Instructional technologies in social science instructions in South Africa

Louw, Johann; Brown, Cheryl; Muller, Johan; Soudien, Crain

Instructional technologies in social science instructions in South Africa

Journal Article

2009

Journal Title

Computers & Education

Link to Journal

http://dx.doi.org/10.1016/j.compedu.2009.02.001

Publisher

Elsevier Ltd.

Publisher

University of Cape Town

Department

CILT

Faculty

Centre for Higher Education Development

Abstract

This 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.

Description

This is the author's version of a work that was accepted for publication of the article: Computers & Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Computers & Education, VOL 53, 2009, DOI: 10.1016/j.compedu.2009.02.001.