How can mobile technology enhance students' learning in technical vocational training in South Africa?
| dc.contributor.advisor | Nilsson, Warren | |
| dc.contributor.author | Moses, Lea-Anne | |
| dc.date.accessioned | 2021-02-17T14:00:12Z | |
| dc.date.available | 2021-02-17T14:00:12Z | |
| dc.date.issued | 2020 | |
| dc.date.updated | 2021-02-16T13:05:52Z | |
| dc.description.abstract | Education and skills training are proven remedies in overcoming poverty and unemployment and creating equitable, prosperous and sustainable economies. The government has recognised the critical role post-school education plays in ensuring South Africa realises Vision 2030 which has set a lofty target of 1.25 million student enrolments in Technical and Vocational Education and Training institutions by 2030. While considerable success has been achieved in enrolment rates, student throughputs at these institutions are weak; on average, only 20% of all students who enter these institutions graduate with a qualification. However, despite all these challenges, there is also reason to be optimistic. The dramatic impact of technology on the world today; how we learn and connect with others and the affordability and accessibility of mobile devices have meant that knowledge acquisition is now available to almost everyone. The purpose of this case study is to explore how mobile technology can be used to enhance the learning experience for students at post-school institutions such as Technical and Vocational Education and Training (TVET) colleges. Research participants are drawn from False Bay College in the Western Cape. These 50 young people ranged in age from 18 to 29 years and are split across two study disciplines; namely, Travel and Tourism, and Hospitality. A qualitative case study is conducted, using an inductive approach in a constructivist paradigm. Different data sources (observations, interviews, and WhatsApp group chats) were used to provide an understanding of how mobile technology made the learning experience richer and more rewarding to participants. Data were analysed using Thematic Analyses. The findings indicate that participants feel positive about the use of mobile technology for learning as well as its contribution to the enrichment of their overall learning experience. The accessibility of the technology used in the study, as well as the accessibility afforded by the technology (access to experts, rewards, support services, and industry information) were considered by participants to be the main contributory reasons for the positive enhancement of their learning. However, factors that detract from the use of mobile technology for learning are also listed. Given the increased focus on improving TVET graduate throughput rates, against a backdrop of cost-cutting and demands for a workforce armed with 21st Century skills, educational leaders need to further explore and better understand how ubiquitous technology, like mobile phones, can be used to enhance learning for students to be better equipped to meaningfully participate in the knowledge economy. | |
| dc.identifier.apacitation | Moses, L. (2020). <i>How can mobile technology enhance students' learning in technical vocational training in South Africa?</i>. (). ,Faculty of Commerce ,Graduate School of Business (GSB). Retrieved from http://hdl.handle.net/11427/32885 | en_ZA |
| dc.identifier.chicagocitation | Moses, Lea-Anne. <i>"How can mobile technology enhance students' learning in technical vocational training in South Africa?."</i> ., ,Faculty of Commerce ,Graduate School of Business (GSB), 2020. http://hdl.handle.net/11427/32885 | en_ZA |
| dc.identifier.citation | Moses, L. 2020. How can mobile technology enhance students' learning in technical vocational training in South Africa?. . ,Faculty of Commerce ,Graduate School of Business (GSB). http://hdl.handle.net/11427/32885 | en_ZA |
| dc.identifier.ris | TY - Master Thesis AU - Moses, Lea-Anne AB - Education and skills training are proven remedies in overcoming poverty and unemployment and creating equitable, prosperous and sustainable economies. The government has recognised the critical role post-school education plays in ensuring South Africa realises Vision 2030 which has set a lofty target of 1.25 million student enrolments in Technical and Vocational Education and Training institutions by 2030. While considerable success has been achieved in enrolment rates, student throughputs at these institutions are weak; on average, only 20% of all students who enter these institutions graduate with a qualification. However, despite all these challenges, there is also reason to be optimistic. The dramatic impact of technology on the world today; how we learn and connect with others and the affordability and accessibility of mobile devices have meant that knowledge acquisition is now available to almost everyone. The purpose of this case study is to explore how mobile technology can be used to enhance the learning experience for students at post-school institutions such as Technical and Vocational Education and Training (TVET) colleges. Research participants are drawn from False Bay College in the Western Cape. These 50 young people ranged in age from 18 to 29 years and are split across two study disciplines; namely, Travel and Tourism, and Hospitality. A qualitative case study is conducted, using an inductive approach in a constructivist paradigm. Different data sources (observations, interviews, and WhatsApp group chats) were used to provide an understanding of how mobile technology made the learning experience richer and more rewarding to participants. Data were analysed using Thematic Analyses. The findings indicate that participants feel positive about the use of mobile technology for learning as well as its contribution to the enrichment of their overall learning experience. The accessibility of the technology used in the study, as well as the accessibility afforded by the technology (access to experts, rewards, support services, and industry information) were considered by participants to be the main contributory reasons for the positive enhancement of their learning. However, factors that detract from the use of mobile technology for learning are also listed. Given the increased focus on improving TVET graduate throughput rates, against a backdrop of cost-cutting and demands for a workforce armed with 21st Century skills, educational leaders need to further explore and better understand how ubiquitous technology, like mobile phones, can be used to enhance learning for students to be better equipped to meaningfully participate in the knowledge economy. DA - 2020_ DB - OpenUCT DP - University of Cape Town KW - Accessibility KW - learning experience KW - mobile Technology KW - TVET College LK - https://open.uct.ac.za PY - 2020 T1 - How can mobile technology enhance students' learning in technical vocational training in South Africa? TI - How can mobile technology enhance students' learning in technical vocational training in South Africa? UR - http://hdl.handle.net/11427/32885 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/32885 | |
| dc.identifier.vancouvercitation | Moses L. How can mobile technology enhance students' learning in technical vocational training in South Africa?. []. ,Faculty of Commerce ,Graduate School of Business (GSB), 2020 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/32885 | en_ZA |
| dc.language.rfc3066 | eng | |
| dc.publisher.department | Graduate School of Business (GSB) | |
| dc.publisher.faculty | Faculty of Commerce | |
| dc.subject | Accessibility | |
| dc.subject | learning experience | |
| dc.subject | mobile Technology | |
| dc.subject | TVET College | |
| dc.title | How can mobile technology enhance students' learning in technical vocational training in South Africa? | |
| dc.type | Master Thesis | |
| dc.type.qualificationlevel | Masters | |
| dc.type.qualificationlevel | MPhil |