Students’ Digital Readiness for – and Satisfaction with – Online Learning: A Case Study of the University of KwaZulu-Natal, South Africa

Mogie  Subban; Sanjay Soni; Indira Padayachee

doi:10.25159/2663-5895/10299

Authors

Mogie Subban University of KwaZulu-Natal
Sanjay Soni University of KwaZulu-Natal
Indira Padayachee University of KwaZulu-Natal

DOI:

https://doi.org/10.25159/2663-5895/10299

Keywords:

digital readiness for online learning, online learning, engaging with digital and technological learning tools, online learning tool characteristics

Abstract

The Covid-19 (acronym for the coronavirus disease of 2019) pandemic has signalled significance for online teaching and learning in higher education institutions (HEIs) both locally and internationally. This article reports on an empirically approved study that aimed to assess students’ digital readiness for online learning at the University of KwaZulu-Natal (UKZN), South Africa. The article presents the main areas examined to assess intrinsic and extrinsic factors influencing students’ online readiness with respect to their technical requirements; engagement with learning tools and resources; digital readiness; and satisfaction with the Moodle (acronym for Modular Object-Oriented Dynamic Learning Environment) online learning tool. Understanding students’ online learning readiness was deemed necessary for assisting UKZN in understanding such interventions and making improvements. The study drew on 400 students’ responses to a descriptive research design questionnaire to collect data from convenience-based purposive sampling. The constructs under study were measured for reliability using Cronbach’s alpha. The results indicated that most of the students used laptops to access learning resources, followed by smartphones. Technically, the students did not express difficulties with reliable electricity supply access and university data packages, but the noted deficiencies of network coverage, internet connectivity and provision of specialised software. While the students seemed ready to engage learning tools, nevertheless improvements could be made in participating in discussion forums and working in groups. Moodle received strong support, particularly for its continuous availability and flexibility. Interestingly, the study showed that the students were digitally ready for online learning, barring some improvement areas for readiness, although wider perspectives in tracking online learning are envisaged.

Author Biographies

Mogie Subban, University of KwaZulu-Natal

School of Management, Information Technology & Governance

Associate Professor

Prof Mogie Subban is currently Chairperson of the Association of Southern African Schools and Departments of Public Administration and Management (ASSADPAM) and a public sector committee member of SAICA. Based at the University of KwaZulu-Natal with over 26 years of academic and public sector experience, Prof Subban is Deputy Chair (Research Ethics at her University), is a prolific researcher publishing numerous articles in national and international journals in the field of public administration and governance. She also serves on numerous national and international journal boards. Her teaching pedagogy includes action and problem-based learning and case study methodology, having recently contributed publications to a case study book funded by the EU.

Sanjay Soni, University of KwaZulu-Natal

School of Management, Information Technology & Governance

Senior Lecturer

Sanjay Soni has approximately 32 years of experience in lecturing in management-related fields. He holds a PhD in Marketing, with special emphasis on services marketing in higher education and has published in these areas as well as other related areas in Marketing Management. He has successfully supervised students from Honours to PhD.

Indira Padayachee, University of KwaZulu-Natal

School of Management, Information Technology & Governance

Associate Professor

Prof Indira Padayachee is an Associate Professor in Information Systems & Technology at the University of KwaZulu-Natal, where she has taught various subjects including Systems Analysis and Design, Database Design, Software Engineering and Human Computer Interaction. Indira has a PhD in Information Systems obtained from the University of South Africa. She has published articles in Alternation, South African Computer Journal, Journal of Contemporary Management and Ponte Journal, as well as book chapters. She has also published papers in peer-reviewed conferences, including SACLA, ICEL, ICSIT, SAICSIT, ECSM and icABCD. Her research interests include eLearning, information security, sustainability and ICT for development.

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