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... Higher education has been significantly impacted by technology and its instruments, and this trend is expected to persist. This letter should not be disregarded given the exponential growth of information and communication technologies (ICT) (Mayo, 2012:1, Ramraj andMarimuthu, 2019). Since technology advances, it may be implemented in a variety of forms in a variety of fields, including education. ...
This study seeks to understand the effects of technology on education: teaching and learning. All the data used in this study comes from secondary sources. Information was gathered from several sources, including peer-reviewed journal papers, published and unpublished dissertations, online and print textbooks, and encyclopaedias. Findings: Evidence on the effects of technology is contradictory, according to a review of the relevant literature. Thanks to information technology developments, classroom collaboration between teachers and students is more efficient than ever. It broadens their academic and intellectual horizons, making students more versatile in the classroom. Due to the internet’s accessibility, remote learning may now be supported by technological means. Students can use search engines to conduct research. Hardware failures, software incompatibilities between home and school, sluggish or non-existent internet connections, and outdated program versions are just some of the dependability problems that students and teachers face in the classroom. Because of developments in technology like graphical calculators, high-tech gadgets, and small cameras, dishonest students may now easily gain an edge over their classmates. Distractions in modern life may be traced back in large part to technological advancements. Students’ health might be negatively impacted by excessive technology usage.
... Some of the tools provide a platform for peer learning through revision. Ramra and Marimuthu (2019) researched the impact of technology in expediting learning: a South African experience and noted that online assessments such as surveys, discussion forums, blogs, videos, and other cyber tools were stated as beneficial in expediting the learning experience. Also, Ramra and Marimuthu (2019) argue that new and innovative assessment methods are possible and endless with technology, thereby contributing to creative, authentic and student-centred education that encourages critical thinking, student engagement, and collaborative learning. ...
... Ramra and Marimuthu (2019) researched the impact of technology in expediting learning: a South African experience and noted that online assessments such as surveys, discussion forums, blogs, videos, and other cyber tools were stated as beneficial in expediting the learning experience. Also, Ramra and Marimuthu (2019) argue that new and innovative assessment methods are possible and endless with technology, thereby contributing to creative, authentic and student-centred education that encourages critical thinking, student engagement, and collaborative learning. ...
Higher education institutions widely embrace technology-enabled teaching and learning in the Fourth Industrial Revolution era. This paper reviews and critically discusses the prospects and opportunities of adopting these technologies, as well as the challenges they may come with in the context of the Fourth Industrial Revolution. The higher education sector is expected to drive and lead innovations in the Fourth Industrial Revolution, yet the implications of the Fourth Industrial Revolution in the higher education sector – a critical sector in any knowledge economy - remains less understood. In this context, understanding the opportunities and challenges of the Fourth Industrial Revolution concerning higher education in South Africa is essential. The research followed a desktop approach guided by the community of inquiry (CoI) theoretical framework. The results show that the integration of technology as a pedagogy in South African Higher education institutions in the context of the Fourth Industrial Revolution presents both some opportunities and challenges which are presented and discussed in the paper.
Keywords: Fourth Industrial Revolution, challenges, cyber education, higher education, information communication technology (ICT)
Objective
Dental schools need hands‐on training and feedback. Augmented reality (AR) and virtual reality (VR) technologies enable remote work and training. Education programs only partially integrated these technologies. For better technology integration, infrastructure readiness, prior‐knowledge readiness, expectations, and learner attitudes toward AR and VR technologies must be understood together. Thus, this study creates a structural equation model to understand how these factors affect dental students' technology use.
Methods
A correlational survey was done. Four questionnaires were sent to 755 dental students from three schools. These participants were convenience‐sampled. Surveys were developed using validity tests like explanatory and confirmatory factor analyses, Cronbach's ɑ , and composite reliability. Ten primary research hypotheses are tested with path analysis.
Results
A total of 81.22% responded to the survey (755 out of 930). Positive AR attitude, expectancy, and acceptance were endogenous variables. Positive attitudes toward AR were significantly influenced by two exogenous variables: infrastructure readiness ( B = 0.359, β = 0.386, L = 0.305, U = 0.457, p = 0.002) and prior‐knowledge readiness ( B = −0.056, β = 0.306, L = 0.305, U = 0.457, p = 0.002). Expectancy from AR was affected by infrastructure, prior knowledge, and positive and negative AR attitudes. Infrastructure, prior‐knowledge readiness, and positive attitude toward AR had positive effects on expectancy from AR ( B = 0.201, β = 0.204, L = 0.140, U = 0.267, p = 0.002). Negative attitude had a negative impact ( B = −0.056, β = −0.054, L = 0.091, U = 0.182, p = 0.002). Another exogenous variable was AR acceptance, which was affected by infrastructure, prior‐knowledge preparation, positive attitudes, and expectancy. Significant differences were found in infrastructure, prior‐knowledge readiness, positive attitude toward AR, and expectancy from AR ( B = 0.041, β = 0.046, L = 0.026, U = 0.086, p = 0.054).
Conclusion
Infrastructure and prior‐knowledge readiness for AR significantly affect positive AR attitudes. Together, these three criteria boost AR's potential. Infrastructure readiness, prior‐knowledge readiness, positive attitudes toward AR, and AR expectations all increase AR adoption. The study provides insights that can help instructional system designers, developers, dental education institutions, and program developers better integrate these technologies into dental education programs. Integration can improve dental students' hands‐on experience and program performance by providing training options anywhere and anytime.
The purpose of the study was to determine if students' attitude towards online teaching and learning (T&L) mediate the relationship between perceived usefulness, perceived ease of use, and intention to adopt only T&L in South Africa. The institutions of higher learning were forced to adopt the online teaching model in 2020 due to the coronavirus pandemic regulations that inhibited people from moving around, including visitation to their workplace. Students were also not allowed to visit their campuses, but had to stay and learn online, at home. To achieve the objectives of the study, a quantitative survey was adopted, and data was collected from 112 students registered with a distance learning institution in South Africa. The results of the study show students' attitude mediates the relationship between perceived ease of use, perceived usefulness, and their intention to adopt online T&L.
This paper presents an analysis of university students' experiences of emergency remote learning, which took place in South Africa during the Covid-19 lockdown. Qualitative data from 4433 students were analysed using thematic analysis. Results reflected five broad categories of experiences, which are electricity and internet (infrastructure), home (environment), personal, health and other heterogeneous experiences. Electricity and internet represent infrastructure needed to participate in remote teaching and learning. The environment, which is home was found not to be conducive for students to participate effectively in remote teaching and learning. Additionally, students experienced increases in health conditions such as depression, anxiety and stress. Personal experiences, that include lack of motivation, laziness, time management and self-discipline deterred students from committing themselves to study remotely. These experiences provide insight into what university students may expect in the new era of blended remote learning in higher education institutions. The findings reveal a need for South African universities and the Department of Higher Education and Training (DHET) to create standards, policies and guidelines for moderating online content delivery in a blended remote teaching and learning environment.
This study seeks to understand the effects of technology on education: teaching and learning. All the data used in this study comes from secondary sources. Information was gathered from several sources, including peer-reviewed journal papers, published and unpublished dissertations, online and print textbooks, and encyclopaedias. Findings: Evidence on the effects of technology is contradictory, according to a review of the relevant literature. Thanks to information technology developments, classroom collaboration between teachers and students is more efficient than ever. It broadens their academic and intellectual horizons, making students more versatile in the classroom. Due to the internet's accessibility, remote learning may now be supported by technological means. Students can use search engines to conduct research. Hardware failures, software incompatibilities between home and school, or non-existent internet connections, and outdated program versions are just some of the dependability problems that students and teachers face in the classroom. Because of developments in technology like graphical calculators, high-tech gadgets, and small cameras, dishonest students may now easily gain an edge over their Review Article 55 classmates. Distractions in modern life may be traced back in large part to technological advancements. Students' health might be negatively impacted by excessive technology usage.
