The study findings raise important questions relating to concerns over the potential impacts of general media use behaviours on academic performance among university students.