Technology enhanced learning as a support tool for learning and teaching process in Higer Education
Abstract
The purpose of the study was to investigate the implementation of technology enhanced learning
(TEL) techniques as a support tool for the learning and teaching process at the Medunsa campus
of the University of Limpopo, in the Gauteng Province of South Africa. The University of
Limpopo was created in 2005 by the merger of two historically black institutions. The two merged
universities, University of the North (Turfloop) situated in the Limpopo Province and Medical
University o f Southern Africa (Medunsa) found in the Gauteng province became the two
campuses o f this university. Ten years later, in 2015, the two merged institutions unbundled and a
new health sciences university was es tablished as a res ult. The newly established university, Sefako
Makgatho Health Sciences University, took over the services, resources and premises of the
Medunsa campus. One of the initiatives this institution has to grapple with is TEL.
The study employed multiple-mode approaches and methods. It used both qualitative and
quantitative approaches and used two research methods, namely, case study and survey. The
rationale to use multiple-mode design was to provide an additional source of validity and data
trustworthiness. Most importantly, this type of design compensates for the limitations of the
other. The population of the study was drawn from the 2012 first-year cohort of students at
Medunsa, their lecturers and the campus management directly involved with the implementation
o f TEL. Two sampling techniques were used, convenient sampling to select 266 students and
purposive sampling to select 12 lecturers. The study used online and paper-based questionnaires
to collect quantitative and for qualitative data, the study used interviews, observation and
document analysis. Six (6) members of the campus management were interviewed. Policies relating
to ICT and teaching and learning were analysed. A constant comparative method of analysis was
used with the help of the hermeneutics strategy for interview data and content analysis strategy for
document analysis and observation. The quantitative data was descriptively analysed using Survey
Monkey for preliminary analysis and SPSS for fin al analysis.
Findings showed that Medunsa partially implemented TEL, with a focus on computerised
technologies. Three online learning tools were used by the campus; Bb managed from the ICT
department, Amber.net from the Public Health department and one programme developed by a
lecturer in the Human Anatomy department. Although Medunsa adopted TEL technologies to
improve learning and teaching processes, the intended users showed a lack of interest in using
these technologies and inadequate technical and academic support. Though the campus had
Internet connection, it was not yet well-resourced with facilities that would assist in enhancing
learning through various learning and teaching technologies, with the exception of the newly-erected
e-Learning centre. It appears that the strategic plan for the implementation of TEL had
not been fully implemented. Before implementation of the technology, several matters required
serious consideration, for example, pedagogical, technical and cost issues. It is possible that
inadequate attention was paid to these issues at that crucial stage of development. Even though
the university erected the e-Learning centre, WIIFI and the provision of computers for students,
attitudes had a negative effect, on the level of success of the implementation process. The lack of
a clear and unequivocal TEL policy, may have given rise to the negative attitudes. The fact that
many stakeholders were unaware of the existence of such a policy may have had a bearing on the
lack of proper use of TEL. Policy underpins processes and procedures, giving them both direction
and credibility.
Finally, following the quality of discussion on the implementation of TEL as a support tool at
HILs, this research might contribute to the body of knowledge by providing an increased
understanding of the implementation of TEL as a support tool at Medunsa. The study
recommended ways in which successful implementation can be carried out. In conclusion, an
opportunity for further studies has been created. This broader TEL theme could be taken forward
and the following themes researched further:
• Use of TEL in health science education
• Use of social media in teaching and learning
Evaluation of this proposed integrated strategy to implement e-Learning.
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