Re-envisioning the Education System for 4IR: Exploring the Experiences Faced by First Entering Students from Rural-based Institutions on the Use of Digital Learning during the Coronavirus Pandemic in Limpopo province, South Africa

Mawere, Joshua; Mukonza, Ricky Munyaradzi; Kugara, Stewart Lee

doi:10.31920/2633-2930/2021/v2n2a2

Cited by 4 publications

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“…This pandemic has indeed changed the teaching–learning landscape by navigating it to an abrupt online modality of teaching and learning, thus making technology use in nursing education unpopular and unfamiliar to nursing students because of a lack of preparation for its introduction (Oducado & Soriano 2021 :8). Although the main purpose for the shift to fully use technology for teaching and learning amidst the COVID-19 pandemic was mainly to safe the academic year, several researchers reported mainly on the challenges that were brought about the implementation of this modality of teaching and learning (Mawere et al 2021 :53; Oducado & Soriano 2021 :8; Singh et al 2021 :6). Such challenges included (1) the lack of training for both students and educators on technology-supported teaching and learning, (2) the lack of infrastructure that enables technology-supported teaching and learning and (3) the lack of devices that are necessary for technology-supported teaching and learning.…”

Section: Resultsmentioning

confidence: 99%

“…The challenges were mainly owing to its abrupt introduction and the disparities that exist between the ‘haves’ and the ‘have-nots’. As Singh et al ( 2021 :6) and Mawere et al ( 2021 :53) put it, infrastructure for technology use for teaching and learning, including lack of capacity to use technology devices, is a huge challenge facing rural education institutions and disadvantaged students. Nevertheless, the upward trend of technology use remains in the shores of nursing education.…”

Section: Resultsmentioning

confidence: 99%

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Technology usage for teaching and learning in nursing education: An integrative review

2022

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Background: The increasing availability of technology devices or portable digital assistant devices continues to change the teaching-learning landscape, including technology-supported learning. Portable digital assistants and technology usage have become an integral part of teaching and learning nowadays. Cloud computing, which includes YouTube, Google Apps, Dropbox and Twitter, has become the reality of today’s teaching and learning and has noticeably improved higher education, including nursing education.Objectives: The aim of this integrative literature review was to explore and describe technology usage for teaching and learning in nursing education.Method: A five-step integrative review framework by Whittemore and Knafl was used to attain the objective of this study. The authors searched for both empirical and non-empirical articles from EBSCOhost (health information source and health science), ScienceDirect and African Journals Online Library databases to establish what is already known about the keywords. Key terms included in literature search were coronavirus disease 2019 (COVID-19), digital learning, online learning, nursing, teaching and learning, and technology use.Results: Nineteen articles were selected for analysis. The themes that emerged from this review were (1) technology use in nursing education, (2) the manner in which technology is used in nursing education, (3) antecedents for technology use in nursing education, (4) advantages of technology use in nursing education, (5) disadvantages of technology use in nursing education and (6) technology use in nursing education amidst COVID-19.Conclusion: Technology in nursing education is used in both clinical and classroom teaching to complement learning. However, there is still a gap in its acceptance despite its upward trend.Contribution: The findings of this study contribute to the body of knowledge on the phenomenon of technology use for teaching and learning in nursing education.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Technology usage for teaching and learning in nursing education: An integrative review

2022

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Digital Work – Transforming the Higher Education Landscape in South Africa

Kanyane

2023

New Digital Work

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There are twenty-six public universities in South Africa. Yet, there is no digital transformation in most higher education workplaces. In some universities, digital technologies are advanced, and in others, they are not. The education landscape is partially transformed, and in others, it is a work in progress. Therefore, the study explored the digital environment in the twenty-six public universities in South Africa by using qualitative methods and found that the digital environment in higher education poses digital inequalities that make it difficult for academic staff to work smarter across the board. The playfield is not seamless and given the digital society of a new normal, digital work deserves close attention. The study concludes that digital work in South African higher education requires digital transformation to enable the academic staff to optimally work from everywhere in any educational environment to maximize productivity in the advancement of the academic project and to produce globally competitive and locally relevant graduates.

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Left-behind learners: Exclusion-inclusion paradox of 4IR/5IR education technology

Ojetunde

2024

E-Learning and Digital Media

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Connected Learning Environment (CLE) was pictured as a potent tool to implement inclusive education because it supports widened access to learning that is socially rooted. However, the fact that a series of events that warrant its usage have shown that different uninvestigated factors associated with learners may serve as a clog to its potential in fostering inclusive learning created an impetus for this study. An autoethnographic study was conducted, two experienced teachers from mainstream, integrated, and special schools were interviewed and the data collected were subjected to Interpretative Phenomenological Analysis. The result revealed that the holistic adoption of 4IR/5IR education technology may heighten the exclusion of learners of various categories due to socio-economic background, lack of learning support, and inherent intellectual disabilities among special students. Hence, the usage of 4IR/5IR education technology at the secondary level needs to be accommodated with more nuances as it tends to amplify educational exclusion.

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Re-envisioning the Education System for 4IR: Exploring the Experiences Faced by First Entering Students from Rural-based Institutions on the Use of Digital Learning during the Coronavirus Pandemic in Limpopo province, South Africa

Cited by 4 publications

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Technology usage for teaching and learning in nursing education: An integrative review

Technology usage for teaching and learning in nursing education: An integrative review

Digital Work – Transforming the Higher Education Landscape in South Africa

Left-behind learners: Exclusion-inclusion paradox of 4IR/5IR education technology

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