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All Journal Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika International Journal of Educational Best Practices
Khoza, Samuel
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Education Mathematics Physics Social Sciences Other

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Exploring the use of Information and Communication Technology in Open and Distance Learning: The Case study of Botswana Open University Magetse, Tebogo; Khoza, Samuel; Naiker, Vasidevan
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 8 No. 2: July 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v8i2.1748

Abstract

This qualitative study investigated the utilization of Information and Communication Technology (ICT) in an Open and Distance Learning (ODL) university located in Botswana. The sampling technique employed was judgmental sampling, which involved the selection of 16 participants comprising of a lecturer, students, and officers responsible for managing the Learning Management System (LMS). The data collection process incorporated face-to-face interviews with the lecturer and officers, as well as open-ended e-questionnaires administered to the students. Narrative data analysis was conducted separately for the lecturer, officers, and students. By applying the Attrition theory, the findings disclosed that students of the Botswana Open University encounter challenges with the ODL mode due to limited resources, inadequate or non-existent internet services, and the remoteness of areas where access to BOU campuses is impracticable. According to the lecturers, they also require technical support when assessing students' work, as these students often encounter difficulties when uploading their assignments onto the university's LMS. Consequently, the study recommends that BOU should ensure the availability of ICT tools for the students, as well as address issues related to connectivity and bandwidth by providing reliable data services. Additionally, it is proposed that students undergo comprehensive training on the LMS systems, encompassing both technical and non-technical aspects, prior to the commencement of the academic year, in order to adequately prepare them for their studies.
EVALUATING ENGINEERING GRAPHICS AND DESIGN EDUCATION: CONTEXTUAL FACTORS, INSTRUCTIONAL PRACTICES, AND TECHNOLOGY BARRIERS Masingi, Jamela; Khoza, Samuel
International Journal of Educational Best Practices Vol 8, No 1 (2024)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v8n1.p126-139

Abstract

The purpose of this qualitative study was to evaluate the contextual factors that impede the integration of technology in Engineering Graphics and Design (EGD) teaching in selected schools of the Limpopo province. The interpretive paradigm was used to understand the data from the participants of this case study. The Technological Pedagogical Content Knowledge was used as an underpinning theoretical framework for the study. The population of interest included five technical schools of the same quintile where two teachers from each school were purposefully selected. A purposive sample was used to select 10 teachers to take part in the study. The classroom observations showed that not all teachers have digital tools in their classrooms and that some learners have more advanced EGD software than the ones that the teachers have. Teachers also mentioned that they only use WhatsApp as a communication application to provide notifications to learners. The recommendations are that the Department of Education should assist schools in procuring relevant and advanced digital tools and utilizing technology for EGD subjects. To address this, the Department of Education should invest money and provide workshops on technology integration, to train the teachers about gadgets, and how to use them. Regular monitoring of the digital tools will ensure their daily use in the EGD classes. 
EVALUATING ENGINEERING GRAPHICS AND DESIGN EDUCATION: CONTEXTUAL FACTORS, INSTRUCTIONAL PRACTICES, AND TECHNOLOGY BARRIERS Masingi, Jamela; Khoza, Samuel
International Journal of Educational Best Practices Vol. 8 No. 1 (2024)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.8.1.126-139

Abstract

The purpose of this qualitative study was to evaluate the contextual factors that impede the integration of technology in Engineering Graphics and Design (EGD) teaching in selected schools of the Limpopo province. The interpretive paradigm was used to understand the data from the participants of this case study. The Technological Pedagogical Content Knowledge was used as an underpinning theoretical framework for the study. The population of interest included five technical schools of the same quintile where two teachers from each school were purposefully selected. A purposive sample was used to select 10 teachers to take part in the study. The classroom observations showed that not all teachers have digital tools in their classrooms and that some learners have more advanced EGD software than the ones that the teachers have. Teachers also mentioned that they only use WhatsApp as a communication application to provide notifications to learners. The recommendations are that the Department of Education should assist schools in procuring relevant and advanced digital tools and utilizing technology for EGD subjects. To address this, the Department of Education should invest money and provide workshops on technology integration, to train the teachers about gadgets, and how to use them. Regular monitoring of the digital tools will ensure their daily use in the EGD classes.  
Co-Authors Magetse, Tebogo Masingi, Jamela Naiker, Vasidevan