Late Departures from Paper-Based to Supported Networked Learning in South Africa: Lessons Learned
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.
Year of publication: |
2018
|
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Authors: | Kok, Illasha ; Bester, Petra ; Esterhuizen, Hennie |
Published in: |
International Journal of Distance Education Technologies (IJDET). - IGI Global, ISSN 1539-3119, ZDB-ID 2117832-X. - Vol. 16.2018, 1 (01.01.), p. 56-75
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Publisher: |
IGI Global |
Subject: | Distance learning | Open Distance Learning | Supported Network Learning | Tablet Technology | Technology Enhanced Learning | Transformative Learning |
Saved in:
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