Faculty of Commerce, Law and Management (ETDs)

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    Online and in-person student experiences on the PDBA programme at Wits Business School
    (University of the Witwatersrand, Johannesburg, 2023) Horo, Sibongile Lungelwa
    This study explores Wits Business School’s (WBS) students, alumni and course administrators’ perceptions of online learning compared to the classroom learning experience in the Post Graduate Diploma in Business Administration (PDBA) programme. A concurrent mixed methods design was followed in this study whereby quantitative and qualitative methods were employed in data collection and analysis. The study sampled 107 WBS students with experiences with both online learning and in-person classroom learning. Two course administrators and two students were also sampled to explore their perceptions of the two forms of course delivery. The study also intended to assess how these experiences influence students’ satisfaction with learning. Descriptive analysis and deductive analysis were utilised for data analysis for both quantitative and qualitative phases of the study respectively. The results from the survey found that students have more favourable perceptions of online learning in comparison to traditional learning. However students had less favourable perceptions with online learning in terms of student- to-student interaction. Regression analysis revealed that online learning significantly improves student satisfaction through student-instructor and student- content interaction. Results showed that satisfaction with online learning was positively influenced by favourable perceptions of interactions between students and lecturers and students with the course content. There was no evidence to conclude that traditional face-to face learning positively influences student satisfaction with learning. However, the course administrators did not see lack of student-student interaction as a key issue that may influence the performance and satisfaction of students with the courses. The results of the study recommend the implementation of a hybrid leaning model to improve both online and traditional learning.
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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.