Divergence and the use of digital technology in learning: Undergraduate students’ experiences of email feedback in a South African university

Abstract

South African universities’ use of digital technologies in learning has increased in recent years. Given that social exposure, the context and pedagogic uses of technology influence learning expectations and learner involvement, it is important to understand students’ experiences of the use of different technological tools. This article employs activity theory as a lens to explore how students with different levels of prior knowledge experienced the use of e-mail feedback. The feedback involves content discussion and comments on assessment drafts in a modular learning environment of a unit of undergraduate study at one of the country’s universities. The students reported mixed experiences of the level of personal control and responsibility for their learning. The article explores the findings’ implications for teaching and learning praxis in the university and makes suggestions for further research.

Technology-mediated advising for student success: Exploring selfmediated academic support for undergraduate students using AutoScholar Advisor System

“…Another limitation could be the assumption that all students have the competencies necessary to use technology-mediated learning support systems. Scholars, including Reddy Moonasamy and Naidoo (2022) and Nnadozie et al (2020), highlight the challenges in using technology to support learning at South African universities.…”