Table 1 - uploaded by Denzil Chetty
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Classification of departments
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Over the past few years, we have seen the advent of Information and Communication Technologies (ICTs) transforming our conventional understanding of education, more specifically teaching and learning practices. While the introduction of ICTs have brought to the fore many optimistic benefits, such as improved lecturer-student interactions, and new m...
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Context 1
... total responses comprised fair representation from the three schools in the college, vis-à-vis School of Arts (59 respon- dents), School of Humanities (26 respondents), School of Social Sciences (28 respondents), and Anonymous (17 respondents) 6 . This composi- tion is further broken down into the respective departments, which can be seen in Figure 1 and Table 1. ...
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Citations
... It was also found that ICT and e-health knowledge and skills acquired by doctors and nurses was tacit knowledge in nature and was transferred from friend to friend via verbal communication. Chetty (2014) in his paper emphasizes the need for integration of Information, Computer and Technology Systems (ICTS) in the education environment. Chetty (2014) thinks that such an environment is set to change the face of higher education. ...
... Chetty (2014) in his paper emphasizes the need for integration of Information, Computer and Technology Systems (ICTS) in the education environment. Chetty (2014) thinks that such an environment is set to change the face of higher education. He also reveals that this changing environment is here to stay as it is taking favour by students. ...
After walking a ‘short’ distance ahead in the field of transformative education and research, we
have come to the common ‘meaning making’ that the proverb ‘when the student is ready, the
teacher appears’ carries its powerful implication in this area of knowledge and practice. We are
all learners, and life always has yet another lesson to unfold and expand. The seed of
transformative education and research we had tossed a few years back in the ‘fertile’ academic
soil of Kathmandu University School of Education, is growing healthy. The stirring achievement
of First International Conference on Transformative Educational Research and Sustainable
Development (TERSD), 2016 is its solid evidence.
We take pride in having been able to connect and bring together academics, scholars,
practitioners and others interested in a field that is fertile in new perspectives, ideas and
knowledge. At this juncture, we are pleased to come with a few articles selected for the eproceedings.
We are sure the concerned authors are still in the process of re-visiting their works
to craft them more beautifully. We consider this volume to offer scholarly space and platform to
the authors, whereby they could receive intellectual feedback and suggestions from interested
groups. Such feedback and suggestions possibly help authors to refine their works in progress.
Hopefully, the research articles here set impactful ways ahead in the field of transformative education and research.
See you all in the 2nd TERSD Conference to be held from 5-8 October, 2018.
... The transformation from a conventional understanding of education to an information and communication technology (ICT) one is fast becoming a reality. Whilst the introduction on ICTs have introduced many positive benefits such as improved lecture-student interactions and new mediums for designing innovative curricula, it has also posted a re-positioning of the business model of higher education institutions (Chetty, 2014). It was against this background that Chetty (2014) ascertained the nature of ICT integration in the College of Human Sciences at the University of South Africa. ...
Over the past decade we have observed the advent of technological developments transforming the conventional understanding of the didactical situation in undergraduate courses. A group of lecturers at a South African University decided to create a digital environment for the teaching and learning of undergraduate mathematics. This was to address the difficulty students experience in mathematical proficiency. We explored the use of Moodle as a platform to achieve this aim. The various mechanisms situated on this platform are reported on. We show how a PC tablet was used during teaching and how the lecture
notes are assimilated on the Moodle platform for student reference. Also online diagnostics for pre-calculus were designed and placed on the platform. Data showing student attempts of the various mathematics activities are analysed and discussed. The design and
implementation of the online materials were based on an ontological model formulated by Lora and Derina. The findings of this study proved to have vital pedagogical implications and add to the theoretical ontological model.
... It was also found that ICT and e-health knowledge and skills acquired by doctors and nurses was tacit knowledge in nature and was transferred from friend to friend via verbal communication. Chetty (2014) in his paper emphasizes the need for integration of Information, Computer and Technology Systems (ICTS) in the education environment. Chetty (2014) thinks that such an environment is set to change the face of higher education. ...
... Chetty (2014) in his paper emphasizes the need for integration of Information, Computer and Technology Systems (ICTS) in the education environment. Chetty (2014) thinks that such an environment is set to change the face of higher education. He also reveals that this changing environment is here to stay as it is taking favour by students. ...
Proceedings of the First International Conference on Transformative Education Research and Sustainable Development.
... It was also found that ICT and e-health knowledge and skills acquired by doctors and nurses was tacit knowledge in nature and was transferred from friend to friend via verbal communication. Chetty (2014) in his paper emphasizes the need for integration of Information, Computer and Technology Systems (ICTS) in the education environment. Chetty (2014) thinks that such an environment is set to change the face of higher education. ...
... Chetty (2014) in his paper emphasizes the need for integration of Information, Computer and Technology Systems (ICTS) in the education environment. Chetty (2014) thinks that such an environment is set to change the face of higher education. He also revealed that this changing environment is here to stay as it is taking favour by students. ...
A great emphasis is placed on improving students' mathematics performance levels in the South African higher education institutions. In the main study, the researchers will develop and explore t he impact e-learning support materials have on a group of engineering students at a South African University of Technology. The researchers designed a basic mathematics pre-test to identify areas of weaknesses and strengths. In this paper (which is part of a broader study), the researchers identify those areas of concern and provide a rationale for e-learning as a sustainable communication tool. The researchers adopted the domains of sustainable learning as a conceptual framework. It was found that the previous study findings, the availability of e-learning resources and the analysis of data all satisfy the demands of the three domains of sustainable learning. With these findings, the researchers deduced that e-learning can be adopted as a sustainable tool to communicate effective ma thematics learning.
This study investigated enablers of and constraints to students' use of Blackboard. It used Archer's social realist perspective to explore structural, cultural, and agential influences that bear on students' use of Blackboard, a Learning Management System. A qualitative approach using a survey design informed the investigation. Data were sourced through an online open-ended questionnaire obtained from a group of 100 students who were selected purposively. The content analyses of students' narrative responses involved the extraction of themes. Culturally, the study revealed that not all lecturers across the levels of the qualifications made courses available online, even though students keep appealing for the use of Blackboard for all courses. Structural issues uncovered related to network failure, compatibility with other devices, and the maintenance of computer hardware. It also emerged that some of the students exercised their agency in making Blackboard usable on their own gadgets, overcoming personal fears, in acquiring proficiency in the use of Blackboard. This paper concludes that the students' voice and perspective in the sustained use of technology is necessary to mitigate teaching and learning challenges for the benefit of learning. It is recommended that lecturers give students opportunities to exercise their agency to confront structural and cultural challenges they experience in the use of Blackboard.
In Open Distance Learning (ODL) institutions the teaching model is moving towards fully integrated information and communication technology applications. To successfully teach or facilitate the use of technology, academics need to have a strong comfort level with the use of technology tools. The academic staff are qualified and experienced subject matter experts but this does not translate to having the necessary technical competencies to do online teaching. They consequently could experience feelings of incompetency to facilitate courseware on a technology platform.
The objective of this paper is to identify the factors that influence the user experience when using a Learning management system (LMS) in an academic institution. The research design comprises a convergent, parallel design mixed-method case study. A literature review was conducted to abstract the factors that influence the user experience into a conceptual framework. An expert review was conducted to evaluate the conceptual framework and then a questionnaire-driven survey was performed. The quantitative responses were analysed and the results revealed that eight of the nine factors proposed in the conceptual framework do have an influence on the perceived user experience of the academic when using the LMS. The scope of this paper is the analysis and presentation of the quantitative results of the study.
The contribution of this paper is to present a framework of the factors that influence the user experience of the academic when using a LMS and to improve our understanding of the experience of the academic and the practical challenges involved for academics that have to facilitate learning in an online environment. The findings should be of interest to developers of LMSs and to institutions in support and training of academics that have to use the LMS.
