An investigation into factors enabling and constraining the successful integration of learning technologies within lecturers' teaching practices: A case of two faculties at a South African university

Simple item page
dc.contributor.advisorMayisela, Catherine Thabisa
dc.contributor.advisorHuang, Cheng Wen
dc.contributor.authorMarozhe, Lovejoy
dc.date.accessioned2026-09-18T09:56:07Z
dc.date.available2026-09-18T09:56:07Z
dc.date.issued2026
dc.date.updated2026-09-18T09:49:35Z
dc.description.abstractThis study examines factors influencing the integration of learning technologies into teaching practices at two faculties of a South African university, guided by the SITES 2006 conceptual framework. It explores enabling and constraining factors at institutional, faculty, and lecturer levels, as well as the impact of student characteristics on technology adoption. Using a relativist ontological social constructivist epistemology and mixed-methods design, data were collected through a questionnaire of 53 respondents and 13 follow-up interviews. Key enablers included institutional vision, a supportive Centre for Learning Technologies (CLT), a robust Learner Management System (LMS), professional development, and facultylevel resources like a dedicated studio and learning technologies team. Lecturers' personal interest and time-saving benefits also supported adoption, with demographics like age and gender showing no significant impact. Students were found to have good digital access, skills, and enthusiasm for new technologies. Constraints included lack of input in institutional policies, time limitations, fear of technology, and difficulty keeping pace with technological changes. Students rarely proposed new technologies. Despite challenges, both faculties effectively supported lecturers, enhancing teaching, learning, and assessment (TLA) quality. Notably, one faculty's dedicated team significantly facilitated integration, offering a potential model for others. The study highlights a systemic, context-sensitive approach to technology integration. It contributes to knowledge of educational technology in the Global South and provides actionable recommendations for stakeholders to optimize technology's pedagogical potential.
dc.identifier.apacitationMarozhe, L. (2026). <i>An investigation into factors enabling and constraining the successful integration of learning technologies within lecturers' teaching practices: A case of two faculties at a South African university</i>. (). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/43789en_ZA
dc.identifier.chicagocitationMarozhe, Lovejoy. <i>"An investigation into factors enabling and constraining the successful integration of learning technologies within lecturers' teaching practices: A case of two faculties at a South African university."</i> ., University of Cape Town ,Faculty of Humanities ,School of Education, 2026. http://hdl.handle.net/11427/43789en_ZA
dc.identifier.citationMarozhe, L. 2026. An investigation into factors enabling and constraining the successful integration of learning technologies within lecturers' teaching practices: A case of two faculties at a South African university. . University of Cape Town ,Faculty of Humanities ,School of Education. http://hdl.handle.net/11427/43789en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Marozhe, Lovejoy AB - This study examines factors influencing the integration of learning technologies into teaching practices at two faculties of a South African university, guided by the SITES 2006 conceptual framework. It explores enabling and constraining factors at institutional, faculty, and lecturer levels, as well as the impact of student characteristics on technology adoption. Using a relativist ontological social constructivist epistemology and mixed-methods design, data were collected through a questionnaire of 53 respondents and 13 follow-up interviews. Key enablers included institutional vision, a supportive Centre for Learning Technologies (CLT), a robust Learner Management System (LMS), professional development, and facultylevel resources like a dedicated studio and learning technologies team. Lecturers' personal interest and time-saving benefits also supported adoption, with demographics like age and gender showing no significant impact. Students were found to have good digital access, skills, and enthusiasm for new technologies. Constraints included lack of input in institutional policies, time limitations, fear of technology, and difficulty keeping pace with technological changes. Students rarely proposed new technologies. Despite challenges, both faculties effectively supported lecturers, enhancing teaching, learning, and assessment (TLA) quality. Notably, one faculty's dedicated team significantly facilitated integration, offering a potential model for others. The study highlights a systemic, context-sensitive approach to technology integration. It contributes to knowledge of educational technology in the Global South and provides actionable recommendations for stakeholders to optimize technology's pedagogical potential. DA - 2026 DB - OpenUCT DP - University of Cape Town KW - learning technologies KW - teaching practices LK - https://open.uct.ac.za PB - University of Cape Town PY - 2026 T1 - An investigation into factors enabling and constraining the successful integration of learning technologies within lecturers' teaching practices: A case of two faculties at a South African university TI - An investigation into factors enabling and constraining the successful integration of learning technologies within lecturers' teaching practices: A case of two faculties at a South African university UR - http://hdl.handle.net/11427/43789 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/43789
dc.identifier.vancouvercitationMarozhe L. An investigation into factors enabling and constraining the successful integration of learning technologies within lecturers' teaching practices: A case of two faculties at a South African university. []. University of Cape Town ,Faculty of Humanities ,School of Education, 2026 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/43789en_ZA
dc.language.isoen
dc.language.rfc3066eng
dc.publisher.departmentSchool of Education
dc.publisher.facultyFaculty of Humanities
dc.publisher.institutionUniversity of Cape Town
dc.subjectlearning technologies
dc.subjectteaching practices
dc.titleAn investigation into factors enabling and constraining the successful integration of learning technologies within lecturers' teaching practices: A case of two faculties at a South African university
dc.typeThesis / Dissertation
dc.type.qualificationlevelMasters
dc.type.qualificationlevelMEd
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
thesis_hum_2026_marozhe lovejoy.pdf
Size:
2.3 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.72 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Masters