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All Journal ACITYA Journal of Teaching & Education J-REaLL Research in Social Sciences and Technology
Suliman, Zuleika
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring the Impact of E-Learning Strategies on Enhancing Workplace English Competence at an Open Distance E-Learning (ODeL) University in South Africa Maphoto, Kgabo Bridget; Suliman, Zuleika
Research in Social Sciences and Technology Vol 9 No 1 (2024): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2024.6

Abstract

This study explores the implementation of e-learning strategies to enhance workplace English competence. The focus is on a semester module that consists of approximately 10,000 first-year university students in an ODeL context in South Africa. The study’s objective was to collect data and contribute to the field of language learning in the workplace. Guided by the TPACK theory, the investigation employed qualitative research methods, incorporating open-ended evaluation questions and an observation schedule. The instruments allowed for a deep exploration of students’ perspectives and experiences with e-learning strategies, specifically their impact on workplace English competence. The results of the study highlighted the positive effects of e-learning strategies on enhancing workplace English competence. Participants reported improved language skills, increased confidence in communication, and an enhanced ability to meet workplace language requirements. In addition, the findings revealed the significance of interactive multimedia materials, collaborative learning activities, and personalised feedback as effective pedagogical approaches in the module. The contributions of this study lie in its exploration and validation of e-learning strategies for the enhancement of workplace English competence at a distance learning university.
Artificial intelligence or augmented intelligence? Experiences of lecturers and students in an ODeL university Mohale, Ntshimane Elphas; Suliman, Zuleika; Maphoto, Kgabo; Sevnarayan, Kershnee; Mokoena, Douglas; Nstopi, Tumelo Jaquiline
Acitya: Journal of Teaching and Education Vol. 6 No. 2 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i2.3974

Abstract

This study investigates the integration of artificial intelligence (AI) and augmented intelligence (AuI) in an open distance e-learning university, focusing on lecturers’ and students’ experiences. Using qualitative methods: focus group discussions and e-mail interviews, it examines the adoption and exploration of these technologies, particularly in academic writing skills development. The research applies diffusion of innovations theory and technology acceptance model to understand the dissemination and acceptance of AI and AuI, emphasising perceived ease of use and usefulness. It contrasts perspectives between lecturers and students, revealing varied views on AI utilisation in academic writing. Despite differences, both groups express positive experiences and benefits from AI. The findings contribute to a deeper understanding of the transformative impact of AI and AuI on teaching and learning in a distance learning university. AI has far-reaching effects on lecturers, students, and policymakers as they navigate the integration of intelligent systems in distance learning contexts.
Artificial intelligence or augmented intelligence? Experiences of lecturers and students in an ODeL university Mohale, Ntshimane Elphas; Suliman, Zuleika; Maphoto, Kgabo; Sevnarayan, Kershnee; Mokoena, Douglas; Nstopi, Tumelo Jaquiline
Acitya: Journal of Teaching and Education Vol. 6 No. 2 (2024): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v6i2.3974

Abstract

This study investigates the integration of artificial intelligence (AI) and augmented intelligence (AuI) in an open distance e-learning university, focusing on lecturers’ and students’ experiences. Using qualitative methods: focus group discussions and e-mail interviews, it examines the adoption and exploration of these technologies, particularly in academic writing skills development. The research applies diffusion of innovations theory and technology acceptance model to understand the dissemination and acceptance of AI and AuI, emphasising perceived ease of use and usefulness. It contrasts perspectives between lecturers and students, revealing varied views on AI utilisation in academic writing. Despite differences, both groups express positive experiences and benefits from AI. The findings contribute to a deeper understanding of the transformative impact of AI and AuI on teaching and learning in a distance learning university. AI has far-reaching effects on lecturers, students, and policymakers as they navigate the integration of intelligent systems in distance learning contexts.
Transforming workplace English in distance education: Exploring e-learning preferences and experiences in the digital age Suliman, Zuleika; Sevnarayan, Kershnee
Journal of Research on English and Language Learning (J-REaLL) Vol. 5 No. 1 (2024): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v5i1.21168

Abstract

In transforming digital progression in professional contexts, effective communication and career growth hinge significantly on mastering workplace English. Despite the increasing reliance on e-learning tools as a promising alternative in higher education, there exists a dearth of research focusing on individual preferences and experiences, particularly within distance education. This article fills this gap by conducting qualitative research firmly rooted in the community of inquiry theory. The primary objective of this study is to scrutinize the efficacy of e-learning tools and highlight factors that influence the preferences of first-year students engaged in distance education. Some key considerations encompass flexibility, interactivity, personalized learning, and accessibility. The research methodology involves observation of various e-learning platforms, in-depth interviews, and open-ended evaluation questions with first-year students who speak English as a second language in a South African open-distance e-learning university. The findings highlight an inclination towards virtual classrooms and customized online modules. Noteworthy aspects highlighted by participants include the significance of collaborative learning, real-world scenarios, continuous feedback mechanisms, and the integration of adaptive technologies. The significance of this research lies in its contribution to the advancement of distance education, which specifically focuses on workplace English skills. This research expands on distance education and provides specific implications for enhancing e-learning practices and their pivotal role in guiding the future workforce.
Co-Authors Maphoto, Kgabo Maphoto, Kgabo Bridget Mohale, Ntshimane Elphas Mokoena, Douglas Nstopi, Tumelo Jaquiline Sevnarayan, Kershnee