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All Journal ACITYA Journal of Teaching & Education J-REaLL Studies in Learning and Teaching Research in Social Sciences and Technology
Mohale, Ntshimane Elphas
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : ACITYA Journal of Teaching

 1 
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.
Students’ perceptions of the quality of podcasts and vodcasts in teaching academic writing skills at a distance education institution Mohale, Ntshimane Elphas
Acitya: Journal of Teaching and Education Vol. 7 No. 1 (2025): 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.v7i1.4079

Abstract

First-year students in an open distance e-learning institution face academic writing challenges. These challenges can lead to higher dropout rates, increased failures, and delayed completion of qualifications. Key challenges include poor adherence to academic writing conventions, generating suitable content, citation and referencing issues, and writing style deficiencies. To address these academic writing challenges, podcasts and vodcasts were introduced as supplemental support tools. Podcasts and vodcasts aimed to reduce transactional distance and increase collaborative teaching and learning interactions. The student body, consisting of 30,000 individuals from diverse socio-economic and cultural backgrounds, participated in the study. A qualitative research approach was employed, collecting data through online evaluation questions and focus group discussions. The findings revealed that students faced numerous issues: poor sound quality due to weak voice projection, lecturers speaking too quickly and using complex language, excessively lengthy multimedia files, and information overload, which hindered comprehension. Based on students’ responses, guidelines were developed to assist and inform current and future lecturers about creating high-quality podcasts and vodcasts. These guidelines aim to enhance the academic writing skills of first-year students and create a community of practice among lecturers. Recommendations include maintaining a calm, audible, and neutral tone of voice, limiting podcasts and vodcasts to 15 minutes, communicating in straightforward plain English, simplifying module content, and providing transcriptions. These measures are intended to make multimedia resources more effective and accessible, thereby improving students’ academic performance and retention.
Co-Authors Maphoto, Kgabo Mokoena, Douglas Nstopi, Tumelo Jaquiline Sevnarayan, Kershnee Suliman, Zuleika