Insights into the use and affordances of social and collaborative applications for student projects

Bankole, Omolola Ola; Venter, Isabella M.

doi:10.18489/sacj.v29i2.470

Cited by 1 publication

(2 citation statements)

References 23 publications

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“…Left with no choice, academics were forced to teach online even if they did not feel properly prepared to do so with dire consequences for their practice (Hechinger & Lorin, 2020). Our findings also corroborate those of Bankole and Venter (2017) and Davis and Chouinard (2017), that there are several factors that could assist or hinder the user. As earlier asserted, our findings raise questions about the extent and the quality of preparation, and support provided to academics to address their concerns prior to and at a time such as this (Dyment et al, 2013).…”

Section: Discussion Of the Findingssupporting

confidence: 89%

“…The discussion in this section will revolve around the extent to which participants in the study were prepared by their institution prior to the COVID-19 pandemic lockdown to maximise the available affordances at their institutions, the institutions' response during the COVID-19 pandemic, the impact of the response on the participants, and the extent to which the findings can help to inform our knowledge on and improve institutions' e-Learning policies, strategies and practices. As indicated earlier, according to the Affordance Theory adopted for this study, factors that could assist or hinder the user of ICT include ease of use, convenience, policies, procedures, culture, rules and regulations (Bankole & Venter, 2017;Alshawmar, 2021). Authors assert these factors are invariably influenced by for instance, the social conditions and the deftness of the user.…”

Section: Discussion Of the Findingsmentioning

confidence: 86%

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Academic and institutional readiness towards e-Learning to inform policy and practice in an evolving post-school education sector

Omidire

Aluko

2022

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Prior to the occurrence of the global COVID-19 pandemic, some African higher education institutions had already adopted a hybridmode for all their programmes, including distance education. Policies and strategies were put in place to improve the practices, skills and competencies of staff and students. However, the closure of education institutions globally due to the pandemic resulted in the rethinking of current education practices and highlighted the inherent inequalities in the system. This baseline qualitative study, underpinned by the Affordance theory, explores the appropriateness of education responses that were utilised and interrogates the readiness of educators for e-Learning during the pandemic. The participants were purposively selected educators (n=11) from distance and contact African institutions. The study sought to contribute to the reconceptualisation of policies and strategies for distance education provision using e-Learning approaches, which have now become a mainstream reality for the post-school education and training (PSET) sector. Data were collected through individual semi-structured interviews. Thematic analysis was applied to the rich data. The findings identified the successes and shortcomings of facilitating e-Learning at a distance during the pandemic. Some participants felt ill-prepared for the extent of work required to be well equipped to use this approach. In many cases, it was felt that support strategies could have been better structured. Further analysis highlighted possible restructuring that should occur to meet the needs of educators in the twenty-first century and to survive any future pandemics through greater use of e-Learning. Evidence-based recommendations for policies are discussed.

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Section: Discussion Of the Findingssupporting

confidence: 89%

Section: Discussion Of the Findingsmentioning

confidence: 86%