Managing the Challenges Facing the Adoption of E-books: A Case of UKZN

Faloye, Samuel T.; Ajayi, Nurudeen; Raghavjee, Rushil; Faniran, Victor

doi:10.1109/icabcd49160.2020.9183868

Cited by 8 publications

(10 citation statements)

References 39 publications

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Section: Methodsmentioning

confidence: 99%

“…A research design is a blueprint for how a researcher would collect data and analyse it to provide valid answers (Faloye et al, 2020). Furthermore, a research design is defined as the researcher's general plans that would provide answers to the research questions that underpin the research study (Faloye et al, 2020). Since a descriptive design is a research design used to gather information on social issues, it addresses questions like "what, who, where, why, and how."…”

Section: Methodsmentioning

confidence: 99%

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Investigating ChatGPT: A Threat or Benefit to Higher Education?

2024

FeD

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Over the past years, technology has been on the rise and this rise has necessitated the need for technology developers to be on their toes in ensuring that new technologies are developed to keep up with the fast-paced technology rise. Consequently, the rise in artificial intelligence brought ChatGPT which has been seen as the most advanced chatbot that has ever been created. However, scholars have mixed views about ChatGPT in the context of higher education which has compelled the need to investigate ChatGPT to gauge whether it is a threat or a benefit to higher education. This study aimed to investigate lecturers' views about ChatGPT, ascertain whether ChatGPT is a threat or benefit to higher education, and get lecturers' views if whether or not ChatGPT can be used as an official academic tool to support both lecturers and students in doing their academic work. To carry out the objectives of this study, a qualitative research approach was employed, and data was collected through semi-structured interviews. Data collected was analysed using a thematic analysis. Furthermore, convenience sampling was used to select eight (8) lecturers to gather their in-depth understanding of ChatGPT. Findings of this study indicate that lecturers view ChatGPT as a source of information. Findings further revealed that there are mixed views among lecturers on whether ChatGPT is a threat or benefit to higher education. This study recommends that there should be guidelines and policies to guide the usage of ChatGPT so that students and lecturers will not misuse it.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Investigating ChatGPT: A Threat or Benefit to Higher Education?

2024

FeD

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“…A study conducted by Makumane (2021) revealed that students viewed LMSs as promoting professional identity (performance curriculum) as they get easy access to content uploaded by lecturers. In this regard, technology's interactive and dynamic offerings have changed the face of teaching and learning (Faloye et al, 2020).Papers in this special issue herald the positive side of the digitisation of student learning. The primary function of technology integration in education institutions is its capacity for interactive learning through discussion, sharing and delivery of module materials, communication and multimedia.…”

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confidence: 99%

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confidence: 99%

Guest Editorial: Digital education and online learning to achieve inclusivity and instructional equity (Part B)

Dlamini,

Rekai

2023

SACJ

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This special edition has been published at a time when the Fourth Industrial Revolution (4IR) and the outbreak of the COVID-19 pandemic have added to the fast-tracking of education and research (Alnagrat et al., 2022), and when higher education institutions (HEIs) are faced with the demands to transform into technological hubs and be 4IR savvy (Telukdarie & Munsamy, 2019). In response to strict COVID-19 regulations, universities cancelled all face-to-face classes and transitioned to digital education and online learning or emergency remote teaching (ERT) (Hodges et al., 2020). Bagarukayo and Kalema (2015) reported that HEIs and schools have adopted technology solutions to support their daily operations, not only in teaching and learning but also in support services.Moreover, the need to enhance teaching and learning efficiency has led to the emergence and adoption of different technological innovations. Central to the transition were digital learning platforms known as learning management systems (LMS) to enable online teaching and learning. Linder et al. (2017, p. 27) define LMS as "a software system that offers an organisational structure for a range of course tools to be used by both groups and individuals online". These digital platforms enable online delivery of lectures and study materials (Adikwu et al., 2017) and facilitate communication between teachers and students (Naik et al., 2020). A study conducted by Makumane (2021) revealed that students viewed LMSs as promoting professional identity (performance curriculum) as they get easy access to content uploaded by lecturers. In this regard, technology's interactive and dynamic offerings have changed the face of teaching and learning (Faloye et al., 2020).Papers in this special issue herald the positive side of the digitisation of student learning. The primary function of technology integration in education institutions is its capacity for interactive learning through discussion, sharing and delivery of module materials, communication and multimedia. With so much exposure to the technology, teachers hardly have

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“…End-users who have previously accessed the ITB provided more accurate data to the researcher. It is not sufficient to collect data from institutions where less than 10% of end-users are familiar with ITB because this does not provide an understanding about the adoption of ITB (Faloye et al, 2020).…”

Section: Study Site and Settingmentioning

confidence: 99%

Perceptions of the use of IsiZulu Termbank Technology at University of KwaZulu-Natal.

Hadebe

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I extend my heartfelt gratitude to Dr. Jere for his unwavering support and continuous availability for consultation. His tireless dedication to assisting me, even beyond regular working hours, has been truly remarkable. Under his expert supervision, I have acquired invaluable knowledge and skills. Thank you immensely, Dr. Jere, for everything you have done for me. Working under your supervision has been an honour and a privilege, and I am grateful for the opportunity. Prof. Irene Govender, my cosupervisor, deserves my sincere gratitude for her great mentoring, constant support, helpful counsel, and insightful recommendations that have shaped my research career. I am grateful for her knowledge and constant support, which have considerably aided my academic progress and development. To Dr.Jere and Prof. Govender (my supervisors), I would have given up without your patience and support.My thanks go to you for your wise and attentive supervision, as well as your knowledge and patience.I am truly appreciative of the invaluable assistance provided by the University Language Planning and Development Office (ULPDO) during the data collection process. Their support and contribution to my research were of utmost importance, playing a vital role in the successful completion of this project.Most importantly, moral support is of utmost importance. My family and friends have extended their unconditional support and encouragement to me throughout my journey. This is a perfect opportunity for me to express my profound appreciation for their unwavering and wholehearted support. Their steadfast commitment and unconditional assistance have been instrumental in my journey, and I am genuinely grateful for their unwavering dedication. A special thank you is extended out to Nokubonga Mthembu for dedicating his time to me and ensuring that I was able to get what I asked for.I extend my heartfelt thanks to each and every individual who has contributed in diverse ways to this study. Each and every individual involved has played a significant role, and I extend a special thanks to each one of them. Your contributions have been invaluable, and I am truly grateful for your support.

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Managing the Challenges Facing the Adoption of E-books: A Case of UKZN

Cited by 8 publications

References 39 publications

Investigating ChatGPT: A Threat or Benefit to Higher Education?

Investigating ChatGPT: A Threat or Benefit to Higher Education?

Guest Editorial: Digital education and online learning to achieve inclusivity and instructional equity (Part B)

Perceptions of the use of IsiZulu Termbank Technology at University of KwaZulu-Natal.

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