4. Electronic Theses and Dissertations (ETDs) - Faculties submissions

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Subject: search.filters.subject.Information and Communication Technology

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    Exploring the use of Information and Communication Technology (ICT) in Open and Distance Learning (ODL): The Case study of Botswana Open University (BOU)
    (University of the Witwatersrand, Johannesburg, 2024) Moreetsi-Magetse, Tebogo Angela; Naiker, V.S.; Khoza, S.D.
    Open and distance education has become popular worldwide in the last century. It extends beyond normal school or university boundaries because it is flexible and instils lifelong learning. This method of learning is mostly used by students who are studying part-time. Access to education is made easier by the increased usage of technology (smartphones, computers, internet connectivity) in teaching and learning. Botswana, like many countries around the world, has not been left behind. Its first and only Open Distance institution, Botswana Open University (BOU), like other institutions of higher learning, embraced the use of information and communication technology (ICT) in teaching and learning and integrated ICT to be an integral part of the teaching and learning delivery process in 2014. Programmes were created to use technology online using a learning management system (LMS) and Moodle platform. Since many academics have written on the factors to consider when implementing ICT in teaching and learning and others have discussed the challenges faced by users of online learning platforms, the author of this study decided to investigate the application of ICT in ODL by focusing on the students enrolled in the Master of Educational Management and Leadership (MEdEL) course at BOU. The study followed a qualitative approach using semi- structured interviews, an open-ended questionnaire and a policy document review. The first phase of the research determined the current perceptions of students on the use of e-learning in an ODL programme. The next phase established the practices of e-learning in the online programmes at BOU to determine the degree of technical knowledge and skills, especially in the use of e-learning in ODL and further investigated the strategies that are used by BOU to motivate students enrolled in their online learning programmes. Purposive sampling was used to select 14 participants including a lecturer at BOU, the online managers, the tutors, as well as the students, some of whom were registered at BOU at the time of the study. Data collected through interviews and questionnaires were thematically analysed while data from the documents reviewed were descriptively analysed. The study provided significant evidence of challenges faced by users and custodians of the LMS. The challenges in the implementation of the online programmes included the absence or shortage of resources, including human resources, and the calibre of students enrolled. It further revealed that lack of skills and limited skills also impacted the use of technology in ODL. Despite these challenges, the university has implemented policies intended to support students during their studies. The findings of the XI study revealed that although there are measures in place to support and assist students during their studies, they do not work for all students. It is necessary to support students, especially those in remote areas of the country where resources are limited. Furthermore, students enrolled in online ODL programmes need assistance when it comes to computer skills. The university needs to consider implementing a bridging course that will allow students to enhance their ICT skills and learn to navigate the learning space before the commencement of their main programme. Training on the use of the learning space needs to be enhanced, not only for students but also for tutors and lecturers born before computers arrived, as this will assist in ensuring that students receive the required support. There is also a need for the university to engage in an evaluation of the use of the LMS to identify areas in need of improvement. The implementation of a fully online learning programme entails having the necessary skills, resources, and most of all the support that will ensure the effective use and satisfaction of the user.
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    Effectiveness of the mobile technology intervention in rural schools: The case of Seshego circuit in Polokwane district
    (University of the Witwatersrand, Johannesburg, 2020) Nare Joyce, Mahwai; Wotela, Kambidima
    The objective of this qualitative study is to conduct a summative evaluation of a mobile technology intervention in rural schools of Seshego circuit. The aim is to determine the effectiveness of the intervention to determine how mobile technologies are integrated in teaching and learning. Employing a qualitative research strategy with case study research design methods, participants were purposively selected to answer four research questions to determine the outcomes of the information and communication technology intervention in rural schools of Seshego circuit in Polokwane district. Teachers’ views were obtained regarding the integration of mobile technologies in teaching and learning as well as documenting the process for mobile technology integration in teaching and learning. This research applied technology acceptance model (TAM) and Technology acceptance model 2 (TAM2) to make understand the use and integration of mobile technologies in teaching and learning. Preliminary findings reveal that mobile technology integration does end with providing schools with information and communications technology infrastructure, there has to be a deliberate effort from teachers, learners, school management, subject advisors, national and provincial department of education to ensure that mobile technologies are used and integrated in teaching and learning. There are barriers that prevents teachers from fully integrating technologies in teaching and learning like the availability of ICT infrastructure as well as lack of skills and knowledge to integrate mobile technologies in teaching and learning. This research recommends that teachers be placed at the heart of technology implementation in teaching and learning
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    An investigation of the relationship between ICT infrastructure and economic growth of emerging market
    (University of the Witwatersrand, Johannesburg, 2023-02) Jiang, Jun Wen; Fasanya, Ismail
    The study examines the link between Information and Communication Technology, institutional quality, and economic growth in emerging markets over the period of 2000 to 2019, using the system Generalized Method of Moments. The connection between economic growth and technology lies on the framework of exogenous growth model. The following findings are discernible from the study. First, a substantial positive relationship exists between internet usage and economic growth, while a negative association between economic growth and fixed telephone users is evident. Second, a positive association between growth and innovation exist in emerging markets, whilst institutions reveal a negative association. These findings have a significant policy implication for policymakers to monitor innovation factors rather than institutional quality to bypass the digital divide. Consequently, policymakers should pay attention to the benefits of Information and Communication technology usage by means of reducing entries cost whilst improving network facilities transfers
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    Transversality and innovation capability-based catch-up for sustainable mining in South Africa
    (2021) Thorulsley, Mahendren
    The study examines a cross-cutting innovation system, centred around the precious metals mining sector of South Africa which experiences unique challenges, requiring effort to improve the level of capability for catch-up. It explores the possibility of transversality across the mining and Information and Communication Technology (ICT) sectors for enabling catch-up and attempts to uncover promising windows of opportunity for leapfrogging in the mining sector. The theoretical concept of transversality examines the possibility of synthesis and cross-fertilisation from knowledge spillovers of firms, clusters, industries and sectors in a regional innovation system (RIS) that leads to innovation. The type of knowledge interaction and the variety inherent in the system is studied to determine the possibility of path interdependent knowledge recombination. Technological capability as well as the firm environment play a significant role in the catch-up process, and the study examines the role of Public Research Organisations (PRO) and other research institutions in building capability to embrace advanced technologies for that purpose. A qualitative methodology is adopted to analyse data collected from mines, PROs, research institutions, and a start-up in the regional innovation system. This is contrasted with existing literature to postulate the possible path to catch-up. If was found that mining in South Africa experiences unique challenges that will require a new path to catch-up, especially for deep level mining. Fourth Industrial Revolution (4IR) technologies represent a new technological paradigm and are being embraced, largely through direct adoption, though the technologies are also applied to solve the unique challenges the sector experiences. Several challenges pose barriers for the adoption of 4IR technologies, especially in deep level mining. However, these are the subject of ongoing research. Technological capability is built through research at universities and research institutions as well as in a doing, using, interacting model (DUI) through adoption at mines. However, the firm environment poses several challenges that must be solved at country level. Opportunities for leapfrogging have also been identified