Late Departures from Paper-Based to Supported Networked Learning in South Africa: Lessons Learned
Illasha Kok, School for Education Studies, North-West University, Potchefstroom, South Africa ; Petra Bester, Africa Unit for Transdisciplinary Health Research (AUTHeR), North-West University, Potchefstroom, South Africa ; Hennie Esterhuizen, IT Department, North-West University, Potchefstroom, South Africa
IJDET Volume 16, Number 1, ISSN 1539-3100 Publisher: IGI Global
Fragmented connectivity in South Africa is the dominant barrier for digitising initiatives. New insights surfaced when a university-based nursing programme introduced tablets within a supportive network learning environment. A qualitative, explorative design investigated adult nurses' experiences of the realities when moving from paper-based learning towards using tablets within a blended learning environment. Purposive sampling was applied. 45 (N) participants were included, each receiving a preloaded tablet (15 running on iOS, 15 on Android 4.2.2 Jelly Bean and 15 on Windows® 8 operating systems), being WiFi-dependent, integrated into a supportive learning network. Participants completed eleven compulsory Internet-based activities. Three reflective focus groups with 18 (n) participants concluded the project. Through self-empowerment and supportive environment, students adopted seamlessly, overcame network and resource-related challenges. Valuable lessons were learned within the digital divide, integrate tablets into distance learning from a resilient and pragmatic approach.
Kok, I., Bester, P. & Esterhuizen, H. (2018). Late Departures from Paper-Based to Supported Networked Learning in South Africa: Lessons Learned. International Journal of Distance Education Technologies, 16(1), 56-75. IGI Global.