Instructional technologies in social science instructions in South Africa

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dc.contributor.authorLouw, Johannen_ZA
dc.contributor.authorBrown, Cherylen_ZA
dc.contributor.authorMuller, Johanen_ZA
dc.contributor.authorSoudien, Crainen_ZA
dc.date.accessioned2014-11-29T17:41:54Z
dc.date.available2014-11-29T17:41:54Z
dc.date.issued2009en_ZA
dc.descriptionThis 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.en_ZA
dc.description.abstractThis 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.en_ZA
dc.identifier.apacitationLouw, J., Brown, C., Muller, J., & Soudien, C. (2009). Instructional technologies in social science instructions in South Africa. <i>Computers & Education</i>, http://hdl.handle.net/11427/9850en_ZA
dc.identifier.chicagocitationLouw, Johann, Cheryl Brown, Johan Muller, and Crain Soudien "Instructional technologies in social science instructions in South Africa." <i>Computers & Education</i> (2009) http://hdl.handle.net/11427/9850en_ZA
dc.identifier.citationLouw, J., Brown, C., Muller, J., Soudien, C. 2009. Instructional technologies in social science instructions in South Africa. Computers & Education.en_ZA
dc.identifier.issn0360-1315en_ZA
dc.identifier.ris TY - Journal Article AU - Louw, Johann AU - Brown, Cheryl AU - Muller, Johan AU - Soudien, Crain AB - 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. DA - 2009 DB - OpenUCT DP - University of Cape Town J1 - Computers & Education KW - applications in subject areas KW - country-specific developments KW - teaching/learning strategies KW - post-secondary education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2009 SM - 0360-1315 T1 - Instructional technologies in social science instructions in South Africa TI - Instructional technologies in social science instructions in South Africa UR - http://hdl.handle.net/11427/9850 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9850
dc.identifier.vancouvercitationLouw J, Brown C, Muller J, Soudien C. Instructional technologies in social science instructions in South Africa. Computers & Education. 2009; http://hdl.handle.net/11427/9850.en_ZA
dc.language.isoengen_ZA
dc.publisherElsevier Ltd.en_ZA
dc.publisher.departmentCILTen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceComputers & Educationen_ZA
dc.source.urihttp://dx.doi.org/10.1016/j.compedu.2009.02.001en_ZA
dc.subjectapplications in subject areasen_ZA
dc.subjectcountry-specific developmentsen_ZA
dc.subjectteaching/learning strategiesen_ZA
dc.subjectpost-secondary educationen_ZA
dc.titleInstructional technologies in social science instructions in South Africaen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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