EXPLORING STUDENT PERCEPTIONS OF USING THE LEARNING MANAGEMENT SYSTEM AND SOCIAL MEDIA FOR BLENDED LEARNING AT A RURAL UNIVERSITY
DOI:
https://doi.org/10.25159/0256-8853/573Keywords:
blended learning, social networking technologies, students, barriersAbstract
Blended learning combines the strength of face-to-face learning with e-learning, which has become the catalyst for education reform today. Unfortunately there are many obstacles that can derail this format of hybrid learning before it can reach its full potential, especially at universities where budgetary constraints inhibit the development of the information and communication infrastructure. This study seeks to capture students’ perceptions regarding web-based activities at a rural university. Purposive sampling was used to generate the sample and a combined total of 380 second- and third-year students participated in this study. Second- and third-year students were selected as it is expected that they have experienced the university learning management system and its shortcomings, and are hence in a posistion to compare the learning management system with social media platforms. The data collection instrument was a self-administered questionnaire, which was analysed using quantitative and qualitative methods. The findings indicate that students at the rural university preferred to engage in blended learning through social networking technologies, as opposed to the learning management system, which they found was mostly unavailable or inaccessible at their residences.Â
References
Alzaghoul, A. F. 2012. The implications of the learning theories on implementing e-learning courses. The Research Bulletin of Jordan ACM 2(2): 27−30.
Bertolin J. C. G. and A. C. Bertoletti De Marchi. 2012. Evaluation of distance education through blended learning: Comparisons and important factors for the learning process. Creative Education 5(2): 70−74. DOI: https://doi.org/10.4236/ce.2014.52012
Bonk C. J., R. A. Wisher and J. Lee. 2003. Moderating learner-centred e-learning: Problems and solutions, benefits and implications. In Online collaborative learning: Theory and practice, ed. T. S. Roberts. Idea Group Publishing. DOI: https://doi.org/10.4018/978-1-59140-174-2.ch003
Bozalek V., D. Ng’ambi and D. Gachago. 2013. Transforming teaching with emerging technologies: Implications for higher education institutions. South African Journal of Higher Education 27(2): 419−436.
Buzzetto-More, N. A. 2012. Social networking in undergraduate education. Interdisciplinary Journal of Information, Knowledge and Management, V 7. DOI: https://doi.org/10.28945/1578
Christensen, C. M., M. B. Horn and C. W. Johnson. 2011. Disrupting class: How disruptive innovation will change the way the world learns. New York: McGraw Hill.
COFISA, see Co-operative Financial Institute of South Africa.
Co-operative Financial Institute of South Africa. 2008. The cooperation framework on innovation systems between Finaland and South Africa: Using ICT’s to optimize rural development. http://www.cofisa.org.za/pdf/icts_optimise_ruraldev.pdf (accessed 30 July 2014).
Dlunwana, M. E. 2009. Traditional leaders and new local government dispensation in South Africa. http://www.pacte.cnrs.fr/IMG/pdf_18_Mthandelini.pdf (accessed 3 August 2014).
Dziuban, C. D., J. L. Hartman and P. D. Moskal. 2004. Blended learning. Educause Center for Applied Research. Research Bulletin V 2004(7).
Gardiner, M. 2008. Education in rural areas.Issues in Education Policy Number 4, Centre for Education Policy Development. http://www.cepd.org.za/files/CEPD_Issues_in_education_Education_in_rural_areas.pdf (accessed 6 November 2014).
Griffin, M. 2013. What is the difference between linear, logistic and poisson regression. http://www.adasis-oz.com/tips/2013/8/28/what-is-the-difference-between-linear-logistic-and-poisson-regression (accessed 10 August 2014).
Hoic-Bozic, N., V. Mornar and I. Boticki. 2009. A blended learning approach to course design and implementation. IEEE Transactions on Education 52(1): 19−30. DOI: https://doi.org/10.1109/TE.2007.914945
Horn, M. B. and H. Staker. 2011. The rise of K-12 blended learning. http://www.innosightinstitute.org/innosight/wp-content/uploads/2011/01/The-Rise-of-K-12-Blended-Learning.pdf (accessed 6 August 2014).
Kizito, R. 2002. Barriers to the adoption of computer-mediated collaborative learning practices in open and distance education. Progressio 24(2): 10−17.
Matodzi T., M. E. Herselman and H. R. Hay. 2007. E-Learning: An ally in the development of rural South African Communities. Journal for New Generation Sciences 5(1): 69−93.
Mayisela, T. 2013. The potential use of mobile technology: enhancing accessibility and communication in a blended learning course. South African Journal of Education 33(1). DOI: https://doi.org/10.15700/saje.v33n1a629
McDonald, A. 2009. Facebook in the classroom: Integration of online and classroom debates into classes. New Zealand: Ako Aotearoa National Centre for Tertiary Teaching Excellence. http://akoaotearoa.ac.nz/ako-hub/good-practice-publication-grants-e-book (accessed 6 August 2014).
Mitchell J., G. Smith, W. Louw, M. Tshesane, M. Petersen-Waughtal and C. du Preez. 2007. Print based learning might still be the answer to the digital divide. South African Journal of Higher Education 22(6): 604−704. DOI: https://doi.org/10.4314/sajhe.v21i6.25740
Oludolapo, O. O. 2010 . Bridging the digital divide and the impact of new media technologies on development in South Africa, New Achievements in Technology Education and Development, Safeeullah Soomro (Ed.). http://cdn.intechopen.com/pdfs/10526/InTech-Bridging_the_digital_divide_and_the_impact_of_new_media_technologies_on_development_in_south_africa.pdf (accessed 4 August 2014).
Overskeid, G. 2008. They should have thought about the consequences: The crisis of cognitivism and a second chance for behaviour analysis. The Psychological Record 58(1): 131−152. DOI: https://doi.org/10.1007/BF03395606
Penzhorn, C. 2013. The use of Social Media in Teaching a Campus-wide Information Literacy Course. Mousaion 31(3): 57−73.
Precel K., Y. Eshet-Alkalai and Y. Alberton. 2009. Pedagogical and design aspects of a blended learning course. International Review of Research in Open and Distance Learning 10(2). DOI: https://doi.org/10.19173/irrodl.v10i2.618
Rubin R., A. Rubin and P. Iarikdakis. 2010. Communication Strategies and Sources. Wadsworth:Massachusetts.
Skinner, B. F. 1974. About behaviourism. Knopf: New York.
Singh, H. 2003. Building effective blended learning programs. Educational Technology 43(6): 51−54.
Sithole M. M., C. Moses, Y. D. Davids, S. Parket, J. Rumbelow, N. Molotja and D. Labadarios. 2013. Extent of Access to Information and Communications Technology by the Rural Population of South Africa. Africa Journal of Science, Technology and Innovation and Development 5(1): 71−84. DOI: https://doi.org/10.1080/20421338.2013.782144
Tess, P. A. 2013. The role of social media in higher education classes (real and virtual): A literature review. Computers in Human Behaviour 29(5): A60−A68. http://dx.doi.org/10.1016/j.chb.2012.12.032 (accessed 4 August 2014). DOI: https://doi.org/10.1016/j.chb.2012.12.032
Thorne, K. 2003. Blended learning: How to integrate online and traditional learning. London: Kogan Page.
Tshibalo, A. E. 2007. The potential impact of computer-aided assessment technology in higher education. South African Journal of Higher Education 22(6): 684−693. DOI: https://doi.org/10.4314/sajhe.v21i6.25738
Weegar, M. A. 2012. A comparison of two theories of learning − Behaviourism and constuctivism as applied to face-to-face and online learning. E-Leader. http://www.g-casa.com/conferences/manila/papers/Weegar.pdf (accessed 9 November 2014).
Downloads
Published
How to Cite
Issue
Section
Accepted 2015-11-06
Published 2015-11-06
