Browsing by Author "Govender, Shanali"

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    Exploring South African public higher education students' digital beyond-the-classroom practices: a collective case study of ten Chinese foreign language learners
    (2026) Futcher, Jarryd; Mayisela, Thabisa; Govender, Shanali
    Ubiquitous technologies and networked applications have created new digital language learning opportunities that extend beyond traditional classroom settings. These opportunities enable "digital beyond-classroom" (DBC) language learning practices—activities that occur in semi-formal and informal digital contexts outside conventional educational environments. This study adopts a social practices approach to examine students' DBC practices, focusing on how learner intentions, digital settings, and available resources create contexts that shape the language and literacy learning experiences. This study addresses tensions and taken-for- granted assumptions on the use of technology for self-directed learning within the context of Chinese foreign language (CFL) research. From an interpretivist paradigm and adopting a case study design (including the use of an online semi-structured questionnaire and semi-structured interviews), this study explores the DBC practices of a purposive, convenience sample of 10 participants who studied CFL at three South African, public higher education institutions. The data was analysed inductively in relation to the research question, “How do students from public higher education institutions in South Africa engage in digital beyond-classroom practices to support their Chinese foreign language learning?”. The findings reveal a variety of beyond-classroom practices which, using a thematic analysis approach, generated two themes: beyond-classroom practices for language learning and beyond-classroom practices for everyday use purposes. Using Benson's (2011) LBC framework (i.e., location, formality, pedagogy, and locus of control), a significant finding is that students fluidly switched between digital and physical modes based on their evolving perceptions of which best supported their learning goals and practical applications of the language. Additionally, the technical, cognitive, and social-emotional dimensions of Mayisela's (2019) digital literacy practices supported identifying digital literacies and the entanglement between students' intentions (for language learning or everyday purposes), perceived digital affordances, community culture, and identities. The study concludes that CFL learners' DBC practices mediated means to develop language skills, cultural knowledge and foreign language (FL) learner identities in complex and entangled ways. These findings provide educators, instructional designers and learners insights into how certain digital practices may support FL learning. Finally, the study recommends that future research consider critical ecological and postdigital approaches to researching language learners' literacy practices in a postdigital world.
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    Open Access
    Towards improved inclusive approaches to educational technology support: a case of staff with disabilities at a higher education institution
    (2025) Rayned, Donna; Govender, Shanali
    Inclusive practices in higher education have become a key focus, but staff with disabilities often face challenges when trying to access and use the educational technology and support systems available to them. This study examines the experiences of staff with disabilities at a South African university, focusing on how they engage with the institution's educational technology support. Using a qualitative approach, the research involved interviews to understand the effectiveness of the support provided. The study is guided by the Universal Design for Learning (UDL) framework, offering a useful perspective on the institution's current support practices. The findings reveal gaps in the support, including inconsistent training and unclear guidance on how to use educational technologies effectively. The analysis points to the need for greater awareness of disability and suggests changes to both policies and practices to make the environment more inclusive and equitable. The study concludes by offering recommendations for improving educational technology support, helping institutions create a more inclusive academic environment.
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    Understanding Education Technology Integration Experiences among Engineering Educators: A Cultural Historical Activity Theory Approach
    (2021) Cawood, Ka Wai; Jawitz, Jeffrey; Govender, Shanali
    Although the University of Cape Town has implemented various education technology projects in the last two decades, the disruptions experienced during the #FeesMustFall movement and the COVID-19 pandemic point to challenges with integrating technology successfully, highlighting the need to better understand technology integration in higher education. Based in the Engineering Faculty, I adopted a Cultural Historical Activity Theory (CHAT) perspective to understand the experiences of engineering educators with regards to education technology integration in a department. A qualitative case study with semi-structured interviews was conducted with engineering educators. The data was analysed according to the categories in CHAT. Individual educator analyses were presented as activity systems. These were then synthesised to a departmental level understanding. I found that all educators integrated education technology to varying degrees. These included the university's learning management system, Microsoft PowerPoint, document cameras, and various engineering technologies. Educators integrated education technology to improve the practical demonstration of engineering concepts, prepare students for the workplace, and improve the efficiency of certain tasks. Their integration efforts were mediated mainly by the university's infrastructure and their access to institutional technologies. Nondirective approach by the departmental and faculty leadership provided educators with the freedom to integrate education technology, although, some educators expressed a desire for increased leadership intervention. Technical and pedagogical support services from the university provided resources and support for integration. The technologies integrated by the educators were informed by their preference for teaching resources that visualised theory. Educators were concerned with the impact of lecture recording on attendance, highlighting sustainability issues of this technology. As all participants integrated education technology independently, future studies may benefit from understanding less active users' experiences, the contribution of support services, and the role of departmental leadership.