Readiness of Students for Multi-Modal Emergency Remote Teaching at A Selected South African Higher Education Institution

Abstract

The closures of Higher Education Institutions (HEIs) due to the Covid-19 pandemic meant that face to face classes had to be put on hold. However, the growth in information and communication technologies (ICT) made it possible for HEIs to continue with their core activities remotely, primarily using learning management systems (LMSs). The overuse of LMS at the selected HEI resulted in the former’s collapse. The consequence was that management of the institution advised lecturers to use multi-modal emergency remote teaching (ERT) to save the academic year. Lecturers adopted a variety of platforms and approaches, largely depending on their preferences. This study identified the ICT platforms and approaches used by lecturers during remote teaching as well as estimating the readiness of students for emergency remote learning. Readiness was established with the use of the Technology Readiness Index 2.0 (TRI2.0) of the Technology Readiness Model. In addition, the effects of age, gender and level of study on technology readiness were estimated. A self-administered questionnaire was shared with senior students within the accounting department of the selected HEI. Descriptive and inferential statistics were used to analyse the data collected from 243 respondents. The study found that Microsoft teams was the commonly used platform whilst pre-recorded lectures and live classes were the popular approaches used. In terms of technology readiness, the study found that students were not ready as indicated by a low TRI 2.0 of 2.8. Age and study level had a positive effect on technology readiness. To provide the best possible learning experiences to students, lecturers need to understand what worked, what did not and why. The results of this study provide invaluable information and lay a foundation for successful future e-learning projects.

Chinese technology: a study of the image and the desire for possession, using the technology readiness index – TRI scale

“…However, the relationship between Innovativeness and negative image is direct, the greater the Innovativeness factor, the greater the intensity of the negative image of Chinese technology. Finally, an inverse relationship was found between the negative image and the desire for possession, meaning that the less negative the image, the greater the desire for possession, according to Matarirano, Yeboah and Gqokonqana (2021) and Leong, Kawan and Ming (2021).…”

Evaluasi Kesiapan Penggunaan Website PMB Unama Dengan Metode Technology Readiness Index

“…Banyak teman-teman saya meminta pendapat tentang laman website www.pmb.unama.ac.id [7] Teman-teman saya mengetahui lebih banyak tentang website www.pmb.unama.ac.id daripada saya. [8] Saya dapat mengetahui perkembangan mengenai fitur-fitur dan menu-menu terbarunya pada website www.pmb.unama.ac.id tanpa bantuan dari orang lain [9] Saya menikmati tantangan untuk mencari tahu tentang fitur terbaru pada website www.pmb.unama.ac.id [10] Saya merasa mampu dan tidak mengalami banyak masalah dalam menggunakan website www.pmb.unama.ac.id [4] Dimensi Ketidaknyamanan Dukungan teknis terkadang tidak banyak membantu karena mereka tidak menjelaskan hal-hal yang dapat saya mengerti.…”

“…[5] Terkadang saya merasa dimanfaatkan oleh orang lain yang lebih memahami tentang website www.pmb.unama.ac.id. [7] Dimensi Ketidakamanan Saya merasa tidak aman memberikan identitas diri melalui website www.pmb.unama.ac.id. [9] Saya merasa tidak aman jika data pribadi saya tersimpan pada website www.pmb.unama.ac.id.…”

Working Online During COVID-19: Accounts of First Year Students Experiences and Well-Being

“…Additional challenges include lack of digital literacy, cost of technology, unequal distribution of ICT infrastructure and quality of education ( Dhawan, 2020 ). Lastly, many students were not ready to adapt to learning online ( Matarirano and Gqokonqana, 2021 ).…”