Students learning across differences in a multi-disciplinary virtual learning community

Bozalek, Vivienne; Rohleder, Poul; Carolissen, Ronelle; Leibowitz, Brenda; Nicholls, Lindsey; Swartz, Larry

doi:10.4314/sajhe.v21i7.25744

Cited by 13 publications

(9 citation statements)

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“…In 2007 the South African Journal of Higher Education published a special issue on "exploring the role of ICTs in addressing educational needs: Identifying the myths and miracles" (Prinsloo, 2007). This issue showed that academics from a variety of disciplines were beginning to investigate the use of technologies in their teaching (see, eg, Bozalek et al, 2007;Pratt, 2007).…”

Section: Chronological Analysis Of Selected Literaturementioning

confidence: 99%

Technology enhanced teaching and learning in South African higher education – A rearview of a 20 year journey

Ng’ambi¹,

Brown²,

Bozalek³

et al. 2016

Brit J Educational Tech

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In the last 20 years, the South African higher education has changed significantly, influenced by global trends national development goals and pressure from local educational imperatives, in the context of a digitally networked world. Shifts in technology enhanced pedagogical practices and in discourses around information and communication technologies (ICTs) have had varying degrees of influence in higher education. This paper takes a rearview of a 20‐year journey of technology enhanced learning in South African higher education. An analysis of literature view is presented chronologically in four phases: phase 1 (1996–2000), phase 2 (2001–05), phase 3 (2006–10) and phase 4 (2011–16). In phase 1 technology was used predominantly for drill and practice, computer‐aided instruction, with growing consciousness of the digital divide. In phase 2 institutions primarily focused on building ICT infrastructure, democratizing information, policy development and research; they sought to compare the effectiveness of teaching with or without technology. During phase 3 institutions began to include ICTs in their strategic directions, digital divide debates focused on epistemological access, and they also began to conduct research with a pedagogical agenda. In phase 4 mobile learning and social media came to the fore. The research agenda shifted from whether students would use technology to how to exploit what students already use to transform teaching and learning practices. The paper concludes that South Africa's higher education institutions have moved from being solely responsible for both their own relatively poor ICT infrastructure and education provision to cloud‐based ICT infrastructure with “unlimited” educational resources that are freely, openly and easily available within and beyond the institution. Although mobile and social media are more evident now than ever before, teaching and learning practice in South African higher education remains largely unchanged.

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Section: Chronological Analysis Of Selected Literaturementioning

confidence: 99%

Technology enhanced teaching and learning in South African higher education – A rearview of a 20 year journey

Ng’ambi¹,

Brown²,

Bozalek³

et al. 2016

Brit J Educational Tech

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show abstract

“…UWC students could only use the computers available at the university. 14 The situation at UWC as reported by Bozalek et al 14 is in stark contrast with the scenario at the University of Basel, where 'all except one student owned at least one computer or laptop' . 13 Despite the fact that both UWC and SU had computer labs, it appears that the labs at the former were often very full and not readily available to students.…”

Section: Articlementioning

confidence: 85%

“…Bozalek et al 14 reported that students at UWC generally did not have access to computers and the internet at home, whereas the majority of students at Stellenbosch University (SU) did. UWC students could only use the computers available at the university.…”

Section: Articlementioning

confidence: 99%

Introducing dental students to e-learning at a South African university

Mohamed¹

2012

AJHPE

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“…For more information about other aspects of the project and study from the pilot course in 2006, and the courses implemented in 2007 and 2008, see Bozalek et al (2007), Leibowitz et al (2007), Rohleder et al (2008aRohleder et al ( , 2008bRohleder et al ( , 2008c and Swartz et al (2009). For the purposes of this article, 91 final, reflective assignments were analysed (see the Appendix for the details of this assignment).…”

Section: Research Approachmentioning

confidence: 99%

‘Ah, but the whiteys love to talk about themselves’: discomfort as a pedagogy for change

Leibowitz

Bozalek

Rohleder

et al. 2010

Race Ethnicity and Education

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Students learning across differences in a multi-disciplinary virtual learning community

Cited by 13 publications

References 0 publications

Technology enhanced teaching and learning in South African higher education – A rearview of a 20 year journey

Technology enhanced teaching and learning in South African higher education – A rearview of a 20 year journey

Introducing dental students to e-learning at a South African university

‘Ah, but the whiteys love to talk about themselves’: discomfort as a pedagogy for change

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