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1. Introduction

An investigation into the challenges of educator’s as adult learners in e-learning training: a Walter Sisulu University case study. 3 rd WSU E-learning Conference Presenter : NP Ceza(Ms). 1. Introduction

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1. Introduction

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  1. An investigation into the challenges of educator’s as adult learners in e-learning training: a Walter Sisulu University case study. 3rd WSU E-learning Conference Presenter : NP Ceza(Ms)

  2. 1. Introduction The integration of Information and Communication Technology (ICT) in education has been viewed as having profound and far reaching implications to achieve the aims of the learning societies (Selwynn 2003: 4).

  3. 1. Introduction (cont.) • The benefits of ICT in education include: • Motivating low achievers • Encouraging active learning • Increasing the quality of education and • Increasing teacher productivity • Encouraging interactivity between the learner – content, learner – instructor and learner-learner. • (OECD 2003, Gunga & Ricketts 2007, Chitanana, Makaza & Madzima 2008, Evoh 2009 and Wang 2008)

  4. 2. Background to the Study • Prior to the introduction of e-learning at WSU the Project Needs Analysis conducted showed that the WSU academic staff: • Does not have regular access to computers • Has low computer literacy • Does not use email addresses • When provided ICT training course does not finish it • (Deinum 2008)

  5. 3. The value of ICT Professional Development • The educators are a central factor in ICT integration • to teaching and learning. • Educators are the “agents of change”. • The lack of professional development is a major • barrier to ICT integration. • Success and failure of ICT integration depends on • the degree of preparation which includes • familiarizing the staff with technology. • (Charalambous & Karagiorgi 2003, OECD 2003, • Gulbahar 2005 and Ojogwu 2006)

  6. 4. The Aims of the Research • To investigate : • The challenges that the educators experience • during training. • To investigate whether there are developmental • differences in how educators as adult learners • approach their ICT / e-learning training.

  7. 5. Research Questions • What challenges do educators face when they • assume the student role as ICT learners? • What causes educators to drop out from ICT • training classes?

  8. 6. Research Methodology • A qualitative design • A purposeful sampling was used. • 21 educators from the 3 WSU sites were • interviewed. • 3 focus groups were interviewed on the • challenges that they experienced during the ICT/e- • learning trainings.

  9. 7. Findings - Challenges • The respondents in all sites expressed the same sentiments on the following challenges which they experienced during their training: • Technophobia • Lack of time • Intimidating fast pace of trainers • Information overload • Lack of skills audit

  10. 7. Findings - Challenges (cont.) • Trainers’ planning oversight: • > not involving the staff in planning the training • > timing of training • > lack of manual • Facilitation limitations • > Lack of individual attention • > Lack of training co- facilitators • > Lack of assessment

  11. 7. Findings - Challenges (cont.) • Lack of technical support • Institutionally related challenges • > Slow internet • > Lack of resources (computers and computer • laboratories

  12. 8. Discussion • Gunga and Ricketts (2007) regard computer • anxiety as having a potential of slowing down • innovations. Schrum(1999) in Nida, Moses and • Luan (2009) refers to this anxiety as being • among adult learners who feel uncomfortable • with technology and are fearful of looking • foolish. • Nida et al (2009) refer to many programmes of professional development which could not be successful due to the educators’ lack of time.

  13. 8. Discussion (cont.) • Zembylas, Theodorou and Pavlakis (2008) state that adult learners’ multiple roles are likely to affect the ICT learning negatively more especially if they are novices in ICT.

  14. 9. Conclusion • The empirical study reveals that the educators who are the change agents in the advent of e-learning do have challenges. • These challenges can be attributed to: • > the trainers • > the characteristics of the trainee and • > some are institutionally related.

  15. 10. Recommendations • To assist the educators, the trainers could: • recognize their level of computer competence. • try to use user-friendly terms and avoid the • intimidating jargon if possible. • be mindful about the timing of trainings. • present the sessions in small portions to be • followed by an assessment .

  16. 10. Recommendations (cont.) • Create a more supportive environment by increasing the facilitators. • Liaise with the institution to increase the internet availability . • See to the servicing of computers before the trainings. • Familiarize themselves with the adult learning principles.

  17. THANK YOU nceza@wsu.ac.za

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