Investigating the use of ICT tools on the Canvas learning management system (LMS) by STEM lecturers at a South African University

Abstract

The introduction of Learning Management Systems (LMS) in education has been recognized for its substantial impact on teaching and learning, as noted by various scholars (Bradley, 2021; John, 2021). Among these systems, Canvas has witnessed a notable surge in adoption over the years. Scholars like Bradley (2021) attribute its rapid adoption due to the necessity of aligning education with the digital era. While others emphasize the facilitation of teaching and learning through the various CIT tools available on the platform (John, 2021; Burrack & Thompson, 2021). Given the increasing reliance on digital tools in education and the unique challenges faced by STEM (Science, Technology, Engineering, and Mathematics) disciplines, there is a need to explore how STEM lecturers are adapting to and utilizing these tools. The complexity of STEM subjects, which often extends beyond everyday experiences, as described by Young and Muller (2001), further underscores the importance of understanding how educators in this field engage with Canvas’s ICT tools to enhance their teaching practices. Therefore, this study saw the need to investigate how STEM (Science, Technology, Engineering, and Mathematics) lecturers in a school of education utilize the ICT tools provided by Canvas. STEM educators were chosen due to the complexity of their discipline, extending beyond everyday experiences, as described by Young and Muller (2001). The study sought to understand how these lecturers employ ICT tools in their subjects. Employing a mixed-method approach, survey questionnaires, and semi-structured interviews, the research engaged 15 STEM lecturers who consented to participate. The results revealed that STEM lecturers employ various tools to fulfill different tasks. These include communicating with students, storing or filing, tracking students’ attendance, and assigning and assessing tasks. The usage of these tools is influenced by factors such as teaching preferences, objectives, tool knowledge, discipline nature, and tool capability. Despite the benefits, participants reported encountering challenges related to pedagogy and technical issues. Proposed solutions include in-person classes during load shedding and continued printing of course materials for students for those times when they cannot access the platform. Self-practice is also strongly recommended. STEM lecturers emphasized the importance of engaging in regular practices through platforms like YouTube. This self-directed learning approach enables lecturers to enhance their familiarity with the tools, serving as a valuable resource in instances where assistance from the university or colleagues is not readily available.