A reflective analysis of student self-directed eLearning at the University of the Western Cape PROCEEDINGS
Mziwoxolo Mayedwa, Juliet Stoltenkamp, Okasute Kasuto, University of the Western Cape, South Africa
EdMedia: World Conference on Educational Media and Technology, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The University of the Western Cape realises that no institution can be more competitive and be able to deliver access and support services to a diverse and greater number of learners while ignoring the reality and challenges that are brought by eLearning. The paper reflects on eLearning adoption and whether it has led to self-directed learning by investigating the student competence on the use Information and Learning Technologies. The findings highlight that the use of eLearning is evolving at UWC, but however there is a need to tighten the use eTools and improve the information and learning technologies. The authors make an appeal for a blended training programme integrated into the teaching curriculum that will empower the student to take control and ownership of their eLearning experiences as well as enhance their computer literacy skills. The vital commitment of an integrated student support structure, whereby the lecturer and eLearning support team jointly take ownership of the implementation of student eLearning training programmes is highlighted.
Mayedwa, M., Stoltenkamp, J. & Kasuto, O. (2009). A reflective analysis of student self-directed eLearning at the University of the Western Cape. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 474-486). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 18, 2018 from https://www.learntechlib.org/p/31543/.
© 2009 Association for the Advancement of Computing in Education (AACE)