Browsing by Author "Brown, Cheryl"
Now showing 1 - 20 of 38
Results Per Page
Sort Options
- ItemOpen AccessAdoption of learning management systems among information technology educators at a rural South African university : an activity systems perspective(2015) Ngandu, Matipa R; Brown, CherylThe growth of ICTs in education is a reflection of societal change. The demand for Higher Education Institutions to produce graduates who are equipped for the 21st century is a primary concern to all stakeholders in the education and development system. In as much as there is a drive to adopt emerging educational technologies there needs to be mature research which unpacks adoption. The focus of this research is lecturers and how their perceptions about LMS influence the rate of uptake in the LMS adoption process. It is important to identify the factors which influence lecturer perceptions. Through a qualitative investigative approach on a single case and guided by an Activity Theory framework, this research manages to interpret key sources of tension and contradictions which highlight the factors which influence lecturer perception. It is important to note that structural mandate does not always yield quality results and therefore it is important to establish perceptions held by key stakeholders in the LMS adoption process.
- ItemMetadata onlyBorn into the Digital Age in the South of Africa: the reconfiguration of the “digital citizen(University of Lancaster, 2017-07-04) Czerniewicz, Laura; Brown, CherylThis presentation discusses the nature of the term 'digital native' as it applies to the case of South African students.
- ItemOpen AccessDebunking the 'digital native': beyond digital apartheid, towards digital democracy(Blackwell Publishing Ltd, 2010) Brown, Cheryl; Czerniewicz, LauraThis paper interrogates the currently pervasive discourse of the 'net generation' finding the concept of the 'digital native' especially problematic, both empirically and conceptually. We draw on a research project of South African higher education students' access to and use of Information and Communication Technologies (ICTs) to show that age is not a determining factor in students' digital lives; rather, their familiarity and experience using ICTs is more relevant. We also demonstrate that the notion of a generation of 'digital natives' is inaccurate: those with such attributes are effectively a digital elite. Instead of a new net generation growing up to replace an older analogue generation, there is a deepening digital divide in South Africa characterized not by age but by access and opportunity; indeed, digital apartheid is alive and well. We suggest that the possibility for digital democracy does exist in the form of a mobile society which is not age specific, and which is ubiquitous. Finally, we propose redefining the concepts 'digital', 'net', 'native', and 'generation' in favour of reclaiming the term 'digitizen'.
- ItemOpen AccessDeveloping proficiency in pedagogical integration of emerging technologies: an educational design research of a community of practice at Makerere University(2017) Walimbwa, Michael; Brown, Cheryl; Ng'ambi, DickThis thesis investigated the development of proficiency in pedagogical integration of emerging technologies amongst educators at Makerere University. Limited educator CoPs focused on pedagogical integration of ETs inhibit educator potential to contribute to quality learning through pedagogical integration of ETs. The general question in this thesis is how social architecture in an educator CoP provides opportunities for enhancing proficiency development in pedagogical integration of ETs. Based on educational design research framework and situated learning theory, a community of practice as an intervention was designed and implemented between 2014 and 2016. Data was collected through observations, focused discussions and interviews from five educators who actively participated. An interpretive thematic analysis was done from which findings indicate that a social architecture in community of practice enables educators to initially accept that they are less experienced and potential members and then, join forces in a community to take charge of their transformation process. A social architecture enables drawing on individual talent and exploiting synergy between individuals with varying experiences; the process also comprises specific actions and engagements, which when shared in a social environment help motivate, inspire and evoke emulation of a practice. A community of practice provides an ideal context that enable educators to be more honest in evaluating their own technology skills and gaining confidence in seeking to develop skills. Pedagogical integration of emerging technologies is a practice highly influenced by individual attitudes in a social environment. In communities of practice faced with resource-constraints, the constantly evolving technologies, limited mentorship capacity, and mind-set are among the inhibitors in the social architecture that contributes to proficiency development in pedagogical integration of emerging technologies. This thesis concludes that social architecture in a community of practice contributes to the process of developing proficiency in pedagogical integration of emerging technologies. The design principles that emphasize configuration of a social architecture like interactions, networks and collaborations among educators are helpful in pedagogical integration of emerging technologies. It is therefore recommended that a social architecture in a community of practice be exploited by educators to enhance pedagogical integration of emerging technologies. The original contribution of this thesis is coming up with new design principles and theoretical insights related to a social architecture in a community of practice focused on pedagogical integration of emerging technologies.
- ItemRestrictedDoing it for themselves? How South African universitystudents learn to use computers for their studies(Cape Peninsula University of Technology, 2008) Brown, Cheryl; Czerniewicz, Laura; Pedersen, JacobGlobally universities are grappling with how they should be adapting to the new generation of university students who are purported to be “tech savvy” and to learn indifferent ways. The South African higher education sector, with its changing and increasingly diverse student body, is facing similar concerns. This preliminary study seeks to inform this issue by investigating what computer experience academics can expect students to have, how students learn to use computers, how they solve problem sand how they acquire new computer skills. We find differences in age and experience and suggest that whilst there is a small distinct group of students who show the characteristics of the “digital native”, there is much diversity in how students come to learn and continue to learn about computers. We observe too that although younger students of all levels of experience are learning informally, universities still have a very important role to play in terms of training and support.
- ItemOpen AccessEconomically and academically disadvantaged young people striving to be computer literate in Mozambique : unfolding learner agency in constraining conditions(2011) Zeininger, Christian; Ng'ambi, Dick; Brown, CherylAlthough Information and Communication Technology (ICT) has an empowerment and social inclusion effect in developed countries, it continues to create a digital divide in developing countries. This thesis is premised on the argument that, despite the disjuncture between ICT, social-cultural and developmental needs in a developing country, computer literacy training should continue to be offered and young people from economically and academically disadvantage backgrounds endeavour to acquire computer literacy skills. The objective of this study is to answer the question "Why do economically and academically disadvantaged young learners choose to engage with ICT and what role do they see for computer literacy?" Thus, the purpose of the study is to unfold learner agency in constraining conditions.
- ItemOpen AccessEDN 5510 - Advanced Research Design(2016-07-01) Brown, Cheryl; Hodgkinson-Williams, Cheryl; Ng'ambi, Dick; Cox, GlendaAdvanced research design is a compulsory module offered to Masters in Education (MEd) in Information Communication Technology (ICT) students embarking on a minor dissertation. The Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town offers the course in blended (hybrid) mode for students in their ICTs in Education stream. The hybrid module involves pre-course work, a 6 day face-to-face block component where students develop and get feedback on an initial research design, followed by post-course proposal development with lecturers and peer feedback. This record contains a selection of materials from the course, named according to the dominant theme explored in each resource, namely: 1 - Research Topic and Problem; 2 - Context and rationale; 3 - Concepts, empirical research and literature review; 4 - Conceptual frameworks and theories; 5 - Research questions; 6 - Data collection and data analysis; 7 - Ethics; and 9 - Validity. These materials were last updated July 2017.
- ItemOpen AccessAn examination of how lecturers' pedagogical beliefs are reflected in their use of ICTs in teaching practice : a case for Africa University EMBA lecturers(2011) Chipunza, Unity; Brown, CherylIn the study, six lecturers were surveyed to determine their pedagogical beliefs. The findings of the lecturers' beliefs survey indicated that no one lecturer strictly held one belief construct. They instead held a mixture of the beliefs and the distinction was in the actual mix.
- ItemOpen AccessExcavating the meaning of information and communication technology use amongst South African university students : a critical discourse analysis(2011) Brown, Cheryl; Hart, MikeThis thesis examines what Information and Communication Technologies (ICTs) mean to South African university students and how these meanings form the basis of technological identities. It explores the relationships between these meanings and identities and the possibilities and opportunities that they create or limit.
- ItemOpen AccessExploring first-year, rural students computer acquisition experiences at an urban university in South Africa(2020) Lee Shong, Carmelita; Brown, CherylHigher Education in South Africa still reflects its apartheid past. Historically white institutions of higher learning remaining well resourced, most of their students are white and these institutions still retain their colonial activities. Black students who attend these Higher Education Institutions do not perform as well as their white counterparts as a result of the inequalities that still exist in South Africa. In South Africa, tertiary institutions are tasked with delivering skilled and computer proficient graduates as required by industry. These graduates are key to South Africa's participation in the Fourth Industrial Revolution, which will ensure the country's economic growth. Gaining entry to higher education institutions has improved for black students. However, there are differentiated divides which exist within each aspect of these institutions that limit black students' engagement and full participation at previously white higher education institutions. Information and Communication Technology (ICT), especially at historically white institutions, has become a key component of their teaching and learning practice. However, the digital divide is most evident amongst black, rural students who often come into this learning environment with little or no computer experience. Their often, white privileged peers are mostly computer proficient. The study explored how underprivileged students experience the process of acquiring computer skills. It unpacks their perceptions of themselves in relation to their peers, the implications that this has on students' current journey at the University of Cape Town and their future computer use within a learning environment. The case study, focused on first year, rural, black students, involved the use of a mixed method approach. Data were collected using a questionnaire, an observation and interviews. Critical Discourse Analysis is used to understand the data. Foucault's view of Critical Discourse, namely, the concepts of Power/Knowledge, Subject/Trust are used to understand how the structures and waysin which society createslevels of power and being within society are viewed. Credence is given to the opinions of some people in society and not to others through these Power/Knowledge and Subject/Trust discourse. Critical Discourse seeks to explore the social injustices inherent in society and to encourage it to be more equitable. The research shows that the acquisition of computer skills for first year, rural, black students at a historically white university is not easy, especially for those who come with no computer knowledge. They lose their self-worth and may initially become computer averse even though they realise the value of computers. The gap between students who come in without computer skills and the computer proficient students grows as they progress. The lack of computer skills limits students without computer experience from fully benefiting from the array of opportunities computers bring to the learning environment. They only acquire the skills taught at the university, which limits their further acquisition of computer skills. Further research in this area is required to fully understand the rural students' experience.
- ItemOpen AccessFirst-year higher education students’ acquisition of digital content creation literacies in discipline-specific settings(2019) Mayisela, Thabisa; Hodgkinson-Williams, Cheryl; Brown, CherylDigital knowledge production involves the processing and presentation of digital information and content through the implementation of digital literacy practices in technical, cognitive and social-emotional dimensions. As such, this thesis addresses the question: How and why do first-year higher education students acquire digital content creation literacies in a discipline-specific setting? Firstly, this thesis contributes to the conceptualisation of digital literacy as a social practice through theorizing the complex and evolving nature of digital literacy practices in disciplinary-specific contexts in higher education. Secondly, the thesis develops a theoretical explanation to how higher education students acquire digital content creation literacies within their discipline-specific settings. Drawing on the New Literacies Studies’ theoretical approach, first-year students’ digital literacy practices, in particular content creation literacies, are explored in relation to sociocultural factors, and enablers and contradictions influencing their practices in disciplinespecific settings. Additionally, Gee’s (2008) principles of literacy and Discourse acquisition inform the analysis of student acquisition of digital literacy practices. An adaptation of Ng’s (2015) digital literacy framework is applied as an analytical tool for categorising students’ digital literacy practices and is further complemented by Engeström's (2001) second generation Activity theory framework when analysing the students’ digital literacy practices involved in assignment writing (the digital literacy event). Using a case study design with a mixed methods approach, quantitative (a questionnaire) and qualitative (focus groups, interviews and student assignments) data is obtained from a total of 103 and 27 students respectively. A key finding of this thesis is that discipline-specific learning and assessment activities (LAAs) instantiate individual and collaborative digital content creation and also drive the desire for students’ acquisition of digital literacies for content creation. However, there are some ‘actual processes’ (Maxwell, 2012) that are not directly perceptible, such as student experience in using Information and Communication Technologies (ICT), age, volition, gender, course culture, historicity of practice and student histories of learning with ICT that influence student digital content creation practices. By the same token, this thesis highlights the importance of students owning or having technology access at university as lack of access is a constraining factor for their engagement in their LAAs. The main contribution of this thesis is the finding that, when LAAs, which foster the acquisition of digital content-creation literacies are part of the curriculum, students can acquire the respective literacies through self-teaching, scaffolding from peers or senior students, trial and error, and engaging in practice within their disciplines, implying that there is no need for overt instruction as is the case of digital skills training isolated from the context of practice. The implication of this finding is that universities need to annually review firstyear students’ prior digital literacy skills and practices to inform the responsive adaptation of the LAAs. Additionally, universities require a deliberate strategy for collaboration between their academics, library staff, writing centre staff and professional development units on the integration of digital literacies for learning into the curriculum.
- ItemOpen AccessThe habitus of digital ""strangers"" in higher education(Wiley, 2013) Czerniewicz, Laura; Brown, CherylResearch into South African students' digitally mediated learning and social practices revealed a subgroup termed ""digital strangers"", students lacking both experience and opportunities, who had barely used a computer and who did not have easy access to technology off campus. Using a Bourdieun framework, this group's technological habitus and access to capital were considered within the field of higher education. There was a focus on two forms of cultural capital: embodied cultural capital, specifically disposition and values; and objectified cultural capital especially computers and cell phones. Social capital—in terms of personal connections and the values of those close to the students—was also considered. The investigation showed a complex technological habitus, with a paucity of access and limited practices in relation to computers, while computers and their associated practices are highly valued within higher education Simultaneously, diverse practices and widespread indications of astute use of cell phones were described even though these remained under-acknowledged both by the students and the institutions in which they operated. Students recognised what the field of higher education valued, but they also used what they had available in order to best operate within the field. The findings point to a contradiction between students' practices and the field of higher education yet also show how student practices with an alternative form of objectified capital are pushing the boundaries of the field itself.
- ItemOpen AccessIf we build it will they come? Investigating the relationship between students' access to and use of ICTs for learning(2007) Brown, Cheryl; Czerniewicz, LauraResearch from a survey of students in higher education institutions in the Western Cape has demonstrated that despite the difficulties being experienced in terms of access to Information and Communication Technologies (ICTs) in higher education, students report that they do indeed use computers for their learning. In this paper we explore the relationship between access and use examining particularly the influence of context on use. We focus on those specific aspects of access where previous studies have highlighted a link between access and use, namely; home computer access, individuals' interest in and aptitude with using computers, and support within social networks. Although the research findings do reveal quite obviously that students with poor access do make less use of ICTs for learning, this forms only part of the picture. High access does not guarantee high use: differentiation in use is noted amongst students from different socio-economic groups for example. There are also students with low access who exercise their agency in constraining conditions, and make frequent use of ICTs for learning, particularly in the business and engineering disciplines. The findings reported in this paper suggest that the notion of the digital divide is simplistic and less useful than previously thought; rather indications are that amongst higher education students there is a usage divide, and digital differentiation is a more useful framing concept.
- ItemOpen AccessThe influence of video lectures on student engagement in the University of Cape Town's first Massive Open Online Course(2016) Fife, Mary-Ann; Brown, CherylThis study set out to determine the role that video lectures played in engaging participants with different learning styles in UCT's first Massive Open Online Course (MOOC), Medicine and the Arts: Humanising Healthcare. A framework based on Grundewald's adaptation of Kolb's Learning Model was developed in order to segment students according to their learning styles and analyse the similarities and differences in their preferences for various video production styles (e.g. talking head, location-based videos, office based videos, visually illustrative videos etc.). Since prior research in this field has been largely quantitative to date and descriptive of behaviour but devoid of meaning, this study took a mixed methods, case study approach with the aim of studying the intent behind behaviours in MOOCs rather than the behaviour itself. Eight Skype interviews with students who participated in the course were conducted and analysed. These interviews were transcribed and analysed using thematic analysis. The analysis of this qualitative data was supported by survey data gathered at the beginning of the course (pre-course survey - 2 916 respondents), surveys conducted during each week of the course (411 responses over six weeks) as well as after the completion of the course (postcourse survey - 130 respondents). All surveys were administered via electronic survey collection tools (i.e. Google Forms and Survey Monkey) and included both closed and open-ended questions. The pre- and post-course surveys were administered by FutureLearn and the surveys sent during the course were administered by the researcher. The data from the survey was analysed using mainly simple descriptive and correlation techniques as well as a cluster analysis. One of the key findings was that MOOC participants relate to the presenters in MOOCs through the videos, and the presenter's style and approach had a strong influence on the students' engagement. In addition, while there was no definitive conclusion about the effect of learning styles on engagement, a preference for social engagement was found to be a major differentiator between the natural groupings identified by the cluster analysis conducted. Given that this was a case study, it is recommended that the findings are tested across platforms and types of courses in order to further refine the results of this research and reduce bias.
- ItemOpen AccessInstructional technologies in social science instructions in South Africa(Elsevier Ltd., 2009) Louw, Johann; Brown, Cheryl; Muller, Johan; Soudien, CrainThis study describes the results of a survey and a description of instructional technologies in place in the social sciences in South African Universities. Lecturers in the social sciences reported a well-established practice of information and communication technologies (ICTs) use for general purposes (although frequent use tended to be for email and searching the Internet). They had a high self-efficacy in terms of using ICTs both generally and for teaching and learning, and a high enthusiasm for the use of ICTs for teaching and learning. Half the lecturers had started using ICTs recently with the introduction of learning management systems (LMSs) whereas the other half had established practices that preceded the mainstreaming of LMSs across universities. Only about a quarter of the respondents felt able to develop and update ICTs themselves which indicates that support is a necessary part of teaching with technology. In terms of different types of use the focus was on putting content on the web and course administration. Use of ICTs for teaching of skills (whether information literacy, problem solving or critical thinking) was infrequent. There were different types of ICT use across the different sub-disciplines. Lecturers reported factors which constrained their use of ICTs for teaching and learning, such as inadequate technology, pedagogical issues (e.g. plagiarism), and students opting out of lectures when materials were available online. It is argued that user studies in are relevant to the future delivery of educational material, in terms of removing barriers to use and targeting training and supportive activities.
- ItemOpen AccessIntegrating lecture recording to support flexible learning and responsive pedagogies in a dual mode undergraduate law degree(2019) Prinsloo, Heinrich; Pallit, Nicola; Brown, CherylThis study investigates the integration of lecture recordings to support flexible learning and responsive pedagogical approaches in an undergraduate LLB degree presented in a dual mode (face-to-face and online) by the University of the Free State’s Faculty of Law. In this faculty, lecture recording is observed by compulsory integration in all classes; the only options pertain to three basic software tools. According to literature, integrating lecture recording can bring about flexibility in student learning, and flexibility can have both positive and negative implications for student learning. This study uses Puentedura’s (2006) SAMR (Substitution, Augmentation, Modification and Redefinition) model as a theoretical lens to analyse different levels or types of integration of lecture recording by students and lecturers. The SAMR categories assisted the study to identify whether Substitution, Augmentation, Modification or Redefinition were present when students and lecturers integrated lecture recording in teaching and learning. The study implements a mixed-method research approach that included student and lecturer surveys, lecturer interviews, and telephonic interviews and focus group discussions with students. Findings indicate that students’ overall experience of lecture recording was that it enhanced their learning and gave them flexibility regarding how, where, when they could learn. Some lecturers claimed that lecture recording enhances their teaching methodology, and that it can have an impact on their students’ learning. Lecturers agreed that lecture recording can be applied and integrated to transform the way they teach. Lecturers also indicated that lecture recording, in the form of audio recordings of lectures, in some instances caused students to hold lecturers accountable, not always fairly, for their utterances in class. Both staff and students indicated that they had concerns about class attendance when lecture recording was used, regardless of whether lectures were recorded when presented online or face-to-face. The study found that campus-based and online students integrated lecture recordings as part of their learning experiences in a variety of ways. The majority of campus-based students reported using lecture recordings to augment their learning experiences, especially in relation to how and whether they attended faceto-face lectures. Modification strategies for online students included making use of lecture recordings as a substitute for their presence at face-to-face lectures. Some online students reported that engaging with lecture recordings made them feel part of the course and its community of students. Lecturers’ specific approaches to teaching play a considerable role in the way they experience lecture recording and the way they integrate it in their courses. In addition to survey findings, the study also presents lecturer views, to illustrate some of these variations and interplays. While some lecturers reported that using lecture recordings has completely transformed the way they teach, others admitted that if they had a choice, they would not use lecture recordings in their teaching. The study offers a contextual account of lecture recording integration and contributes to global debates around lecture recording. Student and lecturer experiences with lecture recording, as observed through various SAMR levels of integration, depend on the type of lecture recording tool and software used, beliefs relating to the purpose of a lecture, regardless of its mode of delivery, and the reason for recording it in the first place. The study contributes to a local understanding of lecture recording integration and stimulates new dialogue that could guide future integration of lecture recording technologies, locally and internationally.
- ItemOpen AccessAn investigation into the initial adoption of e-learning innovation in teaching and learning: the case of Makerere University(2012) Walimbwa, Michael; Brown, CherylE-learning is the use of electronic devices and networks to engage in synchronous and asynchronous learning activities. E-learning is being increasingly adopted in higher educational institutions. Research in this area has tended to focus on innovations and implementations and little has been done on adoption of this highly pervasive technology at an institutional level, particularly within Africa. The motivation for this study was to examine how an African University, in this case Makerere University, can enhance the adoption of e-learning in teaching and learning. The research used Rogers’ diffusion of innovations (DoI) theory to explore the initial adoption of e-learning. It was felt that the enormous amount of experiences that early adopters and innovators could share regarding e-learning could assist as e-learning becomes more of a mainstream activity within the university.
- ItemOpen AccessAn investigation of third-year multimedia students' use of the web to supplement and enhance formal course work and skills(2011) Swanepoel, Hannelie; Czerniewicz, Laura; Brown, CherylMany studies have shown that, despite, the initial hype about how the world wide web would change learning, young people and, especially, students are not necessarily inclined to use the web for learning, simply because it is available. In this dissertation, I investigate third-year multimedia students' use of the web to supplement and enhance formal course work and skills. The study investigates the use of the web for academic self-study that is not linked to direct assessment such as assignments. The dissertation is based on the premise that even where students choose technology as a career and have relatively good access to it, they do not necessarily make high use of it for learning.
- ItemOpen AccessMaking sense of Gender and ICTs in Education: Exploring theoretical explanations for complex findings(ICEL, 2017-07-05) Brown, Cheryl; Czerniewicz, LauraThis paper examines findings from two surveys of 10110 university students conducted in South Africa in 2004 and 2007, and explores a theoretical lens for taking the work further. We report on the differences between male and females students' access to and use of ICTs for learning. In particular we note that whilst equal opportunities do largely exist for both genders, there are subtle differences in terms of female students' practical access and sense of personal agency. Findings about use are complicated with male students using ICTs more frequently particularly in the sciences disciplines and for activities such as information seeking and communication (in contrast to research elsewhere). In order to try and better understand our findings and to better focus the qualitative phase of the research currently being undertaken as a result of the findings reported on in this paper, we explore four different theoretical perspectives: Bourdieu's notion of habitus; Feminist Standpoint Theory; Critical Information Systems Theory; and Expectations States Theory. We then suggest using Bourdieu's notion of habitus as our theoretical focus as we believe it offers us the most flexibility whilst enabling a gender focus to be maintained.
- ItemRestrictedOnline content creation: looking at students’ social media practices through a Connected Learning lens(Taylor & Francis, 2016) Brown, Cheryl; Czerniewicz, Laura; Noakes, TravisAs the boundaries between technology and social media have decreased, the potential for creative production or participatory practices have increased. However, the affordances of online content creation (OCC) are still taken up by a minority of Internet users despite the opportunities offered for engagement and creativity. Whilst previous studies have addressed creative production by university students for specific purposes, there is a research gap concerning OCC in the everyday lives of African university students. This paper describes the stories of three students who are online creators of content, the social media they utilised; their trajectories; their linkages with career interests; the types of online presences they created, maintained or discontinued into their university lives. As the case studies spanned digital practices that were informal and extracurricular yet peer supported as well as interest-driven and academically-oriented, the pedagogical framework of Connected Learning proved an appropriate heuristic. The study shows that being a digital creator gives students a competitive edge in our globally competitive society.