Introducing e‐learning in a South African Higher Education Institution: Challenges arising from an intervention and possible responses

Abstract

This article draws on research conducted at a tertiary institution in South Africa as part of the redesigning of an English for Educational Development (EED) course to include an e-learning online discussion component. The subject material used was based on HIV/ AIDS topics that students had to debate within an online discussion forum. Framed by the concept of Multiliteracies and the Social Constructivist view of teaching and learning, this study problematizes students' experiences of the online component in an attempt to explore the potential benefits of and challenges in using e-learning in teaching and learning and the extent to which e-learning should be adopted into the EED curriculum. The benefits derived and challenges faced by the students and the writers during the implementation of the intervention are presented with the aim of generating further discussions from researchers on national and international levels. This article briefly contextualizes the study by providing some background information, theory and the research process. It then draws on a number of evaluation tools ranging from course evaluations; classroom discussions and observations; reflective notes; as well as minutes of meetings to evaluate both students and writers participation and experiences. Context of the studyThis article reports on a project at a South African University to include e-learning as an alternate pedagogical tool into an existing English for Educational Development (EED) module as part of the redesigning of the EED curriculum. EED is a semester module that is offered to different groups of Community and Health Science (CHS) students in semester 1 and semester 2 of the academic year. The primary purpose of the EED-CHS module is to develop the academic literacy practices that students need in order to make a success of their first year courses and their subsequent studies at the University. To achieve this purpose an integrated approach is used whereby reading texts and discussion topics directly related to the disciplines of students are chosen for inclusion into the EED curriculum in consultation with the discipline lecturers. Consequently, in the revised EED curriculum students had to engage in online discussions on given topics which were related to their particular disciplines.

Online Learning in a South African Higher Education Institution: Determining the Right Connections for the Student

“…Many are techno-savvy and are competent social networkers (Mbati, 2012), but many South African students are from disadvantaged backgrounds with poor socio-economic conditions and inferior schooling. This creates a problem as the associated low literacy levels and restricted access to computers-apart from smart phones-hinder the effectiveness of online learning as a teaching medium (Bharuthram & Kies, 2012). Conversely, online learning is viewed as a means of reaching such students!…”

“…Globally, online learning has become a key channel of instructional delivery in higher education institutions (Blackmon & Major, 2012;Carlson & Jesseman, 2011), driven by increased costs of conventional education, and decreased costs of storing and transmitting information electronically (Çakiroğlu, 2014). Bharuthram and Kies (2012) refer to the positive impact of e-learning in distance education. In emerging economies, online education is increasing (Çakiroğlu, 2014;Todhunter, 2013).…”

“…Disadvantages include start-up costs, the need for human support, its time consuming nature, lack of social presence and interactivity, and learner demotivation (Bharuthram & Kies, 2012;Pollard & Hillage, 2001). A recurring theme in literature is its technology dependence (yet inadequate technical support); inadequate expertise in online tools; lack of access/connectivity; and hardware/software problems (Zhang & Walls, 2006).…”

“…For students, particular advantages are flexibility, easy access to resources, convenience of electronic communication with educators, enhancement of personal computing and internet skills, and participation and social presence (Bharuthram & Kies, 2012;Mbati, 2012).…”

The Effect of Computer Technology on Learning in a Multilinguistic Language Class

“…Bharuthram & Kies (2013) report that many South African students who enter the university in their first year do not cope with the technological demands. The universities and tertiary institutions in South Africa are generally technologically advanced, but many of their students come from poor environments and poor socioeconomic backgrounds, where the schools that they have attended lack computers and community libraries while some even lack basic facilities such as electricity, water, ablution blocks, desks and chairs.…”