LMS for Information Science Students in an Open Distance E-Learning Institution in South Africa

Abstract

In an open distance e-learning (ODeL) environment, the lack of infrastructure causes certain obstacles that result in students not utilising the learning management systems (LMS). The aim of this study was to examine the usability and reliability of myUnisa as the LMS used for teaching Information Science at the University of South Africa (UNISA). In the particular context, a quantitative research approach was followed, and a questionnaire was designed and distributed as a web survey in an attempt to reach scattered respondents. The research findings show that the majority of students appreciate myUnisa as being reliable in for information science students. Also, students find learning on myUnisa more convenient than face-to-face instruction, as it offers more flexibility. This study recommends all students being provided with the internet as an access tool as well as the provision of free internet access or lower charges in data bundles to all registered UNISA students.

The Contribution of Information and Communication Technology to Social Inclusion and Exclusion during the Appropriation of Open Educational Resources

“…In short, the appropriation of OER is not free in the developing countries. The findings of the current study show that the adoption, development and utilisation of OER cannot be described as being freely available in South Africa, or in any other developing country, as the issue of ICT infrastructure and internet connectivity and access remains a challenge (Mncube, 2020;Makgahlela et al, 2021). Only once the issues of inequality and of ICT social exclusion are addressed and resolved might it become possible to affirm that OER are a free resource within the developing context.…”

“…The academics' perception might be relevant, as most studies conducted in South African higher education institutions allude to students being poor (Mpungose, 2021) and lacking relevant infrastructure (Mashile et al, 2020;Matli & Ngoepe, 2020;Maphalala & Adigun, 2021). Past studies also found that students tend to struggle with poor network connectivity (Dube, 2020;Mncube, 2020) and inadequate access to electricity (Murshed, 2020). In the light of the above, the appropriation of OER might be difficult, despite the need to adopt and develop them.…”

“…Teaching and learning occur virtually, with it being supported by the appropriate learning management systems (LMSs) (e.g. myUnisa) (Mncube, 2020). In particular, the study was conducted at the University of South Africa (Unisa), which is a South African higher education institution that is classified as falling under the ODeL umbrella.…”