Faculty of Commerce, Law and Management (ETDs)

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    The Impact of Digital Technology on Education in South Africa
    (University of the Witwatersrand, Johannesburg, 2022) Gupta, Shikha
    This study sought to determine the effect that digital technology would have on South Africa's educational system. The use of technology in educational settings may change how teaching and learning are carried out. Learning is made possible by technology, which can significantly reduce the growing gap in inequality and disparity and enhance the status of the economy. The research method used for this study is qualitative. To understand the motivations and behaviours of the target audience, the qualitative technique involves gathering perceptions and having faith in people's responses. Qualitative research aims to offer a more in-depth understanding of the problems. The following key themes emerged: Digital Technology, Willingness for Acceptance, Willingness for Implementation, Issues that Digital Technology Can Solve, and Advantages that Digital Technology Can Have. The results of technology in education spaces can have a profound impact and the findings are in closing the skills gap of the country, creating a more interconnected world, and giving access to educational resources, to mention a few
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    A framework for South African university students' online learning: social presence, digital skills and competencies
    (2022) Lubisi, Ntombizethu
    Over the years, institutions of higher learning across the world have embraced the use of digital technology to facilitate learning. University students require digital skills and digital competencies to take full advantage of online learning. Additionally, one of the most important factors of students’ learning experience in an online environment is the sense of belonging. Students engaging in online learning geographically separated from their instructors and peers often feel isolated. The purpose of the study was to explore digital skills, digital competencies and social presence necessary for an effective South African university online learning. The study used the General Technology Competency and Use (GTCU) framework and the Social Presence Theory as a lens to explore the digital skills, digital competencies and social presence necessary for South African university online learning. A case study approach was used to study in-house first-year students in a South African university learning online. A mixed method research was selected due to its fitness to answer the proposed research questions. The data was collected via an online questionnaire and the semi-structured interviews at the University of the Witwatersrand in South Africa, Johannesburg. Quantitative data was analysed using descriptive statistics and the qualitative data was analysed using thematic analysis. Findings from the study indicated that the social-economic background does play an important role in in-house students learning online. The interaction was a challenge, participants felt isolated from their instructors which impacted their online learning experience. They did not feel a sense of belonging to their courses. The study will contribute to policies such as the South African National Development Plan (NDP) 2030 with the focus on lifelong learning, the United Nations (UN) Sustainable Development Goal 2030 goal 4. It will also contribute to the university learning and teaching policies where online learning is concerned as well as assist University improve their online learning offering. Our study links to information systems and online learning at universities.
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    The influence of digital literacy initiatives in South Africa : a Nemisa case study
    (2022) Moleko, Letlotlo Kenneth
    The aim of the study the Influence of digital literacy initiatives in South Africa. The study focuses on the National Electronic Media Institute of South Africa (NEMISA which was initiated in 1998 with the core purpose of being an education, learning and technical skills centre for the Television, Radio and Broadcasting industries. Studies on the influence of digital literacy initiatives in South Africa are limited. Therefore, a need exists for a thorough understanding of these digital literacy initiatives' influence in improving economic and job opportunities for the target user groups. A qualitative case study research methodology was used to establish deeper insights and perspectives from multiple stakeholders to ensure a holistic and in depth view of these initiatives within their natural context. 14 individuals were interviewed and 6 of the of the respondents were current and former students of NEMISA. The research study adopted the Multiliteracies framework as a means for understanding how the evolution of technology impacts the learning context and identify ways to improve digital literacy in the cultural context of South Africa. The research study uncovered six key themes which comprised namely accessibility, e-learning, economic viability, future Skills, lifelong learning and partnerships. The results from this research revealed that digital literacy training provided by NEMISA improved the opportunity to gain job opportunities for students, improved access to institutions of further learning, and aided in motivating lifelong learning. The researcher recommends digital literacy to be introduced at basic, secondary and tertiary education levels
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    Assessment of the second-level digital divide in South Africa: the case of digital financial services
    (2022) Makamole, Thabo Karabo
    Financial institutions and entrepreneurs in South Africa are developing and rolling out different digital financial services (DFS) into the market. South Africa is following a similar trend as other countries by investing in financial technology to deliver services, even though not at the same scale. However, these services make up a small percentage of the market share as the use of DFS is still low. This study aimed to assess the second-level digital divide – the divide in digital skill levels and use of technology – by investigating the use of DFS in South Africa. This was achieved by investigating the influence of digital skills on the use of DFS. The hypothesis was that digital skills positively influence the use of DFS. The hypothesis was tested via an online survey that was distributed to South African consumers using social media platforms. A total of 541 valid responses were received. Most of the respondents were between the 31-45 (49.5%) age group and the 60+ age group were the lowest with 0.9%. Most respondent’s education level was a matric (28.7%) and those with no matric was lowest (3%). Most respondents were employed and were earning less than R39 999 per annum. Most of the respondents had access to a Smartphone (95.6%) and most accessed the internet from home (91.7%). The results were analysed using multivariate analysis, which resulted in developing a new hypothesis and eliminating several original variables. A linear regression model was built to determine the contribution of different factors to using DFS. The results were mixed but showed that content creation digital skills and information digital skills contributed positively to the use of DFS. Interestingly, communication digital skills negatively influenced DFS, and English was not associated with the use of DFS as initially hypothesised. The study concluded that only some digital skills influence the use of DFS. In addition, it was also found that generic digital skills for everyday use might assist in using a specific technology. Future research should focus on the digital skills required to use different Internet applications and conducting a comparative study between individuals in different socio-economic statuses.