Exploring Student Perceptions of Using the Learning Management System and Social Media for Blended Learning at a Rural University

Abstract

Blended learning combines the strength of face-to-face learning with e-learning, which has become the catalyst for education reform today. Unfortunately there are many obstacles that can derail this format of hybrid learning before it can reach its full potential, especially at universities where budgetary constraints inhibit the development of the information and communication infrastructure. This study seeks to capture students’ perceptions regarding web-based activities at a rural university. Purposive sampling was used to generate the sample and a combined total of 380 second- and third-year students participated in this study. Second- and third-year students were selected as it is expected that they have experienced the university learning management system and its shortcomings, and are hence in a posistion to compare the learning management system with social media platforms. The data collection instrument was a self-administered questionnaire, which was analysed using quantitative and qualitative methods. The findings indicate that students at the rural university preferred to engage in blended learning through social networking technologies, as opposed to the learning management system, which they found was mostly unavailable or inaccessible at their residences.

The Use of a Learning Management System to Facilitate Student-Driven Content Design: An Experiment

“…Teaching any course today cannot be done without some form of technology incorporated, if not the central point of delivering material and content to students [11]. Blended learning, hybrid learning, e-learning … which one it is?…”

“…Blended learning, hybrid learning, e-learning … which one it is? According to Moodley, Singh [11], there are numerous terms which in the end means the same approach. Bonk and Graham [12] defines blended learning as the combination of "face-to-face instructions with computer-mediated instruction".…”

“…There is however a flip-side to this approach, a blended learning or hybrid approach allows students to control their own time and place for learning [11], providing a proper infrastructure is the reason for successful blended learning approaches. This paper will further investigate the infrastructure used by the students to complete the assignment as this cannot be ignored especially in the South African context.…”