Transcript ITS Integration Project Presentation to IEM 19 March 2007

E-learning at WSU
Presenter: T. Mayisela
E-learning Specialist Mthatha Campus;
Acting Manager, Education Technology and
Innovation Unit
Centre for Learning and Teaching Development
7/18/2015
Topics
 Introduction and Background
 Curriculum responsiveness
 The e-learning strategy
 Student participation
 Technology Acceptance Model
 Frequency of access
 Conclusion
Introduction
• Walter Sisulu University (WSU) is at its initial stage of
integrating information and communication technologies
(ICT) integration.
• WSU has adopted Blackboard as the learning
management system (LMS).
• The main challenge that WSU faces is to improve the
student throughput rates
• E-learning is the potential means to supplement face-toface instruction
• Accessible material
• Enhancing student learning
Background
• WSU, a developing university situated in the Eastern
Cape in South Africa, commits itself to providing
technological learner-centred education, innovative
learning and teaching, and opportunities for life-long
learning.
• Challenges:
– less prepared students,
– students who are unable to attend classes on a
regular basis
• Most of these students come from a poor educational
background and often find it difficult to cope with the
teaching styles such as formal lectures and with study
skills such as private reading, note taking, time
management, asking questions in large groups,
team/project work and IT competence (Lowe &
Cook 2003).
Curriculum responsiveness
• Moll (2004:3) emphasizes that “curriculum
responsiveness promises that there are some positively
formulated benchmarks against which we might be able
to judge whether our education programmes are
meeting the needs of a transforming society”.
• According to Moore and Lewis (2004), curriculum
responsiveness could work in two directions; the change
in knowledge content of the curriculum or the change in
the mode of transmission from lecturer-oriented to
student-oriented.
Curriculum responsiveness (cont…)
• While the University will be interrogating the curriculum
content as informed by some studies, she also makes
use of ICTs to enhance student-oriented learning and
innovative ways of teaching and learning
• Murphy, Walker and Webb (2001) point out that the
problem in the educational use of technology is that
people tend to give technology pole position
7/18/2015
Prepared by Z.G.Baleni TDC:
RPL & Assessor
6
E-learning strategy
The four focus areas are:
• Setting up and maintaining the electronic learning
environment;
• Promoting awareness of the University stakeholders
about the electronic learning environment and
possibilities this offers them;
• Capacitating academic staff on e-learning; and
• Ensuring student participation in e-learning
Student participation
•
•
•
•
Training students
Student login
E-learning centres
E-learning assistants
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Technology Acceptance Model
•
•
•
•
218 lectures and 2378 students have been trained
Blackboard analytic tool (Bbat)
Updated every day at 12 midnight
The use of ICT/Blackboard after training has taken
place, informs us that the lecturers and students are
making use/have accepted the use of technology
• Selim (2003) and Ngai, Poon & Chan (2005) call this the
Technology Acceptance Model (TAM)
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TAM per course
• 490 academic courses have content
• 328 of these courses are used by students
• The course with the highest number of lecturer clicks
(6, 410) is Course Name 459
• The student clicks of this course are 7, 143
• There are 134 students
• A lot of time is spent on loading material
• This could be a novice who is enthusiastic about
e-learning
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• The students for Course 226 have clicked the course
37,291 times
– these are the highest number of clicks by students
– this course has 76 students
– each with 490,7 average number of clicks
– highly used by students
– The lecturers has clicked 1, 411 times
• The distribution of the number of clicks per item
• The time of access
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TAM (cont…)
• Performance Dashboard
• Tracking Reports
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Prepared by Z.G.Baleni TDC:
RPL & Assessor
12
Frequency of access
• This illustrates frequency of access to each item in each
course
• Assessment: Online tests, projects, homework questions
• Introduction
• Definition of new terms
• Workplan
• Notes (different names)
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Conclusion
• WSU teaching staff’s use of e-learning is improving
• The user involvement, executive’s support
• Improved access to and interactivity with materials by
students and
• Hopefully improve on the pass rates
THANK YOU
!!
E-mail address: [email protected]
Assistance for students and staff:
[email protected]
7/18/2015